Pygmalion in Media-Based Learning: Effects of Quality Expectancies on Learning Outcomes

ERIC Educational Resources Information Center

Fries, Stefan; Horz, Holger; Haimerl, Charlotte

2006-01-01

Two studies investigated how quality expectations affect students' outcomes of media-based learning. Experiment 1 (N=62) demonstrated that students expecting a high-end computer-based training programme learned most, whereas students expecting a programme of ambiguous quality learned least and students having no expectations performed in between.…

Supervising undergraduate research: a collective approach utilising groupwork and peer support.

PubMed

Baker, Mary-Jane; Cluett, Elizabeth; Ireland, Lorraine; Reading, Sheila; Rourke, Susan

2014-04-01

Nursing education now requires graduate entry for professional registration. The challenge is to ensure that students develop independence and team working in a resource effective manner. The dissertation is one opportunity for this. To evaluate changing from individual dissertation supervision to group peer supervision. Group supervision was implemented for one cohort. Dissertation outcomes were compared with two previous cohorts. Student evaluative data was assessed. Group supervision did not adversely affect dissertation outcomes (p=0.85). 88% of students reported peer supervision to be helpful, with themes being 'support and sharing', and 'progress and moving forward'. Peer group support provided consistent supervision harnessing the energy and resources of the students and Faculty, without adversely affecting outcomes. Copyright © 2013 Elsevier Ltd. All rights reserved.

Latino College Students at Highly Selective Institutions: A Comparison of Their College Experiences and Outcomes to Other Racial/Ethnic Groups

ERIC Educational Resources Information Center

Kim, Young K.; Rennick, Liz A.; Franco, Marla A.

2014-01-01

This study examines unique patterns of college engagement and outcomes among Latino undergraduate students attending highly selective institutions in comparison with those from other racial/ethnic groups. The study also identifies predictors of select college outcomes--that is, cognitive, affective, and civic outcomes--for this population.…

Differential Effects of Full and Partial Notes on Learning Outcomes and Attendance

ERIC Educational Resources Information Center

Cornelius, Tara L.; Owen-DeSchryver, Jamie

2008-01-01

Although college instructors are increasingly providing students with online notes, research is equivocal on how such notes affect student outcomes. This study examined partial versus full notes in introductory psychology classes while controlling for initial levels of student knowledge and academic ability. Results suggested that students…

Interactions and Learning Outcomes in Online Language Courses

ERIC Educational Resources Information Center

Lin, Chin-Hsi; Zheng, Binbin; Zhang, Yining

2017-01-01

Interactions are the central emphasis in language learning. An increasing number of K-12 students take courses online, leading some critics to comment that reduced opportunities for interaction may affect learning outcomes. This study examined the relationship between online interactions and learning outcomes for 466 students who were taking…

Perceived teacher affective support in relation to emotional and motivational variables in elementary school science classrooms in Turkey

NASA Astrophysics Data System (ADS)

Sakiz, Gonul

2017-01-01

Background: In recent research, affective learning environments and affective support have been receiving increasing attention for their roles in stimulating students' learning outcomes. Despite its raising importance, little is known about affective support in educational contexts in developing countries. Moreover, international student assessment programmes (e.g. PISA and TIMSS) reveal poor science proficiency of students in most of those countries, which provokes the question of how to make positive changes in students' perspectives and attitudes in science.

Teacher and Student Attitudes to Affective Education: A European Collaborative Research Project.

ERIC Educational Resources Information Center

Puurula, Arja; Neill, Sean; Vasileiou, Lisa; Husbands, Chris; Lang, Peter; Katz, Yaacov J.; Romi, Shlomo; Menezes, Isabel; Vriens, Lennart

2001-01-01

Reports on the outcomes of a comparative research project examining teacher and student attitudes about affective education across Europe. Defines affective education as concern for feelings, values, beliefs, attitudes, and emotional well-being of learners. Considers some of the conceptual issues in affective education as a basis for stressing…

Benefits of Career and Technical Student Organizations' on Female and Racial Minority Students' Psychosocial and Achievement Outcomes

ERIC Educational Resources Information Center

Aragon, Steven R.; Alfeld, Corinne; Hansen, David M.

2013-01-01

The purpose of this study was to determine to what extent do CTSOs affect student psychosocial and achievement outcomes (above and beyond stand-alone CTE programs) when controlling for gender and race. Using a cross-sectional descriptive research design, a total of 5,677 students from 10 states were surveyed regarding their high school…

Effects of Teacher Diversity and Student-Teacher Racial/Ethnic Matching in Elementary Schools on Educational Outcomes

ERIC Educational Resources Information Center

Banerjee, Neena

2013-01-01

This dissertation investigates the implications of student-teacher racial/ethnic matching on two educational outcomes. The fourth chapter investigates whether assignment to same-race teachers affects students' math and reading achievement growth in early elementary grades and whether the overall racial/ethnic composition of the teaching workforce…

Theoretical Perspectives Underlying the Application of Cooperative Learning in Classrooms

ERIC Educational Resources Information Center

Tran, Van Dat

2013-01-01

Cooperative learning has been the centre of worldwide attention because it has been shown to have strong effects on student learning, as well as other positive outcomes. Although the academic, social, affective and psychological outcomes of students taught by cooperative learning are more positive compared with students taught by the traditional…

Is Online Learning Suitable for All English Language Students?

ERIC Educational Resources Information Center

Kuama, Settha; Intharaksa, Usa

2016-01-01

This study aimed to examine online language learning strategies (OLLS) used and affection in online learning of successful and unsuccessful online language students and investigate the relationships between OLLS use, affection in online learning and online English learning outcomes. The participants included 346 university students completing a…

Connecting art and science: An interdisciplinary strategy and its impact on the affective domain of community college human anatomy students

NASA Astrophysics Data System (ADS)

Petti, Kevin

Educational objectives are often described within the framework of a three-domain taxonomy: cognitive, affective and psychomotor. While most of the research on educational objectives has focused on the cognitive domain, the research that has been conducted on the affective domain, which speaks to emotions, attitudes, and values, has identified a number of positive outcomes. One approach to enhancing the affective domain is that of interdisciplinary education. Science education research in the realm of interdisciplinary education and affective outcomes is limited; especially research conducted on community college students of human anatomy. This project investigated the relationship between an interdisciplinary teaching strategy and the affective domain in science education by utilizing an interdisciplinary lecture in a human anatomy class. Subjects were anatomy students in a California community college who listened to a one-hour lecture describing the cultural, historical and scientific significance of selected pieces of art depicting human dissection in European medieval and Renaissance universities. The focus was on how these renderings represent the state of anatomy education during their respective eras. After listening to the lecture, subjects were administered a 35-question survey that was composed of 14 demographic questions and 21 Likert-style statements that asked respondents to rate the extent to which the intervention influenced their affective domain. Descriptive statistics were then used to determine which component of the affective domain was most influenced, and multiple regression analysis was used to examine the extent to which individual differences along the affective continuum were explained by select demographic measures such as gender, race/ethnicity, education level, and previous exposure to science courses. Results indicate that the interdisciplinary intervention had a positive impact on every component of the affective domain hierarchy, and gender and Latino ethnicity seem to be the best predictors of affective outcomes. Since the results of this research suggest that student thinking can be modified beyond cognitive content, science educators now have access to an interdisciplinary approach to affective outcomes that is both grounded in the literature and empirically tested. Future students may now be more likely to be exposed to a teaching methodology that is quite possibly deeper and richer.

Does Augmented Reality Affect High School Students' Learning Outcomes in Chemistry?

NASA Astrophysics Data System (ADS)

Renner, Jonathan Christopher

Some teens may prefer using a self-directed, constructivist, and technologic approach to learning rather than traditional classroom instruction. If it can be demonstrated, educators may adjust their teaching methodology. The guiding research question for this study focused on how augmented reality affects high school students' learning outcomes in chemistry, as measured by a pretest and posttest methodology when ensuring that the individual outcomes were not the result of group collaboration. This study employed a quantitative, quasi-experimental study design that used a comparison and experimental group. Inferential statistical analysis was employed. The study was conducted at a high school in southwest Colorado. Eighty-nine respondents returned completed and signed consent forms, and 78 participants completed the study. Results demonstrated that augmented reality instruction caused posttest scores to significantly increase, as compared to pretest scores, but it was not as effective as traditional classroom instruction. Scores did improve under both types of instruction; therefore, more research is needed in this area. The present study was the first quantitative experiment controlling for individual learning to validate augmented reality using mobile handheld digital devices that affected individual students' learning outcomes without group collaboration. This topic was important to the field of education as it may help educators understand how students learn and it may also change the way students are taught.

Screen Twice, Cut Once: Assessing the Predictive Validity of Teacher Selection Tools

ERIC Educational Resources Information Center

Goldhaber, Dan; Grout, Cyrus; Huntington-Klein, Nick

2015-01-01

It is well documented that teachers can have profound effects on student outcomes. Empirical estimates find that a one standard deviation increase in teacher quality raises student test achievement by 10 to 25 percent of a standard deviation. More recent evidence shows that the effectiveness of teachers can affect long-term student outcomes, such…

The experience sampling method: Investigating students' affective experience

NASA Astrophysics Data System (ADS)

Nissen, Jayson M.; Stetzer, MacKenzie R.; Shemwell, Jonathan T.

2013-01-01

Improving non-cognitive outcomes such as attitudes, efficacy, and persistence in physics courses is an important goal of physics education. This investigation implemented an in-the-moment surveying technique called the Experience Sampling Method (ESM) [1] to measure students' affective experience in physics. Measurements included: self-efficacy, cognitive efficiency, activation, intrinsic motivation, and affect. Data are presented that show contrasts in students' experiences (e.g., in physics vs. non-physics courses).

FORUM: Affective Learning. Students' Affective Learning as Affective Experience: Significance, Reconceptualization, and Future Directions

ERIC Educational Resources Information Center

Bolkan, San

2015-01-01

The mission of "Communication Education" is to publish the best research on communication and learning. Researchers study the communication-learning interface in many ways, but a common approach is to explore how instructor and student communication can lead to better learning outcomes. Although scholars have long classified learning…

The Effectiveness of Inquiry Learning Method to Enhance Students' Learning Outcome: A Theoritical and Empirical Review

ERIC Educational Resources Information Center

Andrini, Vera Septi

2016-01-01

The necessities of the 21st century requires education to continue creating the young generation to have life skills. Life skills are trained through the learning process and identified through the learning outcomes of students. One of the affecting factors for low learning outcomes is learning models. The learning model is a design study that…

Elements of the Competitive Situation That Affect Intrinsic Motivation.

ERIC Educational Resources Information Center

Reeve, Johnmarshall; Deci, Edward L.

1996-01-01

Explores the effects of three elements of the competitive situation (competitive set, competitive outcome, and interpersonal context) on intrinsic motivation in a sample of college students (n=100). Competitive outcome and interpersonal context affected intrinsic motivation: winning increased intrinsic motivation, while pressured interpersonal…

Student Engagement with Community

ERIC Educational Resources Information Center

Knight-McKenna, Mary; Felten, Peter; Darby, Alexa

2018-01-01

Student engagement in the local community comes with both risks and rewards. This chapter explains the cognitive, behavioral, and affective outcomes of student learning in the community, along with noting the importance of preparation and reflection.

From Process to Outcome: The Effect of Portfolio Assessment on Student Learning.

ERIC Educational Resources Information Center

Tiwari, Agnes; Tang, Catherine

2003-01-01

Three findings emerged from 12 Hong Kong student nurses' descriptions of their experiences of portfolio assessment: (1) despite initial anxiety, all favored portfolio use; (2) portfolios had positive academic and affective outcomes; and (3) unexpectedly, spontaneous collaborative learning and increased motivation resulted. (Contains 35…

Student Attitudes toward Learning, Level of Pre-Knowledge and Instruction Type in a Computer-Simulation: Effects on Flow Experiences and Perceived Learning Outcomes

ERIC Educational Resources Information Center

Winberg, T. Mikael; Hedman, Leif

2008-01-01

Attitudes toward learning (ATL) have been shown to influence students' learning outcomes. However, there is a lack of knowledge about the ways in which the interaction between ATL, the learning situation, and the level of students' prior knowledge influence affective reactions and conceptual change. In this study, a simulation of acid-base…

Self-Efficacy and Academic Performance in First-Semester Organic Chemistry: Testing a Model of Reciprocal Causation

ERIC Educational Resources Information Center

Villafañe, Sachel M.; Xu, Xiaoying; Raker, Jeffrey R.

2016-01-01

Self-efficacy is an affective learning outcome that has been associated with academic performance and retention in STEM. Self-efficacy has been defined as students' beliefs about their ability to complete a given task, and it can be affected by a student's positive or negative experience in a course. In this study, students' chemistry…

Affective States and State Tests: Investigating How Affect and Engagement during the School Year Predict End-of-Year Learning Outcomes

ERIC Educational Resources Information Center

Pardos, Zachary A.; Baker, Ryan S. J. D.; San Pedro, Maria O. C. Z.; Gowda, Sujith M.; Gowda, Supreeth M.

2014-01-01

In this paper, we investigate the correspondence between student affect and behavioural engagement in a web-based tutoring platform throughout the school year and learning outcomes at the end of the year on a high-stakes mathematics exam in a manner that is both longitudinal and fine-grained. Affect and behaviour detectors are used to estimate…

Students Engaged in Learning

ERIC Educational Resources Information Center

Ismail, Emad A.; Groccia, James E.

2018-01-01

Engaging students in learning is a basic principle of effective undergraduate education. Outcomes of engaging students include meaningful learning experiences and enhanced skills in all learning domains. This chapter reviews the influence of engaging students in different forms of active learning on cognitive, psychomotor, and affective skill…

Effective Pedagogy in Social Sciences. Educational Practices Series-23

ERIC Educational Resources Information Center

Sinnema, Claire; Aitken, Graeme

2012-01-01

This booklet is a synthesis of research on social sciences teaching that has been shown to have a positive effect on a range of desirable student outcomes: cognitive, skills, participatory and affective outcomes. Education in the social sciences plays an important role in developing students' sense of identity and influencing the ways in which…

Developing Physically Literacy in K-12 Physical Education through Achievement Goal Theory

ERIC Educational Resources Information Center

Liu, Jiling; Xiang, Ping; Lee, Jihye; Li, Weidong

2017-01-01

The goal of physical education is to instill physical literacy within students. As an important motivation framework, achievement goal theory has been widely used to understand and explain students' cognitive, affective, and behavioral outcomes. In this paper, we reviewed studies examining achievement goals and outcomes in K-12 physical education…

The Impact of Career Exploration on Career Development among Hong Kong Chinese University Students

ERIC Educational Resources Information Center

Cheung, Raysen; Arnold, John

2014-01-01

Career exploration is widely believed to produce positive career development outcomes among college and university students. Some research has supported this belief, but there is little information about exactly which outcomes it affects and whether any benefits of career exploration can be observed beyond individualistic western cultures. We…

Leadership Practices for Student Engagement in Challenging Conditions

ERIC Educational Resources Information Center

Trowler, Vicki

2013-01-01

Student Engagement is the investment of time, effort and other relevant resources by both students and their institutions intended to optimise the student experience and enhance the learning outcomes and development of students, and the performance and reputation of the institution. As such, it has affective, behavioural and cognitive dimensions,…

Strengthen the Bond: Relationships between Academic Advising Quality and Undergraduate Student Loyalty

ERIC Educational Resources Information Center

Vianden, Jörg; Barlow, Patrick J.

2015-01-01

Extant research suggests that student loyalty, a strong bond between the student and university, positively affects important student outcomes, most notably retention. In this article, we advance the notion that academic advisors should become managers of the student-university relationship. We examine the correlation between respondents'…

Teacher Reasoning and Moral Judgement in the Context of Student Discipline Situations.

ERIC Educational Resources Information Center

MacCallum, Judith A.

This study was conducted to investigate the moral development of teachers, their reasoning about student discipline incidents, and whether a teacher's own moral development might affect desired student outcomes. An inservice course on student discipline entitled "Managing Student Behavior: A Whole School Approach to Discipline" (MSB) was…

Cultural Mistrust, Academic Outcome Expectations, and Outcome Values among African American Adolescent Men

ERIC Educational Resources Information Center

Irving, Miles Anthony; Hudley, Cynthia

2005-01-01

This study measured the relationship between outcome expectations, outcome value, and cultural mistrust among African American male high school students (N = 75) attending an urban, Southern California school. We hypothesized that a negative perception of the dominant culture would negatively affect academic outcome expectations and academic…

The Use of Online Modules and the Effect on Student Outcomes in a High School Chemistry Class

NASA Astrophysics Data System (ADS)

Lamb, Richard L.; Annetta, Len

2013-10-01

The purpose of the study was to review the efficacy of online chemistry simulations in a high school chemistry class and provide discussion of the factors that may affect student learning. The sample consisted of 351 high school students exposed to online simulations. Researchers administered a pretest, intermediate test and posttest to measure chemistry content knowledge acquired during the use of online chemistry laboratory simulations. The authors also analyzed student journal entries as an attitudinal measure of chemistry during the simulation experience. The four analyses conducted were Repeated Time Measures Analysis of Variance, a three-way Analysis of Variance, Logistic Regression and Multiple Analysis of Variance. Each of these analyses provides for a slightly different aspect of factors regarding student attitudes and outcomes. Results indicate that there is a statistically significant main effect across grouping type (experimental versus control, p = 0.042, α = 0.05). Analysis of student journal entries suggests that attitudinal factors may affect student outcomes concerning the use of online supplemental instruction. Implications for this study show that the use of online simulations promotes increased understanding of chemistry content through open-ended and interactive questioning.

Transformational Leadership in the Classroom: Fostering Student Learning, Student Participation, and Teacher Credibility

ERIC Educational Resources Information Center

Bolkan, San; Goodboy, Alan K.

2009-01-01

The purpose of this study was to examine the relationships between transformational leadership in college classrooms (i.e., charisma, individualized consideration, intellectual stimulation), student learning outcomes (i.e., cognitive learning, affective learning, state motivation, communication satisfaction), student participation, and student…

Factors related to meeting physical activity guidelines in active college students: A social cognitive perspective.

PubMed

Farren, G L; Zhang, T; Martin, S B; Thomas, K T

2017-01-01

To examine the relations of sex, exercise self-efficacy, outcome expectations, and social support with meeting physical activity guidelines (PAGs). Three hundred ninety-six college students participated in this study in the summer 2013. Students completed online questionnaires that assessed physical activity behaviors and psychosocial factors (ie, self-efficacy, outcome expectancies, and social support). Students' physical activity profile was categorized as meeting no PAGs, meeting aerobic PAGs only, meeting muscle-strengthening PAGs only, or meeting both PAGs. A multinomial logistic regression revealed that students' sex and psychosocial factors significantly affected the odds of meeting any and all PAGs. Sex significantly moderated the relationship between outcome expectancy and meeting aerobic PAGs and between outcome expectancy meeting muscle-strengthening PAGs. Results indicate that interventions designed to increase psychosocial factors may increase the likelihood of students meeting any and all PAGs. Social support may be especially beneficial for increasing muscle-strengthening activity.

Affecting Factors and Outcome on Intermittent Internet Pulling Behavior in Taiwan's Undergraduate Students

ERIC Educational Resources Information Center

Yang, Hui-Jen; Lay, Yun-Long

2011-01-01

Nowadays people's lives heavily rely on Internet facilities. Internet users generally have constant Internet connectivity and intermittently click on sites they want to access even amidst studying or working. In this study, we sought to examine the factors affecting intermittent Internet pulling behavior on undergraduate students. Furthermore, the…

Learning Outcomes and Affective Factors of Blended Learning of English for Library Science

ERIC Educational Resources Information Center

Wentao, Chen; Jinyu, Zhang; Zhonggen, Yu

2016-01-01

English for Library Science is an essential course for students to command comprehensive scope of library knowledge. This study aims to compare the learning outcomes, gender differences and affective factors in the environments of blended and traditional learning. Around one thousand participants from one university were randomly selected to…

Deeply Affecting First-Year Students' Thinking: Deep Approaches to Learning and Three Dimensions of Cognitive Development

ERIC Educational Resources Information Center

Laird, Thomas F. Nelson; Seifert, Tricia A.; Pascarella, Ernest T.; Mayhew, Matthew J.; Blaich, Charles F.

2014-01-01

This study estimates the effects of a deep approaches to learning scale and its subscales on measures of students' critical thinking, need for cognition, and positive attitudes toward literacy, controlling for pre-college scores for the outcomes and other covariates. Results suggest reflection is critical to making gains across the outcomes.

College Students Attitudes toward Learning Process and Outcome of Online Instruction and Distance Learning across Learning Styles

ERIC Educational Resources Information Center

Nguyen, Dat-Dao; Zhang, Yue

2011-01-01

This study uses the Learning-Style Inventory--LSI (Smith & Kolb, 1985) to explore to what extent student attitudes toward learning process and outcome of online instruction and Distance Learning are affected by their cognitive styles and learning behaviors. It finds that there are not much statistically significant differences in perceptions…

An Improved Decision Tree for Predicting a Major Product in Competing Reactions

ERIC Educational Resources Information Center

Graham, Kate J.

2014-01-01

When organic chemistry students encounter competing reactions, they are often overwhelmed by the task of evaluating multiple factors that affect the outcome of a reaction. The use of a decision tree is a useful tool to teach students to evaluate a complex situation and propose a likely outcome. Specifically, a decision tree can help students…

Does a Student's Personality Influence Global Attentiveness and Internationalism in an International Business Course?

ERIC Educational Resources Information Center

Chen, Jiun-Shiu; Stevens, Jeffery; Cox, Susie S.; Tudor, Thomas R.

2016-01-01

Learning outcomes for international business (IB) courses are designed to do more than simply impart IB knowledge. However, past studies have had mixed results on the impact of learning in IB courses. This study examines whether a student's personality may affect learning outcomes. The results suggest that after completing an IB course, students…

Understanding the school experiences of children and adolescents with serious chronic illness: a systematic meta-review.

PubMed

Lum, A; Wakefield, C E; Donnan, B; Burns, M A; Fardell, J E; Marshall, G M

2017-09-01

Serious chronic illness can have a detrimental effect on school attendance, participation and engagement, leaving affected students at risk of failing to meet their developmental potential. An improved understanding of factors that help to explain or mitigate this risk can help educators and health professionals deliver the most effective support. This meta-review critiqued the available evidence examining the link between six chronic illnesses (asthma, cancer, chronic kidney diseases, heart diseases, cystic fibrosis and gastrointestinal diseases) and children's and adolescents' school experiences and outcomes, as well as investigating the medical, school, psychosocial and sociodemographic factors that are linked to poorer or better school outcomes. We searched CINAHL, Cochrane Database, EMBASE, ERIC, MEDLINE, ProQuest Theses and Dissertations, and PsycINFO (2000-2015). Systematic and narrative reviews, and meta-analyses, of original studies examining students' subjective school experiences and objective school outcomes were eligible. We used the Preferred Reporting Items for Systematic Reviews and Meta-analyses criteria to critically appraise all systematic reviews. The Grading of Recommendations Assessment, Development, and Evaluation system guided our recommendations for practice and research. Eighteen reviews of 172 studies including more than 40 000 students were eligible. Therefore, we chose to conduct a meta-review to provide an overview of the literature on the relationship between chronic illness and school experiences and outcomes. We also explored the associated medical, school, psychosocial and sociodemographic factors affecting the relationship between illness and school experiences and outcomes. Students with chronic illness demonstrate mixed school experiences and outcomes that are often worse than students without chronic illness. Modifiable factors, such as students' engagement with school, may be novel yet appropriate targets of educational support to ensure that these students reach their full schooling potential. © 2017 John Wiley & Sons Ltd.

Civic Tolerance among Honors Students

ERIC Educational Resources Information Center

Shepherd, Gordon; Shepherd, Gary

2014-01-01

As important as cognitive outcomes are in assessing the educational merits of honors programs, the authors ask whether honors programs affect the values and social attitudes of their students differently than other students: in particular, whether honors students are more or less tolerant than other students and, if so, in what ways and why. There…

Student Success in Community Colleges: The Effect of Intercultural Leadership and Relationships

ERIC Educational Resources Information Center

Johnson, Michael

2009-01-01

This study surveyed 239 community college students from Southern California to determine if the role of faculty and staff advisors of student clubs and organizations of intercultural, multicultural, and ethnic origin affected student outcomes in multicultural competence and career goals. These students participated in 42 different culturally and…

Sleep difficulties and academic performance in Norwegian higher education students.

PubMed

Hayley, Amie C; Sivertsen, Børge; Hysing, Mari; Vedaa, Øystein; Øverland, Simon

2017-12-01

Sleep difficulties are common among university students and may detrimentally affect academic outcomes. Despite this, remarkably little information is currently available during this critical developmental period of early adulthood, and thus, the direct effect on measurable domains of academic ability and proficiency is equivocal. To evaluate the associations between difficulties initiating and maintaining sleep (DIMS) and subjective and objective academic performance in a large sample of university students. A total of 12,915 students who participated in large student survey in Norway from 24 February 2014 to 27 March 2014. DIMS was assessed by the Hopkins Symptoms Checklist (HSCL-25), and academic outcomes included failed examinations, delayed study progress, and school-related self-efficacy (General Self-Efficacy Scale). Difficulties initiating and maintaining sleep was independently associated with increased odds for poor school performance for all academic outcomes. Reporting 'extreme' DIMS was associated with increased odds of reporting delayed study progress (adjusted odds ratio [OR] = 1.25, 95% CI 1.01-1.57, p < .05), increased odds for having failed several examinations (adjusted OR = 1.91, 95% CI 1.56-2.34, p < .001), and being in the lowest self-efficacy quartile (adjusted OR = 4.94, 95% CI: 4.04-6.03, p < .001). Self-reported sleep difficulties are associated with poorer objective markers of academic outcomes as well as poorer self-rated academic proficiency among higher education students. Amelioration of sleep difficulties may improve overall academic performance and health outcomes in affected students. © 2017 The British Psychological Society.

Positive teacher and peer relations combine to predict primary school students' academic skill development.

PubMed

Kiuru, Noona; Aunola, Kaisa; Lerkkanen, Marja-Kristiina; Pakarinen, Eija; Poskiparta, Elisa; Ahonen, Timo; Poikkeus, Anna-Maija; Nurmi, Jari-Erik

2015-04-01

This study examined cross-lagged associations between positive teacher and peer relations and academic skill development. Reading and math skills were tested among 625 students in kindergarten and Grade 4. Teacher reports of positive affect toward each student and classmate reports of peer acceptance were gathered in Grades 1-3. The results showed, first, that positive teacher affect toward the student and peer acceptance were reciprocally associated: Positive teacher affect predicted higher peer acceptance, and higher peer acceptance predicted a higher level of positive teacher affect. Second, the effect of positive teacher affect on academic skill development was partly mediated via peer acceptance, while the effect of early academic skills on peer acceptance was partly mediated via positive teacher affect. The results suggest that a warm and supportive teacher can increase a student's peer acceptance, which, in turn, is positively associated with learning outcomes. (c) 2015 APA, all rights reserved).

Teaching the Whole Student: Perceived Academic Control in College Art Instruction

ERIC Educational Resources Information Center

Lavender, Randall; Nguyen-Rodriguez, Selena T.; Spruijt-Metz, Donna

2010-01-01

While college art instructors strive to respond to the current generation of students, educational psychologists stress the importance of teachers' focusing on students' cognitive-affective makeup in addition to conveying course content. Attribution theory--and more specifically, student perceptions of control over academic outcomes--can serve to…

The effect of certification and preparation on teacher quality.

PubMed

Boyd, Donald; Goldhaber, Daniel; Lankford, Hamilton; Wyckoff, James

2007-01-01

To improve the quality of the teacher workforce, some states have tightened teacher preparation and certification requirements while others have eased requirements and introduced "alternative" ways of being certified to attract more people to teaching. Donald Boyd, Daniel Goldhaber, Hamilton Lankford, and James Wyckoff evaluate these seemingly contradictory strategies by examining how preparation and certification requirements affect student achivement. If strong requirements improve student outcomes and deter relatively few potential teachers, the authors say, then they may well be good policy. But if they have little effect on student achievement, if they seriously deter potential teachers, or if schools are able to identify applicants who will produce good student outcomes, then easing requirements becomes a more attractive policy. In reviewing research on these issues, the authors find that evidence is often insufficient to draw conclusions. They do find that highly selective alternative route programs can produce effective teachers who perform about the same as teachers from traditional routes after two years on the job. And they find that teachers who score well on certification exams can improve student outcomes somewhat. Limited evidence suggests that certification requirements can diminish the pool of applicants, but there is no evidence on how they affect student outcomes. And the authors find that schools have a limited ability to identify attributes in prospective teachers that allow them to improve student achievement. The authors conclude that the research evidence is simply too thin to have serious implications for policy. Given the enormous investment in teacher preparation and certification and given the possibility that these requirements may worsen student outcomes, the lack of convincing evidence is disturbing. The authors urge researchers and policymakers to work together to move to a more informed position where good resource decisions can be made.

College Student Depression: Counseling Billy

ERIC Educational Resources Information Center

Mobley, A. Keith

2008-01-01

A substantial portion of the college student population experiences affective disorders. This case study presents the conceptualization, course of treatment, and outcomes for a male college student presenting for counseling with depression. A review of Adlerian, cognitive-behavioral, and Gestalt techniques is provided. (Contains 1 figure.)

The science experience: The relationship between an inquiry-based science program and student outcomes

NASA Astrophysics Data System (ADS)

Poderoso, Charie

Science education reforms in U.S. schools emphasize the importance of students' construction of knowledge through inquiry. Organizations such as the National Science Foundation (NSF), the National Research Council (NRC), and the American Association for the Advancement of Science (AAAS) have demonstrated a commitment to searching for solutions and renewed efforts to improve science education. One suggestion for science education reform in U.S. schools was a transition from traditional didactic, textbook-based to inquiry-based instructional programs. While inquiry has shown evidence for improved student learning in science, what is needed is empirical evidence of those inquiry-based practices that affect student outcomes in a local context. This study explores the relationship between instructional programs and curricular changes affecting student outcomes in the Santa Ana Unified District (SAUSD): It provides evidence related to achievement and attitudes. SAUSD employs two approaches to teaching in the middle school science classrooms: traditional and inquiry-based approaches. The Leadership and Assistance for Science Education Reform (LASER) program is an inquiry-based science program that utilizes resources for implementation of the University of California Berkeley's Lawrence Hall of Science Education for Public Understanding Program (SEPUP) to support inquiry-based teaching and learning. Findings in this study provide empirical support related to outcomes of seventh-grade students, N = 328, in the LASER and traditional science programs in SAUSD.

Science Outcomes Assessment Plan (SOAP): Design phase

NASA Astrophysics Data System (ADS)

Webster, Zodiac T.; Gurkas, P.; Shaw, K.

2009-01-01

Columbus State University is under pressure to reduce the number of "unproductive grades” in its introductory science classes, to increase the number of STEM majors, and to assess the level of attainment of science outcomes in its general education courses for accreditation documentation. The authors designed a study to examine affective, cognitive, social, and classroom factors as predictors of success in science while also attempting to document the link between introductory "gateway to science major” course outcomes and the general education program. One of the factors probed is the match between students’ understanding of important learning outcomes of the course and the instructor's stated priorities. A very real risk in content focused courses (e.g., astronomy) is the mismatch between the university's stated outcomes for a general education science course (e.g., critical thinking) and the instructor's content related outcomes. This mismatch may become a barrier for students taking `required’ courses as they may not comprehend the rationale for the requirement, fail to engage in the course, and consequently receive a failing grade. Another possible factor affecting student success in science is the student reasoning level. Students who are concrete thinkers may not be as successful in introductory science classes that require advanced logical thinking about unfamiliar concepts. The authors hope to use the results of this study to help inform university practices such as placement into introductory science courses and for future faculty development.

Using Student Learning and Development Outcomes to Evaluate a First-Year Undergraduate Group Video Project

PubMed Central

Jensen, Murray; Mattheis, Allison; Johnson, Brady

2012-01-01

Students in an interdisciplinary undergraduate introductory course were required to complete a group video project focused on nutrition and healthy eating. A mixed-methods approach to data collection involved observing and rating video footage of group work sessions and individual and focus group interviews. These data were analyzed and used to evaluate the effectiveness of the assignment in light of two student learning outcomes and two student development outcomes at the University of Minnesota. Positive results support the continued inclusion of the project within the course, and recommend the assignment to other programs as a viable means of promoting both content learning and affective behavioral objectives. PMID:22383619

Using student learning and development outcomes to evaluate a first-year undergraduate group video project.

PubMed

Jensen, Murray; Mattheis, Allison; Johnson, Brady

2012-01-01

Students in an interdisciplinary undergraduate introductory course were required to complete a group video project focused on nutrition and healthy eating. A mixed-methods approach to data collection involved observing and rating video footage of group work sessions and individual and focus group interviews. These data were analyzed and used to evaluate the effectiveness of the assignment in light of two student learning outcomes and two student development outcomes at the University of Minnesota. Positive results support the continued inclusion of the project within the course, and recommend the assignment to other programs as a viable means of promoting both content learning and affective behavioral objectives.

The Effect of Alternative Career Decision-Making Strategies on the Quality of Resulting Decisions. Final Report.

ERIC Educational Resources Information Center

Krumboltz, John D.; And Others

A project studied whether methods used to make career decisions affect their outcomes. Part A describes the correlational study to discover how thoughts and actions of community college students related to their satisfaction with outcomes of their decisions. It focuses on the administration to 255 community college students of a Decision-Making…

The Interactive Role of Emotional Intelligence, Attachment Style, and Resilience in the Prediction of Time Perception in Doctoral Students

ERIC Educational Resources Information Center

Precin, Patricia Jean

2014-01-01

The perception of time (the use of temporal categories to conceptualize experiences) affects human behavior. Students' time perspective predicts academic outcomes: those with future orientations tend to have better academic outcomes than those with past or present, according to Zimbardo and Boyd's psychology of time model, and may contribute to…

Educational Outcomes for Students with Special Needs: The Impact of Support and Resources on Teachers' Perceptions

ERIC Educational Resources Information Center

Sharpe, Traci Y.

2013-01-01

This article defines a theoretical framework for reviewing factors that affect a teacher's self-efficacy as they work to impact the educational outcomes for students with special needs. Bandura's Social-Cognitive Theory is utilized on the basis that one's belief in his ability to be effective has a direct impact on his effectiveness. This…

An Assessment of Learning Outcomes in Short-Term Study Abroad and Human Rights Education

ERIC Educational Resources Information Center

Nagengast, Emil

2017-01-01

How does short-term study abroad affect students' attitudes toward human rights? What role does study abroad play in human rights education? This study assesses the learning outcomes of two study abroad programs that aimed to promote human rights education. I applied a mixed methods approach to measure the changes in the opinions of students who…

Teacher response to learning disability: a test of attributional principles.

PubMed

Clark, M D

1997-01-01

Attribution research has identified student ability and effort expended as causes of achievement outcomes that result in differing teacher affect, evaluative feedback, and expectation of future performance. Ninety-seven elementary-school general education teachers (84 women and 13 men) rated their responses to the test failures of hypothetical boys with and without learning disabilities. In most cases, greater reward and less punishment, less anger and more pity, and higher expectations of future failure followed the negative outcomes of the boys with learning disabilities, when compared with their nondisabled ability and effort matches, indicating that learning disability acts as a cause of achievement outcomes in the same way as ability and effort. This pattern of teacher affect and response can send negative messages that are often interpreted as low-ability cues, thus affecting students' self-esteem, sense of competence as learners, and motivation to achieve.

The Effects of Computer-Mediated Communication Anxiety on Student Perceptions of Instructor Behaviors, Perceived Learning, and Quiz Performance

ERIC Educational Resources Information Center

Wombacher, Kevin A.; Harris, Christina J.; Buckner, Marjorie M.; Frisby, Brandi; Limperos, Anthony M.

2017-01-01

Online environments increasingly serve as contexts for learning. Hence, it is important to understand how student characteristics, such as student computer-mediated communication anxiety (CMCA) affects learning outcomes in mediated classrooms. To better understand how student CMCA may influence student online learning experiences, we tested a…

Another Inconvenient Truth: Race and Ethnicity Matter

ERIC Educational Resources Information Center

Hawley, Willis D.; Nieto, Sonia

2010-01-01

When it comes to maximizing learning opportunities and outcomes for students from racially and ethnically diverse backgrounds, race and ethnicity matter: They affect how students respond to instruction and curriculum, and they influence teachers' assumptions about how students learn. Effective implementation of race- and ethnicity-responsive…

Direct and Indirect Experiences with Heterosexism: How Slurs Impact All Students

ERIC Educational Resources Information Center

Norris, Alyssa L.; McGuire, Jenifer K.; Stolz, Cheryl

2018-01-01

Students targeted by homophobic discrimination are at risk for poor academic outcomes, yet few studies have examined how witnessing discrimination affects students. This study examined the impact of direct and indirect experiences of heterosexism on feelings of safety, belongingness, and connectedness among a sample of 1,702 students at a public…

Variation in Student Selection within the Australian Unified National System: A Case Study in Undergraduate Business Studies from Western Australia.

ERIC Educational Resources Information Center

Stanley, Gordon; Oliver, Jeff

1994-01-01

Data on admission criteria for four undergraduate business administration programs in Western Australian universities were used to investigate variation in student characteristics across schools. Results indicated large differences in student characteristics among schools, which could affect student progress and outcomes. Implications for such…

Sexual Harassment, Bullying, and School Outcomes for High School Girls and Boys.

PubMed

Gruber, James; Fineran, Susan

2016-01-01

A comparison of the impact of bullying and sexual harassment on five school outcomes was conducted on a sample of high school students. Results revealed that sexual harassment was a stronger predictor than bullying of all school outcomes for both sexes, but especially for girls. This study suggests that sexual harassment, which activates sexist and heterosexist stereotypes, erodes school engagement, alienates students from teachers, and adversely affects academic achievement, to a greater degree than bullying does. © The Author(s) 2015.

An e-learning course in medical immunology: does it improve learning outcome?

PubMed

Boye, Sondre; Moen, Torolf; Vik, Torstein

2012-01-01

E-learning is used by most medical students almost daily and several studies have shown e-learning to improve learning outcome in small-scale interventions. However, few studies have explored the effects of e-learning in immunology. To study the effect of an e-learning package in immunology on learning outcomes in a written integrated examination and to examine student satisfaction with the e-learning package. All second-year students at a Norwegian medical school were offered an animated e-learning package in basic immunology as a supplement to the regular teaching. Each student's log-on-time was recorded and linked with the student's score on multiple choice questions included in an integrated end-of-the-year written examination. Student satisfaction was assessed through a questionnaire. The intermediate-range students (interquartile range) on average scored 3.6% better on the immunology part of the examination per hour they had used the e-learning package (p = 0.0046) and log-on-time explained 17% of the variance in immunology score. The best and the less skilled students' examination outcomes were not affected by the e-learning. The e-learning was well appreciated among the students. Use of an e-learning package in immunology in addition to regular teaching improved learning outcomes for intermediate-range students.

Identifying Effective Characteristics for Teaching in Urban and Suburban Settings

ERIC Educational Resources Information Center

Jones, Shawn Cecil

2017-01-01

Classroom size, curriculum, and student attendance are all important factors that affect student outcomes, but these factors cannot compare to the classroom teacher's influence on student academic performance. Unfortunately, highly qualified teachers are not equally effective in different school settings. Findings associated with highly effective…

Identifying Characteristics for Effective Teaching in Urban and Suburban Settings.

ERIC Educational Resources Information Center

Jones, Shawn Cecil

2017-01-01

Classroom size, curriculum, and student attendance are all important factors that affect student outcomes, but these factors cannot compare to the classroom teacher's influence on student academic performance. Unfortunately, highly qualified teachers are not equally effective in different school settings. Findings associated with highly effective…

Dressed for Success? The Effect of School Uniforms on Student Achievement and Behavior. NBER Working Paper No. 17337

ERIC Educational Resources Information Center

Gentile, Elisabetta; Imberman, Scott A.

2011-01-01

Uniform use in public schools is rising, but we know little about how they affect students. Using a unique dataset from a large urban school district in the southwest United States, we assess how uniforms affect behavior, achievement and other outcomes. Each school in the district determines adoption independently, providing variation over schools…

Students' Experience of Working with Socioscientific Issues - a Quantitative Study in Secondary School

NASA Astrophysics Data System (ADS)

Ottander, Christina; Ekborg, Margareta

2012-12-01

This research project aims to investigate how students in lower secondary school experience work with socioscientific issues (SSI). The six socioscientific cases developed and used in this project are relevant according to characteristics of SSI and to the national curriculum. Approximately 1,500 students in Sweden have worked with one SSI case chosen by the teachers. A questionnaire-based instrument was used to measure the affective domain of students' attitudes towards and interest in science before starting to work with the case and a second questionnaire after finishing a case. The second student questionnaire, measured the situational characteristics of the SSI work and perceived cognitive and affective outcomes. According to the students' self-reported experience, all cases were interesting and related to a current issue. Most cases were equally interesting to boys and girls, the only exception was You are what you eat, which girls found more interesting than boys did. Almost all students claim that they learnt new facts, learnt to argue for their standpoint and to search and evaluate information during the work with the cases. The girls' average scores were higher on several aspects of learning outcomes. Furthermore the students, especially the girls, perceived that the outcome of working with SSI had relevance for their future, with some cases more relevant than others. The more interesting the student found the case, the more they claimed they learnt. The students do not, however, claim that they learnt more science than during ordinary lessons.

Improving motivation and engagement in core engineering courses with student teams

NASA Astrophysics Data System (ADS)

Trenshaw, Kathryn Faye

Team-based projects are common in capstone engineering design courses and increasingly common in first-year engineering programs. Despite high enrollments and budget cutbacks affecting many programs, second- and third-year students can also benefit from team-based project experiences, which motivate them to succeed in engineering and prepare them for a globally competitive workforce. My dissertation research demonstrates that team design projects can be incorporated into the curricula of engineering departments, and these projects result in positive affective outcomes for students. Using ABET outcomes and Self Determination Theory (SDT) as the background for my studies, I investigated students' confidence, motivation, and sense of community after experiencing team design projects in two different engineering departments at a large public institution. In the first study, I used a sequential mixed methods approach with a primary quantitative phase followed by an explanatory qualitative phase to evaluate a chemical engineering program that integrated team design projects throughout the curriculum. The evaluation methods included a survey based on desired ABET outcomes for students and focus groups to expand on the quantitative results. Students reported increased confidence in their design, teamwork, and communication skills after completing the projects. In my second and third studies, I used qualitative interviews based on SDT to explore student motivation in an electrical and computer engineering course redesigned to support students' intrinsic motivation to learn. SDT states that intrinsic motivation to learn is supported by increasing students' sense of autonomy, competence, and relatedness in regard to their learning. Using both narrative inquiry and phenomenological methodologies, I analyzed data from interviews of students for mentions of autonomy, competence, and relatedness as well as course events that were critical in changing students' motivation. Analysis revealed that individual choice, constructive failures, and a strong sense of community in the classroom were critical to moving students toward intrinsic motivation. Further, community building through team experiences characterized the essence of the student experience in the course. My research highlights a need for better quantitative measures of students' affective outcomes, specifically motivation, in the context of a single course. Based on the results of my studies, SDT should be reevaluated in terms of possible interdependencies between autonomy, competence, and relatedness, and how the social context of large engineering courses may create a deeper need for supporting relatedness.

Measuring How College Affects Students: Social Desirability and Other Potential Biases in College Student Self-Reported Gains

ERIC Educational Resources Information Center

Bowman, Nicholas A.; Hill, Patrick L.

2011-01-01

Colleges and universities are increasingly using national surveys to assess their students' learning and development. Given the importance of the first year of college for student adjustment and retention (Tinto, 1993), some of these surveys are designed specifically to gauge the experiences and outcomes of first-year students. These large-scale…

The student fieldwork experience: influencing factors and implications for learning

NASA Astrophysics Data System (ADS)

Boyle, Alan; Stokes, Alison

2010-05-01

Fieldwork has always been a crucial component of undergraduate geoscience degrees, yet our understanding of the learning processes that operate in a field environment is limited. Learning is a complex process, and there is increasing interest in the role played in this process by the affective domain, in particular the link between affect (emotion and attitude) and cognition (understanding). This presentation covers two UK-based studies that investigated the impact of residential geoscience fieldwork on students' affective responses (e.g. feelings, attitudes, motivations), and their subsequent learning outcomes; student affective responses are thought to be linked to the adoption of effective approaches to learning. The first study involved ~300 students from 7 UK universities undertaking residential field classes in, geography, earth and environmental sciences (GEES disciplines). Mixed-format surveys applied before and after fieldwork demonstrated significant effects in the affective domain. In general, student responses were very positive prior to fieldwork and became more positive as a result of the field experience. The data were analysed for any subgroup differences (gender, age, previous experience) but the only significant difference concerned levels of anxiety amongst some groups of students prior to fieldwork. However, post fieldwork surveys showed that the field experience mitigated these anxieties; for most it was not as bad as they thought it would be. This study demonstrated that fieldwork generated positive attitudes amongst students to their subject of study as well as development of ‘soft' interpersonal skills. The second study collected qualitative and quantitative data from 62 students at a single UK university before, during and after a nine day geologic mapping-training field course, a style of fieldwork not surveyed in the first study. As with the first study, pre-field class positive affects became strengthened, while negative feelings and attitudes were ameliorated as a result of the fieldwork. However, some aspects of the students' experience generated new negative responses, whilst extra-curricular social and cultural activities generated unexpectedly positive responses. In terms of outcomes the geological mapping training fieldwork enabled students to develop generic as well as subject-specific skills, e.g. teamwork, decision making, and autonomy, whilst engagement in social interactions both within and outside of the field environment enabled the development of valuable interpersonal skills. Both studies demonstrate the positive effect of residential field work on students' attitudes and feelings towards their subject but also towards fellow students and academic staff through the development of interpersonal skills. Such skills are seldom assessed as learning outcomes, but are an important part of students' development from novice to expert geoscientists, and a vital component of the wider competences required by employers and society. They are potentially best developed during residential fieldwork and help to make GEES students employable.

Learning science in a cooperative setting: Academic achievement and affective outcomes

NASA Astrophysics Data System (ADS)

Lazarowitz, Reuven; Hertz-Lazarowitz, Rachel; Baird, J. Hugh

A learning unit in earth science was taught to high school students, using a jigsaw-group mastery learning approach. The sample consisted of 73 students in the experimental group and 47 students who learned the topic in an individualized mastery learning approach. The study lasted 5 weeks. Pretests and posttests on academic achievement and affective outcomes were administered. Data were treated with an analysis of covariance. The results show that students of the experimental group achieved significantly higher on academic outcomes, both normative and objective scores. On the creative essay test, the differences in number of ideas and total essay score were not significant between the groups, although the mean scores for number of words were higher for the individualized mastery learning group. On the affective domain, jigsaw-group mastery learning students scored significantly higher on self-esteem, number of friends, and involvement in the classroom. No differences were found in cohesiveness, cooperation, competition, and attitudes toward the subject learned. The results are discussed through the evaluation and comparison of the two methods of instruction used in this study.The cooperative learning movement began in junior high schools as part of the desegregation process, aiming at facilitating positive ethnic relations and increasing academic achievement and social skills among diverse students (Aronson, Stephan, Sikes, Blaney, & Snapp, 1978; Sharan & Hertz-Lazarowitz, 1980; Slavin, 1980). However, elementary teachers quickly recognized the potential of cooperative methods, and such methods were adopted freely in elementary schools before becoming widespread on the junior and senior high level. It has only been during the past few years that application of cooperative learning has been studied extensively with these older students.Cooperative learning methods generally involve heterogeneous groups working together on tasks that are deliberately structured to provide specific assignments and individual contributions from each group member. Cognitive as well as social benefits are expected, as students clarify their own understanding and share their insights and ideas with each other as they interact within the group (Deutsch, 1949).Experiments in the science laboratory have always required students to work in groups of two to four, due to the constraints of experimental processes and limited equipment and sup- plies. Thus, science courses are a natural curriculum area for examining cooperative learning practices. Now that cooperative methods are being refined to develop particular capabilities in the students, science teachers need to examine ways of structuring specific tasks to achieve the academic, affective, and socialization goals for their students. Although most of the studies of cooperative learning in the high school science classroom have centered around the cognitive outcomes of achievement testing and process skills, affective and social outcomes are also significant with students of this age. But few studies in science classes have attempted to assess such aspects of students' progress.As part of a previous revision, the science faculty at the high school where this study was conducted developed an exemplary individualized mastery learning (1ML) program for teaching science. This program seemed to alleviate the severe motivational problems and the extreme individual differences among the students in this rural/bhe-collar community. Students learned to work independently on their science studies. They had almost no lectures and few large group activities. As they worked through their assignments, however, they were free to interdct with other students. Looking in on a typical class, one would see several clusters of two or three students working together, sometimes tutoring each other, sometimes just talking through an assignment. Yet at least half of the class members would be working all alone. The importance of the overall social setting in the classroom as it relates to learning (Bruner, 1986, p. 86) and the central function of social interaction as learning occurs (Vygotsky, 1978, p. 106) seemed to have been ignored. Therefore, group mastery learning (GML), a cooperative learning tech- nique, was suggested as an antithesis to IML for teaching science over short periods. The cooperative mode of instruction considers learning as a cognitive as well as a social process, where students interact with each other as well as the teacher.To bring the social dimension back to science classrooms, the researchers chose to imple- ment GML in Grades 1 I and 12. The goal of the study was to investigate the GML's impact of the method on the individual student's academic achievement, creativity, self-esteem, and number of friends and on the overall learning environment of the classrooms. The researchers were also concerned with the students' attitudes toward earth science, the course being taught at the time of the experiment. Both cognitive and affective outcomes for students who participated in the cooperative GML approach were compared with outcomes for students who studied the same topic in an IML approach.The study addressed a number of questions related to academic and nonacademic outcomes of the two methods of study. First, it sought to determine whether academic achievement of the students taught in the cooperative GML mode would be different from the achievement of students who learned in an individualized method. Second, it sought to determine whether gains or losses would be seen in nonacademic outcomes, such as classroom learning environment, social relations, and students' self-esteem experienced by the students. The results of this study may support more use of cooperative learning in high school science.

Science Laboratory Environment and Academic Performance

ERIC Educational Resources Information Center

Aladejana, Francisca; Aderibigbe, Oluyemisi

2007-01-01

The study determined how students assess the various components of their science laboratory environment. It also identified how the laboratory environment affects students' learning outcomes. The modified ex-post facto design was used. A sample of 328 randomly selected students was taken from a population of all Senior Secondary School chemistry…

An Evaluation of Student Outcomes by Course Duration in Online Higher Education

ERIC Educational Resources Information Center

Shaw, Melanie; Chametzky, Barry; Burrus, Scott W.; Walters, Kelley J.

2013-01-01

To facilitate student learning and ensure financial stability, leaders in higher education institutions offering online degrees and programs are adopting flexible course schedules with shorter terms. The literature does not include many evaluations demonstrating how shorter duration terms and courses might affect student achievement. In this…

Extending Attribution Theory: Considering Students' Perceived Control of the Attribution Process

ERIC Educational Resources Information Center

Fishman, Evan J.; Husman, Jenefer

2017-01-01

Research in attribution theory has shown that students' causal thinking profoundly affects their learning and motivational outcomes. Very few studies, however, have explored how students' attribution-related beliefs influence the causal thought process. The present study used the perceived control of the attribution process (PCAP) model to examine…

Students' Achievements in a Statistics Course in Relation to Motivational Aspects and Study Behaviour

ERIC Educational Resources Information Center

Bude, Luc; Van De Wiel, Margaretha W. J.; Imbos, Tjaart; Candel, Math J. J. M.; Broers, Nick J.; Berger, Martijn P. F.

2007-01-01

The present study focuses on motivational constructs and their effect on students' academic achievement within an existing statistics course. First-year Health Sciences students completed a questionnaire that measures several motivational constructs: dimensions of causal attributions, outcome expectancy, affect, and study behaviour, all with…

Leadership and Students' Academic Success: Mediating Effects of Self-Efficacy and Self-Determination

ERIC Educational Resources Information Center

Gannouni, Kais; Ramboarison-Lalao, Lovanirina

2018-01-01

When exploring the effects of leadership on students, most studies have focused on either how leadership affects the students' academic outcomes or how it contributes to their personal development. This study merged both approaches and aimed to measure the mediating effects of self-efficacy and self-determination among leadership, students'…

Teachers' Attitudes and Students' Opposition. School Misconduct as a Reaction to Teachers' Diminished Effort and Affect

ERIC Educational Resources Information Center

Demanet, Jannick; Van Houtte, Mieke

2012-01-01

Recent decades have seen many studies dealing with the effects of teacher expectations. While most have focused on students' cognitive outcomes, we relate teacher expectations to student deviancy. We expect low expectations to be associated with students' feelings of futility and less teacher support, which, according to respectively strain theory…

The Student Homelessness Crisis and the Role of School Psychology: Missed Opportunities, Room for Improvement, and Future Directions

ERIC Educational Resources Information Center

Sulkowski, Michael L.

2016-01-01

Affecting more than 1 million youth, student homelessness is growing at an unprecedented rate in the United States. This is alarming because homeless students face significant barriers to their academic success and positive life outcomes. Unfortunately, despite the significant risks and challenges they face, homeless students often are overlooked…

Improving Students' Critical Thinking Skills through Remap NHT in Biology Classroom

ERIC Educational Resources Information Center

Mahanal, Susriyati; Zubaidah, Siti; Bahri, Arsad; Syahadatud Dinnurriya, Maratusy

2016-01-01

Previous studies in Malang, Indonesia, showed that there were the failure biology learning caused by not only the low students' prior knowledge, but also biology learning model has not improved the students' critical thinking skills yet, which affected the low of cognitive learning outcomes. The learning model is required to improve students'…

Exposure to Same-Race Teachers and Student Disciplinary Outcomes for Black Students in North Carolina

ERIC Educational Resources Information Center

Lindsay, Constance A.; Hart, Cassandra M. D.

2017-01-01

Using student-level administrative data from North Carolina, we explore whether exposure to same-race teachers affects the rate at which Black students receive exclusionary discipline, such as out-of-school suspensions, in-school suspensions, and expulsion. We find consistent evidence that exposure to same-race teachers is associated with reduced…

High-Stakes Testing and Students: Stopping or Perpetuating a Cycle of Failure?

ERIC Educational Resources Information Center

Horn, Catherine

2003-01-01

Examines research on high stakes testing and its relationship to student outcomes, presenting data from Massachusetts and North Carolina on state trends related to high stakes testing. Findings suggest that non-white, non-Asian students, and students with special needs and English language learners, are the groups most deeply affected by high…

The Learning Outcomes of Mentoring Library Science Students in Virtual World Reference: A Case Study

ERIC Educational Resources Information Center

Purpur, Geraldine; Morris, Jon Levi

2015-01-01

This article reports on the cognitive and affective development of students being mentored in virtual reference interview skills by professional librarians. The authors present a case study which examines the impact on student learning resulting from librarian mentor participation and collaboration with students on a course assignment. This study…

Modeling student success in engineering education

NASA Astrophysics Data System (ADS)

Jin, Qu

In order for the United States to maintain its global competitiveness, the long-term success of our engineering students in specific courses, programs, and colleges is now, more than ever, an extremely high priority. Numerous studies have focused on factors that impact student success, namely academic performance, retention, and/or graduation. However, there are only a limited number of works that have systematically developed models to investigate important factors and to predict student success in engineering. Therefore, this research presents three separate but highly connected investigations to address this gap. The first investigation involves explaining and predicting engineering students' success in Calculus I courses using statistical models. The participants were more than 4000 first-year engineering students (cohort years 2004 - 2008) who enrolled in Calculus I courses during the first semester in a large Midwestern university. Predictions from statistical models were proposed to be used to place engineering students into calculus courses. The success rates were improved by 12% in Calculus IA using predictions from models developed over traditional placement method. The results showed that these statistical models provided a more accurate calculus placement method than traditional placement methods and help improve success rates in those courses. In the second investigation, multi-outcome and single-outcome neural network models were designed to understand and to predict first-year retention and first-year GPA of engineering students. The participants were more than 3000 first year engineering students (cohort years 2004 - 2005) enrolled in a large Midwestern university. The independent variables include both high school academic performance factors and affective factors measured prior to entry. The prediction performances of the multi-outcome and single-outcome models were comparable. The ability to predict cumulative GPA at the end of an engineering student's first year of college was about a half of a grade point for both models. The predictors of retention and cumulative GPA while being similar differ in that high school academic metrics play a more important role in predicting cumulative GPA with the affective measures playing a more important role in predicting retention. In the last investigation, multi-outcome neural network models were used to understand and to predict engineering students' retention, GPA, and graduation from entry to departure. The participants were more than 4000 engineering students (cohort years 2004 - 2006) enrolled in a large Midwestern university. Different patterns of important predictors were identified for GPA, retention, and graduation. Overall, this research explores the feasibility of using modeling to enhance a student's educational experience in engineering. Student success modeling was used to identify the most important cognitive and affective predictors for a student's first calculus course retention, GPA, and graduation. The results suggest that the statistical modeling methods have great potential to assist decision making and help ensure student success in engineering education.

The Effect of Instructor Nonverbal Immediacy Behaviors and Feedback Sensitivity on Hispanic Students' Affective Learning Outcomes in Ninth-Grade Writing Conferences

ERIC Educational Resources Information Center

Martin, Laura; Mottet, Timothy P.

2011-01-01

The purpose of this study was to show how instructor use of nonverbal immediacy behaviors influence Hispanic students' affective learning in ninth-grade writing conferences, regardless of the level of feedback sensitivity provided. According to Kluger and DeNisi's (1996) feedback intervention theory, when feedback is direct and targeted on the…

Examining the Impact of Early Intervention, Parent Involvement and Family Characteristics on Preschool Special Education Student Outcomes over Time

ERIC Educational Resources Information Center

Tomasello, Nicole Marie

2012-01-01

Approximately 225,000 children from birth to age three are affected by developmental delays, and additionally, 49,000 are affected by a physical disability (U.S. Census Bureau, 2006). Fortunately there are policies and programs that help young children with disabilities achieve positive outcomes in school and live independent lives in the future.…

The Effects of Game-Based Learning and Anticipation of a Test on the Learning Outcomes of 10th Grade Geology Students

ERIC Educational Resources Information Center

Chen, Chia-Li Debra; Yeh, Ting-Kuang; Chang, Chun-Yen

2016-01-01

This study examines whether a Role Play Game (RPG) with embedded geological contents and students' anticipation of an upcoming posttest significantly affect high school students' achievements of and attitudes toward geology. The participants of the study were comprised of 202 high school students, 103 males and 99 females. The students were…

The Influence of Climate on the Academic and Athletic Success of Student-Athletes: Results from a Multi-Institutional National Study

ERIC Educational Resources Information Center

Rankin, Susan; Merson, Dan; Garvey, Jason C.; Sorgen, Carl H.; Menon, India; Loya, Karla; Oseguera, Leticia

2016-01-01

Students' perceptions of the campus climate can affect their success and outcomes. Student-athletes' experiences with campus life are unique. The Student-Athletes Climate Study (SACS) is a national study of over 8,000 student athletes from all NCAA sports and divisions. The purpose of the study was to examine the influence of individual and…

Perceived Teacher Affective Support in Relation to Emotional and Motivational Variables in Elementary School Science Classrooms in Turkey

ERIC Educational Resources Information Center

Sakiz, Gonul

2017-01-01

Background: In recent research, affective learning environments and affective support have been receiving increasing attention for their roles in stimulating students' learning outcomes. Despite its raising importance, little is known about affective support in educational contexts in developing countries. Moreover, international student…

Training-related harassment and drinking outcomes in medical residents versus graduate students.

PubMed

Shinsako, S A; Richman, J A; Rospenda, K M

2001-12-01

This study examined the prevalence of sexual harassment and generalized workplace abuse, and their differential effects on drinking behaviors in medical residents and graduate students at an urban American university. While medical residents had greater odds of experiencing harassment and abuse in their training programs, it was found that in most cases their deleterious drinking behaviors decreased, whereas graduate student drinking behaviors increased as a consequence of these experiences. The drinking outcomes of men were more affected by harassment and abuse than those of women.

The Impact of Residence Design on Freshman Outcomes: Dormitories versus Suite-Style Residences

ERIC Educational Resources Information Center

Rodger, Susan C.; Johnson, Andrew W.

2005-01-01

This study was designed to measure affective, behavioral, and cognitive variables in a sample of 3159 first-year students, and to compare these variables by the type of residence building in which the student lived. Students living in suite-style buildings reported a greater sense of belonging, and higher activity levels than students living in…

Why Engaging in Mathematical Practices May Explain Stronger Outcomes in Affect and Engagement: Comparing Student-Driven with Highly Guided Inquiry

ERIC Educational Resources Information Center

Sengupta-Irving, Tesha; Enyedy, Noel

2015-01-01

This article investigates why students reported liking a student-driven learning design better than a highly guided design despite equivalent gains in knowledge assessments in both conditions. We created two learning designs based on the distinction in the literature between student-driven and teacher-led approaches. One teacher assigned each of…

What High School Students Learn during Internships in Biology Laboratories

ERIC Educational Resources Information Center

Roth, Wolff-Michael; van Eijck, Michiel; Hsu, Pei-Ling; Marshall, Anne; Mazumder, Asit

2009-01-01

This article reports on the results of the authors' research and development work that was designed to study the impact of internships in scientific laboratories on high school students. The authors sketch how the internships affected cognitive outcomes, experiences and attitudes, and the career aspirations of the high school students. The…

China's Recruitment of African University Students: Policy Efficacy and Unintended Outcomes

ERIC Educational Resources Information Center

Haugen, Heidi Østbø

2013-01-01

This article explores how Sino-African relations are affected by the growing number of Africans who pursue higher education in China. China actively recruits African university students in order to increase soft power and generate income from the export of education services. Semi-structured interviews with African university students suggest that…

An Implementation Plan Affecting Student Learning and Development.

ERIC Educational Resources Information Center

Harr, Gary L.

During summer 1986, the Department of Student Affairs at Florida Community College at Jacksonville adopted a model of student learning and development focused on the theoretical elements that contribute to a holistic view of the ways people grow, learn, and change as they mature. The outcomes-based model focuses on self-direction, including the…

Student and Instructor Perceptions of Feedback in Asynchronous Online Learning: A Mixed-Methods Study

ERIC Educational Resources Information Center

Conrad, Susan

2016-01-01

Research about online learning suggests that instructor feedback is essential for student learning, especially when the feedback is personalized, specific, and timely. Feedback enhances instructor presence in online learning and has been shown to positively affect student outcomes. However, even with the technical ability to receive feedback at…

Student Loan Debt and Economic Outcomes. Current Policy Perspective No. 14-7

ERIC Educational Resources Information Center

Cooper, Daniel; Wang, J. Christina

2014-01-01

This policy brief advances the growing literature on how student loan debt affects individuals' other economic decisions. Specifically, it examines the impact of student loan liabilities on individuals' homeownership status and wealth accumulation. The analysis employs a rich set of financial and demographic control variables that are not…

Dealing with the Stress of College: A Model for Adult Students

ERIC Educational Resources Information Center

Kohler Giancola, Jennifer; Grawitch, Matthew J.; Borchert, Dana

2009-01-01

With an increase in nontraditional students attending college, there is a need to understand how work/school/life stress affects adult students. The purpose of this study is to test a comprehensive stress model that posits appraisal (cognitive evaluation) and coping as mediators between stressors/interrole conflict and psychosocial outcomes. The…

Maximizing Indigenous Student Learning in the Mainstream with Language and Culture

ERIC Educational Resources Information Center

Schwieter, John W.; Jaimes-Domínguez, J. Luis

2009-01-01

In this paper, we explore the importance of being conscious of the needs of indigenous students within the education system in order to increase their learning process and decrease their dropout rates. Specifically, we discuss how Mayan language, culture, and ideologies affect the educational outcome of Mayan students in mainstream classes in…

Exploring Meaning of Active Learning with Millennial Nursing Students: A Phenomenological Study

ERIC Educational Resources Information Center

Szoka, Amy

2017-01-01

The purpose of this interpretive, phenomenological study was to explore and understand how millennial nursing students perceived their lived experiences of being active learners in an associate degree program and how it affected student learning outcomes and/or program satisfaction. The research questions guiding this study were based on…

Can Cooperative Learning Achieve the Four Learning Outcomes of Physical Education? A Review of Literature

ERIC Educational Resources Information Center

Casey, Ashley; Goodyear, Victoria A.

2015-01-01

Physical learning, cognitive learning, social learning, and affective learning are positioned as the legitimate learning outcomes of physical education. It has been argued that these four learning outcomes go toward facilitating students' engagement with the physically active life (Bailey et al., 2009; Kirk, 2013). With Cooperative Learning…

Does perceived teacher affective support matter for middle school students in mathematics classrooms?

PubMed

Sakiz, Gonul; Pape, Stephen J; Hoy, Anita Woolfolk

2012-04-01

The purpose of the present study was to explore the importance of perceived teacher affective support in relation to sense of belonging, academic enjoyment, academic hopelessness, academic self-efficacy, and academic effort in middle school mathematics classrooms. A self-report survey was administered to 317 seventh- and eighth-grade students in 5 public middle schools. Structural equation modeling indicated significant associations between perceived teacher affective support and middle school students' motivational, emotional, and behavioral outcomes. The structural model explained a significant proportion of variance in students' sense of belonging (42%), academic enjoyment (43%), self-efficacy beliefs (43%), academic hopelessness (18%), and academic effort (32%) in mathematics classrooms. In addition to providing the basis for a concise new measure of perceived teacher affective support, these findings point to the importance of students' perceptions of the affective climate within learning environments for promoting academic enjoyment, academic self-efficacy, and academic effort in mathematics. Copyright © 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Texas Junior High School Study: Final Report of Process-Outcome Relationships; Manual for Low Inference Behavioral Coding System. Appendix C. R&D Report No. 4061.

ERIC Educational Resources Information Center

Brophy, Jere; And Others

This is the fourth in a series of four reports describing a study of 1,614 junior high school mathematics and English students and 69 of their teachers that was undertaken to discover the effects of different teaching behaviors on cognitive and affective student outcomes. This booklet is the working manual used for coder training and includes…

WWC Quick Review of the Article "Outcomes of a Prospective Trial of Student-Athlete Drug Testing: The Student Athlete Testing Using Random Notification ('SATURN') Study"

ERIC Educational Resources Information Center

What Works Clearinghouse, 2008

2008-01-01

This study examines whether the Student Athlete Testing Using Random Notification ("SATURN") program affects illicit drug and alcohol use among student athletes. The study experienced high rates of sample attrition. Seven of the 18 study schools (39%) left the study and were not included in the analysis. Some students at the remaining…

Factors Affecting Academic Resilience in Middle School Students: A Case Study (Factores que Afectan la Resiliencia Académica en Estudiantes de Bachillerato)

ERIC Educational Resources Information Center

Rojas Flórez, Luisa Fernanda

2015-01-01

This research was carried out with the purpose of identifying how and which risk and protective factors affect academic outcomes. The study explored how different family and individual environmental factors foster academic resilience. The exploratory study took place with a group of six students from a public school in Bogotá, Colombia. The school…

Factors affecting self-regulated learning in medical students: a qualitative study.

PubMed

Jouhari, Zahra; Haghani, Fariba; Changiz, Tahereh

2015-01-01

Clinical courses are required of all medical students and means that they must develop the key skill of self-regulation during learning. The ability to self-regulate learning strategies is affected by different factors. This study determined the views of medical students on the factors affecting self-regulated learning (SRL). This study uses a qualitative approach and the content analysis method. Nineteen medical students in their fourth, fifth, and sixth years of study at Isfahan University of Medical Science participated in semi-structured, in-depth interviews. The students were selected using purposive sampling based on their overall grade point average (GPA). Five main themes were found to affect SRL. These themes included family with the two subthemes of family supervisory and supportive roles; peers with the two subthemes of facilitating and inhibiting roles; instructors with the two subthemes of personal and educational instructor's characteristics; educational environment with the two subthemes of facilitator and inhibitor roles; and student with the two subthemes of facilitating and inhibiting personal factors. The outcomes of student understanding of the factors affecting self-regulation indicate that facilitating factors should be used on an individual basis to reduce the effect of inhibiting factors to improve self-regulation in students.

Personal investment, culture and learning: insights into school achievement across Anglo, Aboriginal, Asian and Lebanese students in Australia.

PubMed

McInerney, Dennis M

2008-10-01

Personal investment theory is a multifaceted theory of motivation, in which three key components: achievement goals (mastery, performance, social, and extrinsic), sense of self (sense of purpose, self-reliance, negative self-concept, positive self-concept), and facilitating conditions (parent support, teacher support, peer support), engage students in the process of learning. Four cultural groups (Anglo Australian, n = 852, Aboriginal Australian, n = 343, Lebanese Australian, n = 372, and Asian Australian, n = 283) of students were compared on these personal investment components and on several outcome measures (engagement, affect, achievement, participation). A series of MANOVAs, followed up by univariate tests, indicated ethnic differences and similarities in the endorsement of the personal investment theory components as well as in the outcome measures. Multiple regression analyses showed that each of the three sets of predictors (achievement goals, sense of self, facilitating conditions) explained a significant amount of the variance in almost all of the outcome measures. Across cultural groups, students' mastery goal and sense of purpose were consistently found to be significant predictors of their intention for further education, positive affect for schooling, and valuing of schooling.

Teaching Science. The Soup-Can Olympics.

ERIC Educational Resources Information Center

Leyden, Michael

1996-01-01

Presents classroom science activities to illustrate concepts of inertia, linear momentum, and friction. Students or teachers conduct races down a slope, using cans containing soups varying in mass, mass distribution, and viscosity. Students predict outcomes, compare speeds, and identify variables affecting the results. (KDFB)

Developing Empathy towards Older Adults in Design

ERIC Educational Resources Information Center

Altay, Burçak

2017-01-01

In design disciplines, an affective understanding of users' everyday lives can increase designer sensitivity and awareness, leading to higher-quality design outcomes. Developing students' empathic understanding within design education is required to accomplish this goal. This article discusses learning strategies that enhance students' empathic…

Learning Styles in Technical Drawing Courses as Perceived by Students in Egypt and Nigeria

ERIC Educational Resources Information Center

Elbitar, Hamdy M.; Umunadi, Kennedy E.

2011-01-01

Students have unique ways of learning, which may greatly affect the learning process and its outcome. In the process of education, instead of classifying students according to their insufficiency, teachers should try to get to know them and determine their cognitive, sensorial and kinetic characteristics. This study on improving learning style…

Effects of Teacher-Student Ethnoracial Matching and Overall Teacher Diversity in Elementary Schools on Educational Outcomes

ERIC Educational Resources Information Center

Banerjee, Neena

2018-01-01

The United States is facing culture gaps between students and teachers in schools. Although the U.S. school-age population is racially, culturally, and linguistically diverse, the teachers are predominantly White. This article investigates whether assignment to same-race teachers affects students' math and reading achievement growth in early…

The Effect of Positive or Negative Frame on the Choices of Students in School Psychology and Educational Administration.

ERIC Educational Resources Information Center

Fagley, N. S.; Miller, Paul M.; Jones, Robert N.

1999-01-01

Doctoral students (N=109) in school psychology and educational administration responded to five decision problems whose outcomes were framed either positively as gains or negatively as losses. Frame and profession significantly affected the number of risky choices. Educational administration students made more risky choices than school psychology…

Gender Peer Effects in School: Does the Gender of School Peers Affect Student Achievement?

ERIC Educational Resources Information Center

Cabezas, Veronica

2010-01-01

This research addresses gender peer effects in education and their impact on student achievement in Chile. We address the topic from three different level of analysis: (a) whether the proportion of girls in a cohort influences students' educational outcomes (b) whether assignment to a classroom with a higher proportion of girls influences…

Challenges in Understanding and Assisting Mature-Age Students Who Participate in Alternative Entry Programs

ERIC Educational Resources Information Center

Cullity, Marguerite

2006-01-01

Mature-age students are a significant group within the Australian sub-degree and undergraduate commencing cohort. Nevertheless, little is known about mature-age student backgrounds or factors that affect their participation at university. This paper draws on a case study that examined the nature and outcomes of Australian alternative entry…

Fear in the Classroom: An Examination of Teachers' Use of Fear Appeals and Students' Learning Outcomes

ERIC Educational Resources Information Center

Sprinkle, Rose; Hunt, Stephen; Simonds, Cheri; Comadena, Mark

2006-01-01

This study examined the impact of teachers' use of fear appeals and efficacy statements on student affective learning, motivation, likelihood of taking a course with the instructor, and likelihood of visiting with the instructor for help. The results suggest that fear and efficacy interact to more positively influence students' perceptions of…

Being Nontraditional and Learning Online: Assessing the Psychosocial Learning Environments, Self-Efficacy, and Affective Outcomes among College Student Groups

ERIC Educational Resources Information Center

Ashford, Roslyn La'Toya

2014-01-01

The study compared traditional and nontraditional students' attitudes about the psychosocial learning environment and their influence on self-efficacy, enjoyment of online learning, and student satisfaction by using Moos' (1979) Model of Environmental and Personal Variables and the three dimensions of social climate as its theoretical framework.…

How Do Student and Classroom Characteristics Affect Attitude toward Mathematics? A Multivariate Multilevel Analysis

ERIC Educational Resources Information Center

Kiwanuka, Henry Nsubuga; Van Damme, Jan; Van Den Noortgate, Wim; Anumendem, Dickson Nkafu; Vanlaar, Gudrun; Reynolds, Chandra; Namusisi, Speranza

2017-01-01

This study investigated the effects of student and classroom characteristics on math self-confidence, perceived usefulness, and enjoyment of mathematics as multiple outcomes. A sample of 7th-grade students from 78 classes of 49 schools was studied. The data were collected using, among other instruments, an attitude questionnaire. The results of…

Focusing on the Sophomores: Characteristics Associated with the Academic and Social Involvement of Second-Year College Students

ERIC Educational Resources Information Center

Wang, Xueli; Kennedy-Phillips, Lance

2013-01-01

Research has long suggested that an optimal level of involvement in academic and social activities positively affects student development and outcomes. However, many second-year students experience the "sophomore slump." For this study, guided by both prior literature and theoretical perspectives, a survey instrument was developed to…

The clinical learning environment in nursing education: a concept analysis.

PubMed

Flott, Elizabeth A; Linden, Lois

2016-03-01

The aim of this study was to report an analysis of the clinical learning environment concept. Nursing students are evaluated in clinical learning environments where skills and knowledge are applied to patient care. These environments affect achievement of learning outcomes, and have an impact on preparation for practice and student satisfaction with the nursing profession. Providing clarity of this concept for nursing education will assist in identifying antecedents, attributes and consequences affecting student transition to practice. The clinical learning environment was investigated using Walker and Avant's concept analysis method. A literature search was conducted using WorldCat, MEDLINE and CINAHL databases using the keywords clinical learning environment, clinical environment and clinical education. Articles reviewed were written in English and published in peer-reviewed journals between 1995-2014. All data were analysed for recurring themes and terms to determine possible antecedents, attributes and consequences of this concept. The clinical learning environment contains four attribute characteristics affecting student learning experiences. These include: (1) the physical space; (2) psychosocial and interaction factors; (3) the organizational culture and (4) teaching and learning components. These attributes often determine achievement of learning outcomes and student self-confidence. With better understanding of attributes comprising the clinical learning environment, nursing education programmes and healthcare agencies can collaborate to create meaningful clinical experiences and enhance student preparation for the professional nurse role. © 2015 John Wiley & Sons Ltd.

Correlates of Teacher Practices Influencing Student Outcomes in Reading Instruction for Advanced Readers

ERIC Educational Resources Information Center

Hunsaker, Scott L.; Nielsen, Aubree; Bartlett, Brianne

2010-01-01

In a professional development project, six teaching practices were posited as necessary for improving affective and cognitive outcomes for identified advanced readers. These practices were identification, organization for instruction, content, instructional strategies, continuous improvement assessment, and ambassadorship. Sixty-one teachers…

Differentiation of Competence and Affect Self-Perceptions in Elementary School Students: Extending Empirical Evidence

ERIC Educational Resources Information Center

Arens, A. Katrin; Hasselhorn, Marcus

2015-01-01

This study aimed to address two underexplored research questions regarding support for the separation between competence and affect self-perceptions due to differential relations to outcome criteria. First, it is tested whether higher relations between affect self-perceptions and effort than between competence self-perceptions and effort can also…

The use of a virtual patient case in an OSCE-based exam--a pilot study.

PubMed

Courteille, O; Bergin, R; Stockeld, D; Ponzer, S; Fors, U

2008-01-01

This study focuses on a skills test based clinical assessment where 118 fourth-year medical students at the four teaching hospitals of Karolinska Institutet participated in the same 12-module OSCE. The goal of one of the twelve examination modules was to assess the students' skills and ability to solve a virtual patient (VP) case (the ISP system), which included medical history taking, lab tests, physical examinations and suggestion of a preliminary diagnosis. The primary aim of this study was to evaluate the potential of a VP as a possible tool for assessment of clinical reasoning and problem solving ability among medical students. The feeling of realism of the VP and its possible affective impact on the student's confidence were also investigated. We observed and analysed students' reactions, engagement and performance (activity log files) during their interactive sessions with the simulation. An individual human assistant was provided along with the computer simulation and the videotaped interaction student/assistant was then analysed in detail and related to the students' outcomes. The results indicate possible advantages of using ISP-like systems for assessment. The VP was for instance able to reliably differentiate between students' performances but some weaknesses were also identified, like a confounding influence on students' outcomes by the assistants used. Significant differences, affecting the results, were found between the students in their degree of affective response towards the system as well as the perceived usefulness of assistance. Students need to be trained beforehand in mastering the assessment tool. Rating compliance needs to be targeted before VP-based systems like ISP can be used in exams and if such systems would be used in high-stake exams, the use of human assistants should be limited and scoring rubrics validated (and preferably automated).

Subject Preference Regarding Three Psychotherapy Orientations.

ERIC Educational Resources Information Center

Hollis, Thomas G.

Research has shown that therapy preference affects both the quality of the initial therapy session and treatment outcome. To determine personality characteristics which would affect subjects' preference of therapeutic orientation and to obtain qualitative information about subjects' therapy preferences, 203 community college students indicated…

Emotional versus cognitive rumination: are they differentially affecting long-term psychological health? The impact of stressors and personality in dental students.

PubMed

Hamesch, Ulla; Cropley, Mark; Lang, Jessica

2014-08-01

In the process of recovery from work, rumination is considered as an important mediating variable in the relationship between work demands and psychological health outcomes. Past research differentiated affective rumination from problem-solving pondering. The aim of the present study was to test a moderated mediation model for these two distinct ruminative states and to show how personality (i.e. neuroticism and conscientiousness) can alter the mediating effect. The present study is based on 119 surveys from dental students with a time lag of 6 months. Participants filled out questionnaires assessing specific study-relevant performance demands, rumination and personality and a screening measure for psychological health status. Neuroticism was found to moderate the demand-affective rumination association, but conscientiousness did not moderate the demand-problem-solving pondering association. Moderated mediation analysis revealed that affective rumination mediates the impact of demands on psychological health only for individuals low in neuroticism. Findings are discussed regarding potential interventions for dental students to prevent negative psychological health outcomes due to increased work-related demands in the long term. Copyright © 2014 John Wiley & Sons, Ltd.

The psychological characteristics of experiences that influence science motivation and content knowledge

NASA Astrophysics Data System (ADS)

Bathgate, Meghan; Schunn, Christian

2017-11-01

While motivational changes towards science are common during adolescence, our work asks which perceived classroom experiences are most strongly related to these changes. Additionally, we examine which experiences are most strongly associated with learning classroom content. In particular, using self-reports from a sample of approximately 3000 middle school students, this study investigates the influence of perceived science classroom experiences, namely student engagement and perceived success, on motivational change (fascination, values, competency belief) and content knowledge. Controlling for demographic information, school effects, and initial levels of motivation and content knowledge, we find that dimensions of engagement (affect, behavioural/cognitive) and perceived success are differentially associated with changes in particular motivational constructs and learning. Affective engagement is positively associated with motivational outcomes and negatively associated with learning outcomes, behavioural-cognitive engagement is associated only with learning, and perceived success is related only to motivational outcomes. Theoretical and practical implications are discussed.

Factors Affecting Learners with Disabilities-Instructor Interaction in Online Learning

ERIC Educational Resources Information Center

Alamri, Abdulrahman; Tyler-Wood, Tandra

2017-01-01

Little research is available documenting the success of students with various types of disabilities in online classroom environments. This study investigates which factors associated with learners with disabilities impact student outcomes in an online learning environment. Forty learners with disabilities participating in online higher education…

How Do Other Countries Evaluate Teachers?

ERIC Educational Resources Information Center

Williams, James H.; Engel, Laura C.

2012-01-01

Given the primary role of teachers in affecting student achievement, U.S. policy makers and reformers have increasingly focused on monitoring and evaluating teacher effectiveness by emphasizing the links to student learning outcomes. Large-scale international assessments are frequently used as base examples to justify reform. But, relatively…

Measuring Fidelity to Improve Intervention Effectiveness

ERIC Educational Resources Information Center

McKenna, John W.; Flower, Andrea; Ciullo, Stephen

2014-01-01

Teachers are responsible for using evidence-based practices to improve students' academic and behavioral outcomes. Although teachers have access to a variety of resources on evidence-based practices, poor implementation can adversely affect their effectiveness. However, an inadequate student response to intervention may also be the result of…

Adventure Learning: Motivating Students in a Minnesota Middle School

ERIC Educational Resources Information Center

Moos, Daniel C.; Honkomp, Brian

2011-01-01

Adventure learning has emerged as a promising technology forum that provides students with opportunities to explore real-world issues through authentic learning experiences. Despite these promises, Adventure learning has received little empirical attention. This study examined how adventure learning affects motivation and learning outcomes with…

PlayPhysics: An Emotional Games Learning Environment for Teaching Physics

NASA Astrophysics Data System (ADS)

Muñoz, Karla; Kevitt, Paul Mc; Lunney, Tom; Noguez, Julieta; Neri, Luis

To ensure learning, game-based learning environments must incorporate assessment mechanisms, e.g. Intelligent Tutoring Systems (ITSs). ITSs are focused on recognising and influencing the learner's emotional or motivational states. This research focuses on designing and implementing an affective student model for intelligent gaming, which reasons about the learner's emotional state from cognitive and motivational variables using observable behaviour. A Probabilistic Relational Models (PRMs) approach is employed to derive Dynamic Bayesian Networks (DBNs). The model uses the Control-Value theory of 'achievement emotions' as a basis. A preliminary test was conducted to recognise the students' prospective-outcome emotions with results presented and discussed. PlayPhysics is an emotional games learning environment for teaching Physics. Once the affective student model proves effective it will be incorporated into PlayPhysics' architecture. The design, evaluation and postevaluation of PlayPhysics are also discussed. Future work will focus on evaluating the affective student model with a larger population of students, and on providing affective feedback.

Caveat Emptor: Is There a Relationship between Part-Time Faculty Utilization and Student Learning Outcomes and Retention? Professional File. Number 91, Spring 2004

ERIC Educational Resources Information Center

Schibik, Timothy; Harrington, Charles

2004-01-01

One important factor neglected in the literature involves an investigation into whether the increased utilization of part-time faculty impacts student retention. Are part-time faculty, who are employed primarily to teach introductory courses, having an adverse affect on student retention? Are universities recognizing and studying the potential…

Persistence and Degree Attainment: The Role of Individual Decision Making, Various Forms of Capital, and Institutional Factors among Mexican-American Undergraduate Students

ERIC Educational Resources Information Center

Hernandez, Eliza Aguirre

2010-01-01

The purpose of this dissertation research was to analyze a nationally representative dataset of first-year beginning students to examine the factors that affect Mexican-origin Latinos undergraduate students' persistence and degree attainment outcomes. Several theoretical perspectives are used in this research in order to address the complex…

Factors Affecting Student Learning Outcomes: A School-Level Analysis of the 1990 NAEP Mathematics Trial State Assessment.

ERIC Educational Resources Information Center

Kim, Lori Yoonkyung

Data from the 1990 National Assessment of Educational Progress (NAEP) Trial State Assessment (TSA) in mathematics were analyzed to determine what educational factors influence student learning, how these factors influence learning, and how important these factors are to student achievement. NAEP TSA data were collected from more than 100,000…

The Relationship among School Safety, School Liking, and Students' Self-Esteem: Based on a Multilevel Mediation Model

ERIC Educational Resources Information Center

Zhang, Xinghui; Xuan, Xin; Chen, Fumei; Zhang, Cai; Luo, Yuhan; Wang, Yun

2016-01-01

Background: Perceptions of school safety have an important effect on students' development. Based on the model of "context-process-outcomes," we examined school safety as a context variable to explore how school safety at the school level affected students' self-esteem. Methods: We used hierarchical linear modeling to examine the link…

Comparing the Number of Ill or Injured Students Who Are Released Early from School by School Nursing and Nonnursing Personnel

ERIC Educational Resources Information Center

Wyman, Linda L.

2005-01-01

There is a growing demand for research linking specific educational services with positive student outcomes. Little empirical evidence exists to show that school nursing services improve student success. School attendance is one of many factors that has been associated with improved learning; school nurses can affect that factor. This study…

The Use of Online Modules and the Effect on Student Outcomes in a High School Chemistry Class

ERIC Educational Resources Information Center

Lamb, Richard L.; Annetta, Len

2013-01-01

The purpose of the study was to review the efficacy of online chemistry simulations in a high school chemistry class and provide discussion of the factors that may affect student learning. The sample consisted of 351 high school students exposed to online simulations. Researchers administered a pretest, intermediate test and posttest to measure…

An Analysis of School District Demographic and Dispute Factors Affecting Services for Students with Autism Spectrum Disorder

ERIC Educational Resources Information Center

White, Mary Loyd

2012-01-01

The purpose of this study was to examine the educational services for students with autism in school districts (N = 115) in North Carolina to identify the characteristics and variables that contribute to positive student outcomes. This study used a secondary analysis of data from various resources across the state. Variables included number of…

Linking the Experiential, Affective and Cognitive Domains in Biology Education: A Case Study--Microscopy

ERIC Educational Resources Information Center

Vlaardingerbroek, Barend; Taylor, Neil; Bale, Colin; Kennedy, John

2017-01-01

A greater emphasis in school curricula on the technology of science would encourage teachers to engage their students more in practical work. This in turn might be expected to improve students' attitudes towards science and enhance cognitive outcomes. The paper presents findings from a study on first-year university students' school experience of,…

Profiles of Student Perceptions of School Climate: Relations with Risk Behaviors and Academic Outcomes.

PubMed

Shukla, Kathan; Konold, Timothy; Cornell, Dewey

2016-06-01

School climate has been linked to a variety of positive student outcomes, but there may be important within-school differences among students in their experiences of school climate. This study examined within-school heterogeneity among 47,631 high school student ratings of their school climate through multilevel latent class modeling. Student profiles across 323 schools were generated on the basis of multiple indicators of school climate: disciplinary structure, academic expectations, student willingness to seek help, respect for students, affective and cognitive engagement, prevalence of teasing and bullying, general victimization, bullying victimization, and bullying perpetration. Analyses identified four meaningfully different student profile types that were labeled positive climate, medium climate-low bullying, medium climate-high bullying, and negative climate. Contrasts among these profile types on external criteria revealed meaningful differences for race, grade-level, parent education level, educational aspirations, and frequency of risk behaviors. © Society for Community Research and Action 2016.

Factors affecting self-regulated learning in medical students: a qualitative study

PubMed Central

Jouhari, Zahra; Haghani, Fariba; Changiz, Tahereh

2015-01-01

Introduction Clinical courses are required of all medical students and means that they must develop the key skill of self-regulation during learning. The ability to self-regulate learning strategies is affected by different factors. This study determined the views of medical students on the factors affecting self-regulated learning (SRL). Method This study uses a qualitative approach and the content analysis method. Nineteen medical students in their fourth, fifth, and sixth years of study at Isfahan University of Medical Science participated in semi-structured, in-depth interviews. The students were selected using purposive sampling based on their overall grade point average (GPA). Results Five main themes were found to affect SRL. These themes included family with the two subthemes of family supervisory and supportive roles; peers with the two subthemes of facilitating and inhibiting roles; instructors with the two subthemes of personal and educational instructor's characteristics; educational environment with the two subthemes of facilitator and inhibitor roles; and student with the two subthemes of facilitating and inhibiting personal factors. Conclusion The outcomes of student understanding of the factors affecting self-regulation indicate that facilitating factors should be used on an individual basis to reduce the effect of inhibiting factors to improve self-regulation in students. PMID:26549046

Factors affecting self-regulated learning in medical students: a qualitative study.

PubMed

Jouhari, Zahra; Haghani, Fariba; Changiz, Tahereh

2015-01-01

Introduction Clinical courses are required of all medical students and means that they must develop the key skill of self-regulation during learning. The ability to self-regulate learning strategies is affected by different factors. This study determined the views of medical students on the factors affecting self-regulated learning (SRL). Method This study uses a qualitative approach and the content analysis method. Nineteen medical students in their fourth, fifth, and sixth years of study at Isfahan University of Medical Science participated in semi-structured, in-depth interviews. The students were selected using purposive sampling based on their overall grade point average (GPA). Results Five main themes were found to affect SRL. These themes included family with the two subthemes of family supervisory and supportive roles; peers with the two subthemes of facilitating and inhibiting roles; instructors with the two subthemes of personal and educational instructor's characteristics; educational environment with the two subthemes of facilitator and inhibitor roles; and student with the two subthemes of facilitating and inhibiting personal factors. Conclusion The outcomes of student understanding of the factors affecting self-regulation indicate that facilitating factors should be used on an individual basis to reduce the effect of inhibiting factors to improve self-regulation in students.

Assessment of two different types of bias affecting the results of outcome-based evaluation in undergraduate medical education.

PubMed

Schiekirka, Sarah; Anders, Sven; Raupach, Tobias

2014-07-21

Estimating learning outcome from comparative student self-ratings is a reliable and valid method to identify specific strengths and shortcomings in undergraduate medical curricula. However, requiring students to complete two evaluation forms (i.e. one before and one after teaching) might adversely affect response rates. Alternatively, students could be asked to rate their initial performance level retrospectively. This approach might threaten the validity of results due to response shift or effort justification bias. Two consecutive cohorts of medical students enrolled in a six-week cardio-respiratory module were enrolled in this study. In both cohorts, performance gain was estimated for 33 specific learning objectives. In the first cohort, outcomes calculated from ratings provided before (pretest) and after (posttest) teaching were compared to outcomes derived from comparative self-ratings collected after teaching only (thentest and posttest). In the second cohort, only thentests and posttests were used to calculate outcomes, but data collection tools differed with regard to item presentation. In one group, thentest and posttest ratings were obtained sequentially on separate forms while in the other, both ratings were obtained simultaneously for each learning objective. Using thentest ratings to calculate performance gain produced slightly higher values than using true pretest ratings. Direct comparison of then- and posttest ratings also yielded slightly higher performance gain than sequential ratings, but this effect was negligibly small. Given the small effect sizes, using thentests appears to be equivalent to using true pretest ratings. Item presentation in the posttest does not significantly impact on results.

Assessment of two different types of bias affecting the results of outcome-based evaluation in undergraduate medical education

PubMed Central

2014-01-01

Background Estimating learning outcome from comparative student self-ratings is a reliable and valid method to identify specific strengths and shortcomings in undergraduate medical curricula. However, requiring students to complete two evaluation forms (i.e. one before and one after teaching) might adversely affect response rates. Alternatively, students could be asked to rate their initial performance level retrospectively. This approach might threaten the validity of results due to response shift or effort justification bias. Methods Two consecutive cohorts of medical students enrolled in a six-week cardio-respiratory module were enrolled in this study. In both cohorts, performance gain was estimated for 33 specific learning objectives. In the first cohort, outcomes calculated from ratings provided before (pretest) and after (posttest) teaching were compared to outcomes derived from comparative self-ratings collected after teaching only (thentest and posttest). In the second cohort, only thentests and posttests were used to calculate outcomes, but data collection tools differed with regard to item presentation. In one group, thentest and posttest ratings were obtained sequentially on separate forms while in the other, both ratings were obtained simultaneously for each learning objective. Results Using thentest ratings to calculate performance gain produced slightly higher values than using true pretest ratings. Direct comparison of then- and posttest ratings also yielded slightly higher performance gain than sequential ratings, but this effect was negligibly small. Conclusions Given the small effect sizes, using thentests appears to be equivalent to using true pretest ratings. Item presentation in the posttest does not significantly impact on results. PMID:25043503

Connecting in Class? College Class Size and Inequality in Academic Social Capital

ERIC Educational Resources Information Center

Beattie, Irenee R.; Thiele, Megan

2016-01-01

College students who interact with professors and peers about academic matters have better college outcomes. Although institutional factors influence engagement, prior scholarship has not systematically examined whether class sizes affect students' academic interactions, nor whether race or first-generation status moderate such effects. We…

Sleep Difficulties and Academic Performance in Norwegian Higher Education Students

ERIC Educational Resources Information Center

Hayley, Amie C.; Sivertsen, Børge; Hysing, Mari; Vedaa, Øystein; Øverland, Simon

2017-01-01

Background: Sleep difficulties are common among university students and may detrimentally affect academic outcomes. Despite this, remarkably little information is currently available during this critical developmental period of early adulthood, and thus, the direct effect on measurable domains of academic ability and proficiency is equivocal.…

The Fair Play Game: Promoting Social Skills in Physical Education

ERIC Educational Resources Information Center

Vidoni, Carla; Ulman, Jerome D.

2012-01-01

The implementation of social skills into teaching helps students achieve such important affective outcomes as peer recognition or popularity, respect for others, acceptance of rules, pro-social values, communication skills, and positive social interactions. Within physical education, many professionals believe that students who engage in games and…

Athletes as Students: Ensuring Positive Cognitive and Affective Outcomes

ERIC Educational Resources Information Center

Gayles, Joy Gaston; Hu, Shouping

2009-01-01

Over the past decade, the National Collegiate Athletic Association (NCAA) has become increasingly concerned about the educational experience of student athletes, beyond enforcement of eligibility rules and regulations. Perhaps this growing interest is in response to public criticism of the poor performance--and even misconduct--associated with the…

A Review of Predictive Factors of Student Success in and Satisfaction with Online Learning

ERIC Educational Resources Information Center

Kauffman, Heather

2015-01-01

Students perceive online courses differently than traditional courses. Negative perceptions can lead to unfavourable learning outcomes including decreased motivation and persistence. Throughout this review, a broad range of factors that affect performance and satisfaction within the online learning environment for adult learners will be examined…

Relationship between Personality and Behavioral Intention in Student Teams

ERIC Educational Resources Information Center

Forrester, William R.; Tashchian, Armen; Shore, Ted H.

2016-01-01

This study investigated the applicability of the Big Five and FIRO-B frameworks as predictors of group process outcomes in the context of student teams. The personality dimensions of Agreeableness, Extraversion, Conscientiousness, and Neuroticism were correlated with the interpersonal behavior dimensions of Inclusion, Affection, and Control. The…

The Meaning of Visual Thinking Strategies for Nursing Students

ERIC Educational Resources Information Center

Moorman, Margaret M.

2013-01-01

Nurse educators are called upon to provide creative, innovative experiences for students in order to prepare nurses to work in complex healthcare settings. As part of this preparation, teaching observational and communication skills is critical for nurses and can directly affect patient outcomes. Visual thinking strategies (VTS) are a teaching…

Developmental Context and Treatment Principles for ADHD among College Students

ERIC Educational Resources Information Center

Fleming, Andrew P.; McMahon, Robert J.

2012-01-01

Attention-deficit/hyperactivity disorder (ADHD) affects between 2 and 8 % of college students. ADHD is associated with impaired academic, psychological, and social functioning, and with a wide array of negative outcomes including lower GPAs, graduation rates, and self-reported quality of life. The college environment often brings decreased…

School Organizational Effectiveness and Chronic Absenteeism: Implications for Accountability

ERIC Educational Resources Information Center

Lenhoff, Sarah Winchell; Pogodzinski, Ben

2018-01-01

Chronic absenteeism in K-12 schools is strongly associated with critical educational outcomes such as student achievement and graduation. Yet, the causes of chronic absenteeism are complex, with environmental, family/individual, and school factors all affecting the likelihood of a student attending school regularly. This exploratory study examines…

Motivational Goal Orientation, Perceptions of Biology and Physics Classroom Learning Environments, and Gender

ERIC Educational Resources Information Center

Koul, Ravinder; Roy, Laura; Lerdpornkulrat, Thanita

2012-01-01

Researchers have reported persuasive evidence that students' perceptions of their classroom learning environment account for significant variance in cognitive and affective outcomes (e.g. intrinsic motivation, self-concept, liking for particular subjects and students' intention to drop out). The study reported in this paper investigated the…

STEM High School Communities: Common and Differing Features

ERIC Educational Resources Information Center

Tofel-Grehl, Colby; Callahan, Carolyn M.

2014-01-01

Using observations and interviews, the researchers explore the experiences and perspectives of students, teachers, and administrators at six specialized high schools with a focus on science, technology, engineering, and mathematics (STEM) as they pertain to the practices and structures affecting student outcomes. Four themes were found to be…

Allocation of Students in Public Schools: Theory and New Evidence

ERIC Educational Resources Information Center

Cohen-Zada, Danny; Gradstein, Mark; Reuven, Ehud

2013-01-01

The allocation of educational resources to students of different socio-economic backgrounds has important policy implications since it affects individual educational outcomes as well as the future distribution of human capital. In this paper, we present a theoretical model showing that local school administrators have an incentive to allocate…

A Case-Based Approach Improves Science Students' Experimental Variable Identification Skills

ERIC Educational Resources Information Center

Grunwald, Sandra; Hartman, Andrew

2010-01-01

Incorporation of experimental case studies into the laboratory curriculum increases students' abilities to identify experimental variables that affect the outcome of an experiment. Here the authors describe how such case studies were incorporated using an online course management system into a biochemistry laboratory curriculum and the assessment…

The Impact of Open Textbooks on Secondary Science Learning Outcomes

ERIC Educational Resources Information Center

Robinson, T. Jared; Fischer, Lane; Wiley, David; Hilton, John, III

2014-01-01

Given the increasing costs associated with commercial textbooks and decreasing financial support of public schools, it is important to better understand the impacts of open educational resources on student outcomes. The purpose of this quantitative study is to analyze whether the adoption of open science textbooks significantly affects science…

Relationships between High School Chemistry Students' Perceptions of a Constructivist Learning Environment and their STEM Career Expectations

NASA Astrophysics Data System (ADS)

Wild, Andrew

2015-09-01

Considerable attention has been devoted to factors affecting the persistence of women and historically underrepresented ethnic groups in their science education trajectories. The literature has focused more on structural factors that affect longitudinal outcomes rather than classroom experiences. This exploratory survey study described relationships among high school chemistry students' perceptions of a constructivist learning environment (CLE) and STEM career expectations. The sample included 693 students from 7 public high schools within the San Francisco Bay Area. Students' perceptions of a CLE predicted their expectations of entering a science career, but not engineering, computer, health, or mathematics-related careers. When all groups of students perceived the learning environment as more constructivist, they were more likely to expect science careers.

Continual evolution: the experience over three semesters of a librarian embedded in an online evidence-based medicine course for physician assistant students.

PubMed

Kealey, Shannon

2011-01-01

This column examines the experience, over three years, of a librarian embedded in an online Epidemiology and Evidence-based Medicine course, which is a requirement for students pursuing a Master of Science in Physician Assistant Studies at Pace University. Student learning outcomes were determined, a video lecture was created, and student learning was assessed via a five-point Blackboard test during year one. For years two and three, the course instructor asked the librarian to be responsible for two weeks of course instruction and a total of 15 out of 100 possible points for the course. This gave the librarian flexibility to measure additional outcomes and gather more in-depth assessment data. The librarian then used the assessment data to target areas for improvement in the lessons and Blackboard tests. Revisions made by the librarian positively affected student achievement of learning outcomes, as measured by the assessment conducted the subsequent semester. Plans for further changes are also discussed.

FORUM: Affective Learning. Reclaiming Affective Learning

ERIC Educational Resources Information Center

Housley Gaffney, Amy L.; Dannels, Deanna P.

2015-01-01

The mission of "Communication Education" is to publish the best research on communication and learning. Researchers study the communication-learning interface in many ways, but a common approach is to explore how instructor and student communication can lead to better learning outcomes. Although scholars have long classified learning…

Correlational Analysis of Adult Students' Self-Directed Learning Readiness, Affective Learning Outcomes, Prior Electronic Learning Experience, and Age in Hybrid and Online Course-Delivery Formats

ERIC Educational Resources Information Center

Nikitenko, Gleb

2009-01-01

The self-directed learning (SDL) in all of its characteristics measured in students and in various learning contexts continues to have a very important role in educational research and requires new explorations. Contemporary research indicates that there is a direct positive relationship between the level of student self-directed learning…

Capturing the Complexity: Content, Type, and Amount of Instruction and Quality of the Classroom Learning Environment Synergistically Predict Third Graders' Vocabulary and Reading Comprehension Outcomes

ERIC Educational Resources Information Center

Connor, Carol McDonald; Spencer, Mercedes; Day, Stephanie L.; Giuliani, Sarah; Ingebrand, Sarah W.; McLean, Leigh; Morrison, Frederick J.

2014-01-01

We examined classrooms as complex systems that affect students' literacy learning through interacting effects of content and amount of time individual students spent in literacy instruction along with the global quality of the classroom learning environment. We observed 27 3rd-grade classrooms serving 315 target students using 2 different…

Alternative Realities: Faculty and Student Perceptions of Instructional Practices in Laboratory Courses

PubMed Central

Beck, Christopher W.; Blumer, Lawrence S.

2016-01-01

Curricular reform efforts depend on our ability to determine how courses are taught and how instructional practices affect student outcomes. In this study, we developed a 30-question survey on inquiry-based learning and assessment in undergraduate laboratory courses that was administered to 878 students in 54 courses (41 introductory level and 13 upper level) from 20 institutions (four community colleges, 11 liberal arts colleges, and five universities, of which four were minority-serving institutions). On the basis of an exploratory factor analysis, we defined five constructs: metacognition, feedback and assessment, scientific synthesis, science process skills, and instructor-directed teaching. Using our refined survey of 24 items, we compared student and faculty perceptions of instructional practices both across courses and across instructors. In general, faculty and student perceptions were not significantly related. Although mean perceptions were often similar, faculty perceptions were more variable than those of students, suggesting that faculty may have more nuanced views than students. In addition, student perceptions of some instructional practices were influenced by their previous experience in laboratory courses and their self-efficacy. As student outcomes, such as learning gains, are ultimately most important, future research should examine the degree to which faculty and student perceptions of instructional practices predict student outcomes in different contexts. PMID:27810867

An implementation of 7E Learning Cycle Model to Improve Student Self-esteem

NASA Astrophysics Data System (ADS)

Firdaus, F.; Priatna, N.; Suhendra, S.

2017-09-01

One of the affective factors that affect student learning outcomes is student self-esteem in mathematics, learning achievement and self-esteem influence each other. The purpose of this research is to know whether self-esteem students who get 7E learning cycle model is better than students who get conventional learning. This research method is a non-control group design. Based on the results obtained that the normal and homogeneous data so that the t test and from the test results showed there are significant differences in self-esteem students learning with 7E learning cycle model compared with students who get conventional learning. The implications of the results of this study are that students should be required to conduct many discussions, presentations and evaluations on classroom activities as these learning stages can improve students’ self-esteem especially pride in the results achieved.

Life Satisfaction and Academic Performance in Early Adolescents: Evidence for Reciprocal Association.

PubMed

Ng, Zi Jia; E Huebner, Scott; J Hills, Kimberly

2015-12-01

Student subjective well-being remains a relatively neglected topic despite its intimate link to positive school outcomes. As academic achievement is a widely used yardstick of student success and school accountability, school-based mental health research and practice have focused primarily on the assessment and treatment of learning and behavioral problems. This short-term longitudinal study sought to establish the role of student subjective well-being, specifically, global life satisfaction (LS), in academic achievement. Based on the engine model of well-being (Jayawickreme, Forgeard, & Seligman, 2012), the study focused on LS as a process variable and academic performance as an outcome variable and vice versa. Using two waves (five months apart) of data, the study examined the reciprocal relations between LS and academic achievement, and how the relations may be shaped by positive and negative affective experiences in school, in a sample of 821 middle school students. Results revealed positive reciprocal causal relations between students' LS and grades, even when demographic covariates, school-based positive and negative affect, and baseline values of the criterion variables were controlled. This study provides empirical support that LS does not undermine academic achievement (or vice versa), but rather it is synergistic with better school grades. Furthermore, the relations between students' LS and grades were not moderated by negative or positive affective experiences in school. These findings suggest that student LS should occupy a more prominent niche in the school agenda. Copyright © 2015 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

The Synergistic Effect of Affective Factors on Student Learning Outcomes

ERIC Educational Resources Information Center

Jack, Brady Michael; Lin, Huann-shyang; Yore, Larry D.

2014-01-01

This study investigates how affective and self-related factors impact participation in science learning and environmental awareness and responsibility. Using PISA 2006 datasets from Taiwan and Canada having similar level of science competency, the model for this study verifies and expands an earlier model by examining the relationships among…

FORUM: Affective Learning. Affective Learning from a Cognitive Neuroscientific Perspective

ERIC Educational Resources Information Center

Mottet, Timothy P.

2015-01-01

The mission of "Communication Education" is to publish the best research on communication and learning. Researchers study the communication-learning interface in many ways, but a common approach is to explore how instructor and student communication can lead to better learning outcomes. Although scholars have long classified learning…

FORUM: Affective Learning. The Instructional Communication Affective Learning Paradox

ERIC Educational Resources Information Center

Lane, Derek R.

2015-01-01

The mission of "Communication Education" is to publish the best research on communication and learning. Researchers study the communication-learning interface in many ways, but a common approach is to explore how instructor and student communication can lead to better learning outcomes. Although scholars have long classified learning…

FORUM: Affective Learning. Pursuing and Measuring Affective Learning Objectives

ERIC Educational Resources Information Center

Witt, Paul L.

2015-01-01

The mission of "Communication Education" is to publish the best research on communication and learning. Researchers study the communication-learning interface in many ways, but a common approach is to explore how instructor and student communication can lead to better learning outcomes. Although scholars have long classified learning…

FORUM: Affective Learning. Reconsidering the Conceptualization and Operationalization of Affective Learning

ERIC Educational Resources Information Center

Myers, Scott A.; Goodboy, Alan K.

2015-01-01

The mission of "Communication Education" is to publish the best research on communication and learning. Researchers study the communication-learning interface in many ways, but a common approach is to explore how instructor and student communication can lead to better learning outcomes. Although scholars have long classified learning…

Value Reappraisal as a Conceptual Model for Task-Value Interventions

ERIC Educational Resources Information Center

Acee, Taylor W.; Weinstein, Claire Ellen; Hoang, Theresa V.; Flaggs, Darolyn A.

2018-01-01

We discuss task-value interventions as one type of relevance intervention and propose a process model of value reappraisal whereby task-value interventions elicit cognitive-affective responses that lead to attitude change and in turn affect academic outcomes. The model incorporates a metacognitive component showing that students can intentionally…

Interprofessional teamwork skills as predictors of clinical outcomes in a simulated healthcare setting.

PubMed

Shrader, Sarah; Kern, Donna; Zoller, James; Blue, Amy

2013-01-01

Teaching interprofessional (IP) teamwork skills is a goal of interprofessional education. The purpose of this study was to examine the relationship between IP teamwork skills, attitudes and clinical outcomes in a simulated clinical setting. One hundred-twenty health professions students (medicine, pharmacy, physician assistant) worked in interprofessional teams to manage a "patient" in a health care simulation setting. Students completed the Interdisciplinary Education Perception Scale (IEPS) attitudinal survey instrument. Students' responses were averaged by team to create an IEPS attitudes score. Teamwork skills for each team were rated by trained observers using a checklist to calculate a teamwork score (TWS). Clinical outcome scores (COS) were determined by summation of completed clinical tasks performed by the team based on an expert developed checklist. Regression analyses were conducted to determine the relationship of IEPS and TWS with COS. IEPS score was not a significant predictor of COS (p=0.054), but TWS was a significant predictor (p<0.001) of COS. Results suggest that in a simulated clinical setting, students' interprofessional teamwork skills are significant predictors of positive clinical outcomes. Interprofessional curricular models that produce effective teamwork skills can improve student performance in clinical environments and likely improve teamwork practice to positively affect patient care outcomes.

From Model to Methodology: Developing an Interdisciplinary Methodology for Exploring the Learning-Teaching Nexus

ERIC Educational Resources Information Center

Knewstubb, Bernadette; Nicholas, Howard

2017-01-01

Numerous higher education researchers have studied the ways in which students' or academics' beliefs and conceptions affect their educational experiences and outcomes. However, studying the learning-teaching relationship has proved challenging, requiring researchers to simultaneously address both the invisible internal world(s) of the student and…

The Place of Peers in Peer-Mediated Interventions for Students with Intellectual Disability

ERIC Educational Resources Information Center

Schaefer, John M.; Cannella-Malone, Helen I.; Carter, Erik W.

2016-01-01

Although peer-mediated interventions are an evidence-based approach for improving social and learning outcomes for students with intellectual disability (ID), their impact on participating peers has received limited attention. Knowing whether and how peers are affected could influence the extent to which these interventions are more widely adopted…

The Influence of Closing Poor Performing Primary Schools on the Educational Attainment of Students

ERIC Educational Resources Information Center

De Witte, Kristof; Van Klaveren, Chris

2014-01-01

This paper examines whether the closure of poor performing primary schools improved students' educational attainment. It is believed that school closure affects children's educational outcomes positively because children switch to better primary schools. At the same time, school closure creates a social disturbance such that educational outcomes…

Mathematical Tasks, Study Approaches, and Course Grades in Undergraduate Mathematics: A Year-by-Year Analysis

ERIC Educational Resources Information Center

Maciejewski, Wes; Merchant, Sandra

2016-01-01

Students approach learning in different ways, depending on the experienced learning situation. A deep approach is geared toward long-term retention and conceptual change while a surface approach focuses on quickly acquiring knowledge for immediate use. These approaches ultimately affect the students' academic outcomes. This study takes a…

A Multimedia Adaptive Tutoring System for Mathematics That Addresses Cognition, Metacognition and Affect

ERIC Educational Resources Information Center

Arroyo, Ivon; Woolf, Beverly Park; Burelson, Winslow; Muldner, Kasia; Rai, Dovan; Tai, Minghui

2014-01-01

This article describes research results based on multiple years of experimentation and real-world experience with an adaptive tutoring system named Wayang Outpost. The system represents a novel adaptive learning technology that has shown successful outcomes with thousands of students, and provided teachers with valuable information about students'…

The Praeger Handbook of Education and Psychology. Volume 4

ERIC Educational Resources Information Center

Kincheloe, Joe L., Ed.; Raymond, Horn A., Ed.; Steinberg, Shirley R., Ed.

2007-01-01

Cognition, mind, counseling psychology, lesson plans, learning styles, and Vygotsky are just a few of the many subjects discussed in this exciting work. Educators, students, counselors, parents, and others will find new understanding as they read and browse. How does the immigrant experience affect student outcomes? What are the effects of poverty…

The Effect of Flemish Eco-Schools on Student Environmental Knowledge, Attitudes, and Affect

ERIC Educational Resources Information Center

Boeve-de Pauw, Jelle; Van Petegem, Peter

2011-01-01

Eco-schools aim to improve the environment through direct and indirect effects. Direct effects are those that result from the implementation of an environmental management system. Indirect effects are educational gains. The current study examines the effectiveness of eco-schools concerning three student outcomes: (1) environmental knowledge, (2)…

Do K-12 School Facilities Affect Education Outcomes? Staff Information Report.

ERIC Educational Resources Information Center

Young, Ed; Green, Harry A.; Roehrich-Patrick, Lynnisse; Joseph, Linda; Gibson, Teresa

This report explains that there is growing evidence of a correlation between the adequacy of a school facility and student behavior and performance. In general, students attending school in newer, betterfacilities score 5 to 17 points higher on standardized tests than those attending in substandard buildings. School facility factors such as…

The Praeger Handbook of Education and Psychology. Volume 2

ERIC Educational Resources Information Center

Kincheloe, Joe L., Ed.; Horn, Raymond A. Jr., Ed.

2007-01-01

Cognition, mind, counseling psychology, lesson plans, learning styles, and Vygotsky are just a few of the many subjects discussed in this exciting work. Educators, students, counselors, parents, and others will find new understanding as they read and browse. How does the immigrant experience affect student outcomes? What are the effects of poverty…

Perceived Teacher Factors in Relation to Students' Achievement-Related Outcomes in Science Classrooms in Elementary School

ERIC Educational Resources Information Center

Sakiz, Gönül

2015-01-01

The purpose of the current study was to investigate the roles that perceived teacher affective support (PTAS), perceived teacher mastery goal orientation (PTMGO), academic emotions, self-efficacy and behavioural engagement play on students' science achievement in elementary school science classrooms. The potential relations of different levels of…

Determining Annealing Temperatures for Polymerase Chain Reaction

ERIC Educational Resources Information Center

Porta, Angela R.; Enners, Edward

2012-01-01

The polymerase chain reaction (PCR) is a common technique used in high school and undergraduate science teaching. Students often do not fully comprehend the underlying principles of the technique and how optimization of the protocol affects the outcome and analysis. In this molecular biology laboratory, students learn the steps of PCR with an…

The Role of Social Support in Students' Perceived Abilities and Attitudes toward Math and Science

ERIC Educational Resources Information Center

Rice, Lindsay; Barth, Joan M.; Guadagno, Rosanna E.; Smith, Gabrielle P. A.; McCallum, Debra M.

2013-01-01

Social cognitive models examining academic and career outcomes emphasize constructs such as attitude, interest, and self-efficacy as key factors affecting students' pursuit of STEM (science, technology, engineering and math) courses and careers. The current research examines another under-researched component of social cognitive models: social…

Factors Affecting Native Hawaiian Student Persistence in Higher Education

ERIC Educational Resources Information Center

Matsumoto, Dolwin Haunani Keanu

2010-01-01

This study examined the educational outcomes of 515 Native Hawaiian alumni who graduated between 1993 and 1995 from high schools throughout the State of Hawaii. The majority of students graduated from Kamehameha Schools, while the others received postsecondary financial aid from the Ke Alii Pauahi Foundation. Respondents were separated into two…

Instructor Misbehavior and Forgiveness: An Examination of Student Communicative Outcomes in the Aftermath of Instructor Misbehavior

ERIC Educational Resources Information Center

Vallade, Jessalyn I.; Malachowski, Colleen M.

2015-01-01

Using Attribution Theory as a theoretical framework, this study explored the role of forgiveness in impacting student nonverbal responsiveness, out-of-class communication (OCC), and perceptions of cognitive and affective learning following instructor misbehavior. Additionally, the role of instructor nonverbal immediacy was examined. Participants…

Implications of "Dimensions of Quality" in a Market Environment. HEA Research Series

ERIC Educational Resources Information Center

Gibbs, Graham

2012-01-01

Do prospective students get the information they need to assess what can be gained from attending a particular higher education institution? Professor Gibbs' highly influential 2010 report, "Dimensions of Quality", found that student outcomes can be affected by the way that institutions choose to use available resources; class size, the…

Mastery Learning: Thousands of Students, Thousands of Excellent Learners.

ERIC Educational Resources Information Center

Whiting, Bryan; Van Burgh, Jill Wright; Render, Gary F.

This study investigated the cognitive and affective student learning outcomes of 36 semesters using the mastery learning approach in distributive education classes. Data were collected by a high school teacher, a junior high school teacher, and a university professor, all of whom used mastery learning. Data collected over the years indicated that…

Exploring the "Lone Wolf" Phenomenon in Student Teams

ERIC Educational Resources Information Center

Barr, Terri Feldman; Dixon, Andrea L.; Gassenheimer, Jule B.

2005-01-01

The proliferation of projects using student teams has motivated researchers to examine factors that affect both team process and outcomes. This research introduces an individual difference variable found in the business environment that has not been examined in a classroom context. The lone wolf appears to play a role in how teams function and…

The Praeger Handbook of Education and Psychology. Volume 1

ERIC Educational Resources Information Center

Kincheloe, Joe L., Ed.; Horn, Raymond A., Jr., Ed.

2007-01-01

Cognition, mind, counseling psychology, lesson plans, learning styles, and Vygotsky are just a few of the many subjects discussed in this exciting work. Educators, students, counselors, parents, and others will find new understanding as they read and browse. How does the immigrant experience affect student outcomes? What are the effects of poverty…

The Influence of Curriculum on Master's Students' Perceived Abilities in Four Domains of Graduateness

ERIC Educational Resources Information Center

Steur, Jessica; Jansen, Ellen; Hofman, Adriaan

2016-01-01

Potentially all university graduates, regardless of the discipline they have studied, are expected to have obtained generic learning outcomes, which we refer to as "graduateness." This study investigates the extent to which learning programmes' emphasis on graduateness affects students' perceived abilities in the domains of graduateness.…

The Praeger Handbook of Education and Psychology. Volume 3

ERIC Educational Resources Information Center

Kincheloe, Joe L., Ed.; Horn, Raymond A., Jr., Ed.

2007-01-01

Cognition, mind, counseling psychology, lesson plans, learning styles, and Vygotsky are just a few of the many subjects discussed in this exciting work. Educators, students, counselors, parents, and others will find new understanding as they read and browse. How does the immigrant experience affect student outcomes? What are the effects of poverty…

The School Experiences of Rural Youths: A Study in Appalachian Ohio

ERIC Educational Resources Information Center

Hoffman, Jill A.; Anderson-Butcher, Dawn; Fuller, Michael; Bates, Samantha

2017-01-01

Rural schools face unique challenges that affect student academic success or failure. Youths served in rural settings experience barriers to learning that negatively influence their achievement and developmental outcomes. To improve outcomes for rural youths, it is important for schools to understand overall school experiences so that school-wide…

Use of fictional medical television in health sciences education: a systematic review.

PubMed

Hoffman, Beth L; Hoffman, Robert; Wessel, Charles B; Shensa, Ariel; Woods, Michelle S; Primack, Brian A

2018-03-01

While medical television programs are popular among health profession trainees, it is not clear to what extent these programs affect their knowledge, perceptions, and/or behaviors. Therefore, we conducted a systematic review of research evaluating associations between program exposure and outcomes. We conducted systematic literature searches in Pubmed, CINAHL, and PsycINFO. Selected studies were required to be scholarly research, involve exposure to fictionalized medical television programming by health professional students, and assess associations between exposure and outcomes. Studies were classified according to quality and factors related to population, exposure, and outcomes. Of 3541 studies identified, 13 met selection criteria. Six studies involved undergraduate medical students, one involved nursing students, two involved both medical and nursing students, two involved medical residents, one involved medical students, residents and attending physicians, and one involved graduate epidemiology students. Mean study quality according to the MERSQI was 8.27. The most commonly assessed television programs were ER and Grey's Anatomy (six each). Five studies assessed regular viewing habits, and found that fictional medical programs are popular among students and that students recall health topics from episodes. The eight studies that assessed the association with outcomes when using clips as educational tools reported high satisfaction and increased knowledge of the presented health topics. While relatively few published studies have explored influences of fictional medical television on health professional students, those conducted suggest that students often view these television programs independently and that integration of this programming into medical education is feasible and acceptable.

Development and Evaluation of a Compartmental Picture Archiving and Communications System Model for Integration and Visualization of Multidisciplinary Biomedical Data to Facilitate Student Learning in an Integrative Health Clinic

ERIC Educational Resources Information Center

Chow, Meyrick; Chan, Lawrence

2010-01-01

Information technology (IT) has the potential to improve the clinical learning environment. The extent to which IT enhances or detracts from healthcare professionals' role performance can be expected to affect both student learning and patient outcomes. This study evaluated nursing students' satisfaction with a novel compartmental Picture…

Relationships between High School Chemistry Students' Perceptions of a Constructivist Learning Environment and Their STEM Career Expectations

ERIC Educational Resources Information Center

Wild, Andrew

2015-01-01

Considerable attention has been devoted to factors affecting the persistence of women and historically underrepresented ethnic groups in their science education trajectories. The literature has focused more on structural factors that affect longitudinal outcomes rather than classroom experiences. This exploratory survey study described…

The Civic Effects of Schools: Theory and Empirics

ERIC Educational Resources Information Center

Bischoff, Kendra

2016-01-01

In concert with policy trends, theory and research on the ways in which school context affects student outcomes have focused almost exclusively on academic achievement in recent years. Given the fundamental role that schools should play in civic education, and the potential for schools to affect civic equality, more empirical and theoretical…

Social-Emotional Factors Affecting Achievement Outcomes Among Disadvantaged Students: Closing the Achievement Gap.

PubMed

Becker, Bronwyn E; Luthar, Suniya S

2002-01-01

Despite concentrated efforts at improving inferior academic outcomes among disadvantaged students, a substantial achievement gap between the test scores of these students and others remains (Jencks & Phillips, 1998; National Center for Education Statistics, 2000a, 2000b; Valencia & Suzuki, 2000). Existing research used ecological models to document social-emotional factors at multiple levels of influence that undermine academic performance. This article integrates ideas from various perspectives in a comprehensive and interdisciplinary model that will inform policy makers, administrators, and schools about the social-emotional factors that act as both risk and protective factors for disadvantaged students' learning and opportunities for academic success. Four critical social-emotional components that influence achievement performance (academic and school attachment, teacher support, peer values, and mental health) are reviewed.

Changing the Kindergarten Cutoff Date: Effects on California Students and Schools. Technical Appendix

ERIC Educational Resources Information Center

Cannon, Jill S.; Lipscomb, Stephen

2008-01-01

In this appendix to our Occasional Paper, we review 14 recent rigorous studies on how entrance age affects student outcomes in the short and long term, paying particular attention to aspects that are most relevant to state-level policy decisions. We summarize findings related to elementary and secondary academic achievement, grade retention,…

The Effects of Cuento Therapy on Reading Achievement and Psychological Outcomes of Mexican-American Students

ERIC Educational Resources Information Center

Ramirez, Sylvia Z.; Jain, Sachin; Flores-Torres, Leila L.; Perez, Roxanna; Carlson, Ralph

2009-01-01

This investigation evaluated the effects of cuento therapy (an intervention using Spanish-language tales) on children's self-esteem, affect, and reading test performance. The sample was composed of 58 third-grade Mexican-American students who were randomly assigned to the treatment and control groups. The results showed a mean self-esteem gain…

Which Social Emotional Competencies Are Enhanced at a Social Emotional Learning Camp?

ERIC Educational Resources Information Center

Ee, Jessie; Ong, Chew Wei

2014-01-01

Research studies have shown that educational programmes such as camps and field trips can develop affective and social relationships through personal exposure to outdoor experiences among students. This study will illustrate the outcome of a social emotional learning camp organized for 93 Secondary Two students (mean age 14.1) in Singapore. Both…

Learning Style, Sense of Community and Learning Effectiveness in Hybrid Learning Environment

ERIC Educational Resources Information Center

Chen, Bryan H.; Chiou, Hua-Huei

2014-01-01

The purpose of this study is to investigate how hybrid learning instruction affects undergraduate students' learning outcome, satisfaction and sense of community. The other aim of the present study is to examine the relationship between students' learning style and learning conditions in mixed online and face-to-face courses. A quasi-experimental…

School-Based Approaches to Affect Adolescents' Diets: Results from the TEENS Study

ERIC Educational Resources Information Center

Lytle, Leslie A.; Murray, David M.; Perry, Cheryl L.; Story, Mary; Birnbaum, Amanda S.; Kubik, Martha Y.; Varnell, Sherri

2004-01-01

This article reports on the outcomes of the Teens Eating for Energy and Nutrition at School (TEENS) study, a 2-year intervention study conducted in 16 middle schools with a goal of increasing students' intakes of fruits, vegetables, and lower fat foods. Despite positive interim results for students randomized to intervention schools, the positive…

Second-Generation Turkish Youth in Europe: Explaining the Academic Disadvantage in Austria, Germany, and Switzerland

ERIC Educational Resources Information Center

Song, Steve

2011-01-01

This investigation examines the role of students' home and school variables in producing the achievement gap between second-generation Turkish students and their native peers in Austria, Germany, and Switzerland. Using the data from PISA 2006, this study supports past findings that both home and school resources affect the educational outcomes of…

School Social Capital and Body Mass Index in the National Longitudinal Study of Adolescent Health

ERIC Educational Resources Information Center

Richmond, Tracy K.; Milliren, Carly; Walls, Courtney E.; Kawachi, Ichiro

2014-01-01

Background: Social capital in neighborhoods and workplaces positively affects health. Less is known about the influence of school social capital on student health outcomes, in particular weight status. We sought to examine the association between individual- and school-level social capital and student body mass index (BMI). Methods: Analyzing data…

An Examination of the Impact of a Biological Anti-Stigma Message for Depression on College Students

ERIC Educational Resources Information Center

Boucher, Laura A.; Campbell, Duncan G.

2014-01-01

Stigma is one reason that some people avoid seeking mental health treatment. This study tested whether a biologically based anti-stigma message affected various stigma-related outcomes in college students. One hundred eighty-two undergraduate participants were randomly assigned to see a billboard presenting the message, "Depression is a brain…

Assessing the Efficacy of Incorporating Game Dynamics in a Learning Management System

ERIC Educational Resources Information Center

Frost, Raymond D.; Matta, Vic; MacIvor, Erin

2015-01-01

The goal of the study was to see if gamification of a Learning Management System (LMS) would increase a number of desirable outcomes: student interest, motivation, satisfaction, student learning and perception of pedagogical affect. These constructs were measured in a survey, except for learning, which was measured by grades. Gamification of the…

Do Reasons for Attending College Affect Academic Outcomes?: A Test of a Motivational Model from a Self-Determination Theory Perspective

ERIC Educational Resources Information Center

Guiffrida, Douglas A.; Lynch, Martin F.; Wall, Andrew F.; Abel, Darlene S.

2013-01-01

A survey of 2,520 college students was conducted to test relationships between academic success and college student motivational orientation, conceptualized from a self-determination theory (SDT) perspective, while also considering the moderating effects of background characteristics such as gender, socioeconomic status, race/ ethnicity, and…

An Approach to Engaging Students in a Large-Enrollment, Introductory STEM College Course

ERIC Educational Resources Information Center

Swap, Robert J.; Walter, Jonathan A.

2015-01-01

While it is clear that engagement between students and instructors positively affects learning outcomes, a number of factors make such engagement difficult to achieve in large-enrollment introductory courses. This has led to pessimism among some education professionals regarding the degree of engagement possible in these courses. In this paper we…

Applying Models to National Surveys of Undergraduate Science Students: What Affects Ratings of Satisfaction?

ERIC Educational Resources Information Center

Langan, Anthony Mark; Dunleavy, Peter; Fielding, Alan

2013-01-01

Many countries use national-level surveys to capture student opinions about their university experiences. It is necessary to interpret survey results in an appropriate context to inform decision-making at many levels. To provide context to national survey outcomes, we describe patterns in the ratings of science and engineering subjects from the…

Desirable Places: Spatial Representations and Educational Strategies in the Inner City

ERIC Educational Resources Information Center

Larsson, Eric; Hultqvist, Elisabeth

2018-01-01

This article examines how the outcome of neoliberal educational reforms has affected urban schooling in the inner city of Stockholm--making it into a centralized nexus or a 'hot-spot' for students and schools. The aim is to analyse how geographical place and space have become major distinctive criteria in inner-city students' educational…

Examining the Variability of Mathematics Performance and Its Correlates Using Data from TIMSS '95 and TIMSS '99

ERIC Educational Resources Information Center

O'Dwyer, Laura M.

2005-01-01

International studies in education provide researchers with opportunities to examine how students with both similar and dissimilar formal education systems perform on a single test and provide rich information about the relationships among student outcomes and the factors that affect them. Using hierarchical linear regression techniques and TIMSS…

Voices from the East and West: Congruence on the Primary Purpose of Tutor Feedback in Higher Education

ERIC Educational Resources Information Center

Cookson, Chris

2017-01-01

While feedback in education is important, formative feedback that leads to improvement in students' learning outcomes and emotional disposition is vital. This argument has been made repeatedly in the Western literature, both by researchers and by students participating in their research in higher education. This paper presents both affective and…

Does Ethno-Cultural Betrayal in Trauma Affect Asian American/Pacific Islander College Students' Mental Health Outcomes? An Exploratory Study

ERIC Educational Resources Information Center

Gómez, Jennifer M.

2017-01-01

Objectives: Interpersonal trauma has deleterious effects on mental health, with college students experiencing relatively high rates of lifetime trauma. Asian American/Pacific Islanders (AAPIs) have the lowest rate of mental healthcare utilization. According to cultural betrayal trauma theory, societal inequality may impact within-group violence in…

The MSA: An Instrument for Measuring Motivation to Study Abroad

ERIC Educational Resources Information Center

Anderson, Philip H.; Lawton, Leigh

2015-01-01

While there is a growing body of research on study abroad programs, as Li, Olson, and Frieze (2013) observed, "Research on study abroad has primarily focused on the effects or outcomes of study abroad participation on the students involved in these programs…Very limited attention has been devoted to studying factors affecting students'…

Does Studying Political Science Affect Civic Attitudes?: A Panel Comparison of Students of Politics, Law, and Mass Communication

ERIC Educational Resources Information Center

Esaiasson, Peter; Persson, Mikael

2014-01-01

The article evaluates the civic implications of studying political science. Previous research has argued that learning rational choice models of political behavior could be detrimental to civic outcomes. However, results from our two panel surveys of students at Swedish universities show the opposite: studying political science has positive…

Does Entry Route Really Affect Academic Outcome? Academic Achievement of Traditional versus Non Traditional Entrants to BN(Hons) Pre-Registration Nursing Programmes

ERIC Educational Resources Information Center

Brimble, Mandy J.

2015-01-01

International trends for pre-registration nurse education at degree level alongside "widening access" initiatives mean that academic achievement of students entering via different educational routes is of interest to both higher and further education institutions. This article examines the academic achievement of students undertaking a…

Cohorts and Relatedness: Self-Determination Theory as an Explanation of How Learning Communities Affect Educational Outcomes

ERIC Educational Resources Information Center

Beachboard, Martine Robinson; Beachboard, John C.; Li, Wenling; Adkison, Stephen R.

2011-01-01

This study examines whether feelings of relatedness constitute a substantial means by which learning communities (cohorts) improve learning outcomes in higher education. It applies Ryan and Deci's Self-Determination Theory to an analysis of the National Survey of Student Engagement. The SDT hypothesizes that environments that support perceptions…

Good Schooling as the Outcome of the Interaction between Children and Teachers in Greek Primary School

ERIC Educational Resources Information Center

Babalis, Thomas; Trilianos, Athanasios; Stavrou, Nektarios A.; Koutouvela, Christina; Tsoli, Konstantina; Alexopoulos, Nikolaos

2012-01-01

Pedagogic and educational circles nowadays consider the school environment, related to its quality, to be the soul and essence of school, which is conducive to students and teachers feeling endless love for their school. Schools usually pursue emotional and social results positively affecting cognitive outcomes. The objective of this research is…

The Role of Subjective Task Value in Service-Learning Engagement among Chinese College Students.

PubMed

Li, Yulan; Guo, Fangfang; Yao, Meilin; Wang, Cong; Yan, Wenfan

2016-01-01

Most service-learning studies in higher education focused on its effects on students' development. The dynamic processes and mechanisms of students' development during service-learning, however, have not been explored thoroughly. Student engagement in service-learning may affect service-learning outcomes and be affected by subjective task value at the same time. The present study aimed to explore the effect of subjective task value on Chinese college student engagement during service-learning. Fifty-four Chinese college students participated in a 9-weeks service-learning program of interacting with children with special needs. Students' engagement and subjective task value were assessed via self-report questionnaires and 433 weekly reflective journals. The results indicated that the cognitive, emotional and behavioral engagement of Chinese college students demonstrated different developmental trends during service-learning process. Subjective task value played an essential role in student engagement in service-learning activities. However, the role of subjective task value varied with different stages. Finally, the implications for implementing service-learning in Chinese education were discussed.

Effects of classrooms' architecture on academic performance in view of telic versus paratelic motivation: a review.

PubMed

Lewinski, Peter

2015-01-01

This mini literature review analyzes research papers from many countries that directly or indirectly test how classrooms' architecture influences academic performance. These papers evaluate and explain specific characteristics of classrooms, with an emphasis on how they affect learning processes and learning outcomes. Factors such as acoustics, light, color, temperature, and seat arrangement are scrutinized to determine whether and by how much they improve or hinder students' academic performance in classrooms. Apter's (1982, 1984, 2014) reversal theory of telic versus paratelic motivation is presented and used to explain these findings. The results show preference for a learning environment that cues a telic motivation state in the students. Therefore, classroom features should not be distracting or arousing. Moreover, it appears the most influential factors affecting the learning process are noise, temperature and seat arrangement. In addition, there is no current agreement on how some particular physical characteristics of classrooms affect learning outcomes. More research is needed to establish stronger conclusions and recommendations.

Examination of trait impulsivity on the response to a brief mindfulness intervention among college student drinkers

PubMed Central

Vinci, Christine; Peltier, MacKenzie; Waldo, Krystal; Kinsaul, Jessica; Shah, Sonia; Coffey, Scott F.; Copeland, Amy L.

2016-01-01

Mindfulness-based strategies show promise for targeting the construct of impulsivity and associated variables among problematic alcohol users. This study examined the moderating role of intervention (mindfulness vs relaxation vs control) on trait impulsivity and three outcomes examined post-intervention (negative affect, positive affect, and urge to drink) among 207 college students with levels of at-risk drinking. Moderation analyses revealed that the relationship between baseline impulsivity and the primary outcomes significantly differed for participants who underwent the mindfulness versus relaxation interventions. Notably, simple slope analyses revealed that negative urgency was positively associated with urge to drink following the mindfulness intervention. Among participants who underwent the relaxation intervention, analysis of simple slopes revealed that negative urgency was negatively associated with urge to drink, while positive urgency was positively associated with positive affect following the relaxation intervention. Findings suggest that level (low vs high) and subscale of impulsivity matter with regard to how a participant will respond to a mindfulness versus relaxation intervention. PMID:27344030

Influence of school-level variables on aggression and associated attitudes of middle school students.

PubMed

Henry, David B; Farrell, Albert D; Schoeny, Michael E; Tolan, Patrick H; Dymnicki, Allison B

2011-10-01

This study sought to understand school-level influences on aggressive behavior and related social cognitive variables. Participants were 5106 middle school students participating in a violence prevention project. Predictors were school-level norms opposing aggression and favoring nonviolence, interpersonal climate (positive student-teacher relationships and positive student-student relationships), and school responsiveness to violence (awareness and reporting of violence and school safety problems). Outcomes were individual-level physical aggression, beliefs supporting aggression, and self-efficacy for nonviolent responses. School norms and both interpersonal climate variables had effects on all three outcomes in theorized directions. Only one of the responsiveness measures, awareness and reporting of violence, had theoretically consistent effects on all outcomes. The other, school safety problems, affected self-efficacy later in middle school. Evidence of gender moderation was generally consistent with greater influence of school-level factors on female adolescents. Discussion focuses on implications in light of previous research and intervention possibilities. Copyright © 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Influence of the wording of evaluation items on outcome-based evaluation results for large-group teaching in anatomy, biochemistry and legal medicine.

PubMed

Anders, Sven; Pyka, Katharina; Mueller, Tjark; von Streinbuechel, Nicole; Raupach, Tobias

2016-11-01

Student learning outcome is an important dimension of teaching quality in undergraduate medical education. Measuring an increase in knowledge during teaching requires repetitive objective testing which is usually not feasible. As an alternative, student learning outcome can be calculated from student self-ratings. Comparative self-assessment (CSA) gain reflects the performance difference before and after teaching, adjusted for initial knowledge. It has been shown to be a valid proxy measure of actual learning outcome derived from objective tests. However, student self-ratings are prone to a number of confounding factors. In the context of outcome-based evaluation, the wording of self-rating items is crucial to the validity of evaluation results. This randomized trial assessed whether including qualifiers in these statements impacts on student ratings and CSA gain. First-year medical students self-rated their initial (then-test) and final (post-test) knowledge for lectures in anatomy, biochemistry and legal medicine, respectively, and 659 questionnaires were retrieved. Six-point scales were used for self-ratings with 1 being the most positive option. Qualifier use did not affect then-test ratings but was associated with slightly less favorable post-test ratings. Consecutively, mean CSA gain was smaller for items containing qualifiers than for items lacking qualifiers (50.6±15.0% vs. 56.3±14.6%, p=0.079). The effect was more pronounced (Cohen's d=0.82) for items related to anatomy. In order to increase fairness of outcome-based evaluation and increase the comparability of CSA gain data across subjects, medical educators should agree on a consistent approach (qualifiers for all items or no qualifiers at all) when drafting self-rating statements for outcome-based evaluation. Copyright © 2016 Elsevier GmbH. All rights reserved.

Impact of pass/fail grading on medical students' well-being and academic outcomes.

PubMed

Spring, Laura; Robillard, Diana; Gehlbach, Lorrie; Simas, Tiffany A Moore

2011-09-01

Many medical schools are currently undergoing curriculum reform. When considering the means by which students will be evaluated in a revised curriculum, the need to reduce the prevalences of depression and anxiety associated with academic stress must be weighed against the importance of academic outcomes. Pass/fail evaluation, as compared with tiered grading, is commonly presented as a means to adequately assess student performance while minimising stress and anxiety. The purpose of this literature review was to determine the impact of pass/fail grading on medical student well-being and academic outcomes. A systematic search was performed of the available literature published between January 1980 and August 2010, using the PubMed, Ovid Medline, Ovid PsycINFO and ERIC databases. Eligible papers assessed the impact of pass/fail grading on medical student well-being, academic outcomes or both. Academic outcomes included but were not limited to objective measures, such as performance on the US Medical Licensing Examination, and subjective measures, such as student desirability by residency programmes. Reference lists in identified papers were searched and all identified papers were run through a citation index. Four papers met the inclusion criteria for both well-being and academic outcomes. An additional five papers met the inclusion criteria for academic outcomes only. The four papers that focused on well-being reported improvement in specified areas. No significant difference was identified in any of the five papers examining objective academic outcomes or in those papers that examined the quality of residency programmes attained. Results from two studies suggested that some programme directors believe pass/fail grading creates disadvantages for students in attaining a residency, whereas a third study yielded mixed results about its impact on residency attainment. Student well-being is enhanced and objective academic performance is not adversely affected by a pass/fail evaluation system, but students' ability to obtain a desired residency programme may be hindered by individual programme directors' preferences for tiered grading systems. There is an overall paucity of literature on this topic and additional study is needed. © Blackwell Publishing Ltd 2011.

[Effects of Mental Disorders on the Academic Outcomes of University Students--A Retrospective Study Using Medical Records from a Health Services Center].

PubMed

Ishii, Terumi; Tachikawa, Hirokazu; Hori, Takafumi; Ishikawa, Masanori; Hatanaka, Kimitaka; Aiba, Miyuki; Asada, Takashi

2015-01-01

Falling behind in class is a serious problem for university students as it can lead to social problems and increase the risk of suicide. Although it is common for students suffering from mental disorders to fall behind academically, there have been few studies investigating the difficulties these students face in order to graduate from university. Therefore, we investigated factors associated with dropping out of school with the purpose of creating a strategy to improve the academic outcomes of students who regularly seek psychiatric consultation. We investigated undergraduate students who received consultation at Tsukuba University's Health Services Center Psychiatry Department and whose academic outcomes between the 2004 and 2013 academic years were known. Academic outcomes were obtained from Tsukuba University's grade management system by permission of the authority. The students were divided into either a graduate or dropout group depending on their academic outcomes. The medical records for both groups were retrospectively investigated, and factors that were predicted to affect academic outcomes were assessed using statistical methods. The dropout group was younger in grade and had a greater severity of illness at initial consultation. Moreover, this group had a greater number of consultation visits, showed less cooperation with the instructor in charge, had a significantly longer duration of social with drawal and temporary leave of absence from school, and had a significantly greater number of students with grade retention. When a time factor was incorporated in the analysis, the presence of grade retention/temporary leave of absence from school and social withdrawal was significantly correlated with dropping out of school. It was revealed that not only the mental disorder itself, but also psychosocial severity and the maladjusted state that occur secondary to such mental disorder influence academic outcomes. These results indicated that in order to improve academic outcomes, it is necessary not only to appropriately treat the disorder, but to also provide university community support for social maladjusted states of the students in psychiatric treatments, such as social withdrawal, educational support for daily living, individual support for daily living, and academic support, through cooperation with the educational organization.

The Impact of Work and Volunteer Hours on the Health of Undergraduate Students.

PubMed

Lederer, Alyssa M; Autry, Dana M; Day, Carol R T; Oswalt, Sara B

2015-01-01

To examine the impact of work and volunteer hours on 4 health issues among undergraduate college students. Full-time undergraduate students (N = 70,068) enrolled at 129 institutions who participated in the Spring 2011 American College Health Association-National College Health Assessment II survey. Multiple linear regression and binary logistic regression were used to examine work and volunteer hour impact on depression, feelings of being overwhelmed, sleep, and physical activity. The impact of work and volunteer hours was inconsistent among the health outcomes. Increased work hours tended to negatively affect sleep and increase feelings of being overwhelmed. Students who volunteered were more likely to meet physical activity guidelines, and those who volunteered 1 to 9 hours per week reported less depression. College health professionals should consider integrating discussion of students' employment and volunteering and their intersection with health outcomes into clinical visits, programming, and other services.

Academic buoyancy and academic outcomes: towards a further understanding of students with attention-deficit/hyperactivity disorder (ADHD), students without ADHD, and academic buoyancy itself.

PubMed

Martin, Andrew J

2014-03-01

Academic buoyancy is students' capacity to successfully overcome setback and challenge that is typical of the ordinary course of everyday academic life. It may represent an important factor on the psycho-educational landscape assisting students who experience difficulties in school and schoolwork. This study investigated the role of academic buoyancy in the achievement and cognitive, affective and behavioural engagement of (1) students with attention-deficit/hyperactivity disorder (ADHD) and (2) 'regular' (or 'general') students residing in the same classrooms and schools. The study also sought to extend prior research into academic buoyancy by including previously neglected and potentially influential factors such as personality and socio-economic status. Participants were n = 87 high school students with ADHD, n = 3374 non-ADHD peers, and n = 87 randomly drawn non-ADHD students. Survey-based data were analysed using multigroup (ADHD, non-ADHD, randomly weighted non-ADHD) multivariate (multiple independent/covariate and dependent variables) path analysis. The findings revealed a significant and positive association between academic buoyancy and outcomes for students with ADHD that generalized to non-ADHD groups. On occasion where academic buoyancy effects differed between the groups, effects favoured students with ADHD. Furthermore, academic buoyancy explained significant variance in outcomes for both groups of students after covariates (age, gender, parent education, language background, socio-economic status, personality) were entered. It is concluded that there is merit in widely promoting and fostering academic buoyancy among ADHD and non-ADHD students alike - and that academic buoyancy explains variance in outcomes beyond major intrapersonal factors such as personality, socio-economic status, ethnicity, and the like. © 2012 The British Psychological Society.

Exploring multi-level system factors facilitating educator training and implementation of evidence-based practices (EBP): a study protocol.

PubMed

Stahmer, Aubyn C; Suhrheinrich, Jessica; Schetter, Patricia L; McGee Hassrick, Elizabeth

2018-01-08

This study examines how system-wide (i.e., region, district, and school) mechanisms such as leadership support, training requirements, structure, collaboration, and education affect the use of evidence-based practices (EBPs) in schools and how this affects the outcomes for students with autism spectrum disorder (ASD). Despite growing evidence for the positive effects of EBPs for ASD, these practices are not consistently or effectively used in schools. Although special education programs are mandated to use EBPs, there are very few evidence-based methods for selecting, implementing, and sustaining EBPs. Research focuses primarily on teacher training, without attention to contextual factors (e.g., implementation climate, attitudes toward EBPs, resource allocation, and social networks) that may impact outcomes. Using an implementation science framework, this project will prospectively examine relations between system-wide factors and teachers' use of EBPs and student education outcomes. Survey data will be collected from approximately 85 regional special education directors, 170 regional program specialists, 265 district special education directors, 265 behavior specialists, 925 school principals, 3538 special education teachers, and 2700 paraprofessionals. Administrative data for the students with ASD served by participating teachers will be examined. A total of 79 regional-, district-, and school-level personnel will also participate in social network interviews. Mixed methods, including surveys, administrative data, and observational checklists, will be used to gather in-depth information about system-wide malleable factors that relate to positive teacher implementation of EBPs and student outcomes. Multi-level modeling will be used to assess system-wide malleable factors related to EBP implementation which will be linked to the trainer, teacher, and student outcomes and examined based on moderators (e.g., district size, Special Education Local Plan Area structure, teachers' ASD experience). Finally, a dynamic social network approach will be used to map EBP-related connectivity across all levels of the system for selected regions. Dynamic network analysis will be used to gauge the degree to which and ways that EBP trainings, resources, and interventions are shared (or not shared) among school staff. Results are expected to inform the development of system-wide interventions to improve the school-based implementation of EBPs for students with ASD.

Negative Urgency, Distress Tolerance, and Substance Abuse Among College Students

PubMed Central

Kaiser, Alison J.; Milich, Richard; Lynam, Donald R.; Charnigo, Richard J.

2012-01-01

Objective Negative affect has been consistently linked with substance use/problems in prior research. The present study sought to build upon these findings by exploring how an individual’s characteristic responding to negative affect impacts substance abuse risk. Trait negative affect was examined in relation to substance abuse outcomes along with two variables tapping into response to negative affect: Distress Tolerance, an individual’s perceived ability to tolerate negative affect, and Negative Urgency, the tendency to act rashly while experiencing distress. Method Participants were 525 first-year college students (48.1% male, 81.1% Caucasian), who completed self-report measures assessing personality traits and alcohol-related problems, and a structured interview assessing past and current substance use. Relations were tested using Zero-Inflated Negative Binomial regression models, and each of the personality variables was tested in a model on its own, and in a model where all three traits were accounted for. Results Negative Urgency emerged as the best predictor, relating to every one of the substance use outcome variables even when trait negative affect and Distress Tolerance were accounted for. Conclusions These findings suggest that Negative Urgency is an important factor to consider in developing prevention and intervention efforts aimed at reducing substance use and problems. PMID:22698894

Gender identity and substance use among students in two high schools in Monterrey, Mexico

PubMed Central

Kulis, Stephen; Marsiglia, Flavio Francisco; Lingard, Erin Chase; Nieri, Tanya; Nagoshi, Julieann

2011-01-01

This study explored relationships between several hypothesized dimensions of gender identity and substance use outcomes within a non-probability sample of adolescents in Monterrey, Mexico. Based on Mexican concepts of machismo and marianismo, four gender identity constructs were measured: aggressive masculinity, assertive masculinity, affective femininity and submissive femininity. The study assessed how well these gender identity measures predicted substance use behaviors, substance use intentions, expectancies, and normative approval, and exposure and vulnerability to substance offers. Data were drawn from questionnaires completed by 327 students from 2 Monterrey secondary schools. Multivariate ordered logistic and linear regression analyses, adjusted for school level effects, indicated that aggressive masculinity was associated with higher risk of drug use on most outcomes, while affective femininity was associated with lower risk on selected outcomes. Assertive masculinity was associated with only one of the outcomes examined and submissive femininity with none of them. Most gender identity effects persisted after controlling for biological sex, academic performance, age, and other gender identity measures. For two of the outcomes, the gender identity measures had significantly stronger effects for males than for females. The findings are interpreted in light of males’ higher risk for drug use and changes in gender roles and gendered behavior that are now occurring in Mexico as in the U.S. PMID:18329826

Gender identity and substance use among students in two high schools in Monterrey, Mexico.

PubMed

Kulis, Stephen; Marsiglia, Flavio Francisco; Lingard, Erin Chase; Nieri, Tanya; Nagoshi, Julieann

2008-06-01

This study explored relationships between several hypothesized dimensions of gender identity and substance use outcomes within a non-probability sample of adolescents in Monterrey, Mexico. Based on Mexican concepts of machismo and marianismo, four gender identity constructs were measured: aggressive masculinity, assertive masculinity, affective femininity and submissive femininity. The study assessed how well these gender identity measures predicted substance use behaviors, substance use intentions, expectancies, and normative approval, and exposure and vulnerability to substance offers. Data were drawn from questionnaires completed by 327 students from 2 Monterrey secondary schools. Multivariate ordered logistic and linear regression analyses, adjusted for school level effects, indicated that aggressive masculinity was associated with higher risk of drug use on most outcomes, while affective femininity was associated with lower risk on selected outcomes. Assertive masculinity was associated with only one of the outcomes examined and submissive femininity with none of them. Most gender identity effects persisted after controlling for biological sex, academic performance, age, and other gender identity measures. For two of the outcomes, the gender identity measures had significantly stronger effects for males than for females. The findings are interpreted in light of males' higher risk for drug use and changes in gender roles and gendered behavior that are now occurring in Mexico as in the U.S.

FORUM: Affective Learning. Affective Learning: Evolving from Values and Planned Behaviors to Internalization and Pervasive Behavioral Change

ERIC Educational Resources Information Center

Thweatt, Katherine S.; Wrench, Jason S.

2015-01-01

The mission of "Communication Education" is to publish the best research on communication and learning. Researchers study the communication-learning interface in many ways, but a common approach is to explore how instructor and student communication can lead to better learning outcomes. Although scholars have long classified learning…

Predictors of NCLEX-RN Success of Associate Degree Graduates: A Correlational Study

ERIC Educational Resources Information Center

Kehm, Bonny J.

2013-01-01

The outcome of Associate Degree Nursing (ADN) students not passing the initial National Council of Licensure Examination for Registered Nursing (NCLEX-RN) can adversely affect schools of nursing. This failure also adversely affects the national nursing shortage. The declining national pass rates on the NCLEX-RN for ADN graduates and the increasing…

How innovative and conventional curricula prepare medical students for practice in Sub-Saharan Africa: A comparative study from Mozambique.

PubMed

Frambach, Janneke M; Manuel, Beatriz A F; Fumo, Afonso M T; Groosjohan, Bernard; Van Der Vleuten, Cees P M; Driessen, Erik W

2017-01-01

Medical education in Sub-Saharan Africa is in need of reform to promote the number and quality of physicians trained. Curriculum change and innovation in this region, however, face a challenging context that may affect curriculum outcomes. Research on outcomes of curriculum innovation in Sub-Saharan Africa is scarce. We investigated curriculum outcomes in a Sub-Saharan African context by comparing students' perceived preparedness for practice within three curricula in Mozambique: a conventional curriculum and two innovative curricula. Both innovative curricula used problem-based learning and community-based education. We conducted a comparative mixed methods study. We adapted a validated questionnaire on perceived professional competencies and administered it to 5th year students of the three curricula (n = 140). We conducted semi-structured interviews with 5th year students from these curricula (n = 12). Additional contextual information was collected. Statistical and thematic analyses were conducted. Perceived preparedness for practice of students from the conventional curriculum was significantly lower than for students from one innovative curriculum, but significantly higher than for students from the other innovative curriculum. Major human and material resource issues and disorganization impeded the latter's sense of preparedness. Both innovative curricula, however, stimulated a more holistic approach among students toward patients, as well an inquiring and independent attitude, which is valuable preparation for Sub-Saharan African healthcare. In Sub-Saharan Africa, risks and benefits of curriculum innovation are high. Positive outcomes add value to local healthcare in terms of doctors' meaningful preparedness for practice, but instead outcomes can be negative due to the implementation challenges sometimes found in Sub-Saharan African contexts. Before embarking on innovative curriculum reform, medical schools need to assess their capability and motivation for innovation.

Do Demographic Characteristics Make Differences? Demographic Characteristics as Moderators in the Associations between Only Child Status and Cognitive/Non-cognitive Outcomes in China

PubMed Central

Liu, Ning; Chen, Yiting; Yang, Xiangdong; Hu, Yi

2017-01-01

Different family compositions and sizes may affect child development through the different modes of interaction between family members. Previous studies have compared only children with non-only children in cognitive/non-cognitive outcomes. However, relatively little research has systematically investigated the potential moderators among them. Using a large and representative sample of Chinese students (Grades 7–8; N = 5,752), this study examines the roles of demographic characteristics, such as gender, region, parental educational level, parental expectations, family socio-economic status and family structure, in the associations between only child status and cognitive/non-cognitive outcomes. For the cognitive outcomes, only child status exerts an influence on the students' academic performance in Chinese and mathematics in the sample of three districts' students. The examined associations between only child status and cognitive outcomes are different in region, parental education, parental expectations and family structure, while gender and family socio-economic status did not. For the non-cognitive outcomes, only child status exerts an influence on the students' school well-being, academic self-efficacy, academic self-concept, and internal academic motivation in the full sample of students, but not on external academic motivation. Further, the examined associations between only child status and non-cognitive outcomes are different in region, parental education, family socio-economic status and family structure, while gender and parental expectations did not. These findings suggest that the associations between only child status and cognitive/non-cognitive outcomes are heterogeneous in terms of some of the demographic characteristics. Possible explanations are proposed in some concepts of region and family environment in China. PMID:28421006

Do Demographic Characteristics Make Differences? Demographic Characteristics as Moderators in the Associations between Only Child Status and Cognitive/Non-cognitive Outcomes in China.

PubMed

Liu, Ning; Chen, Yiting; Yang, Xiangdong; Hu, Yi

2017-01-01

Different family compositions and sizes may affect child development through the different modes of interaction between family members. Previous studies have compared only children with non-only children in cognitive/non-cognitive outcomes. However, relatively little research has systematically investigated the potential moderators among them. Using a large and representative sample of Chinese students (Grades 7-8; N = 5,752), this study examines the roles of demographic characteristics, such as gender, region, parental educational level, parental expectations, family socio-economic status and family structure, in the associations between only child status and cognitive/non-cognitive outcomes. For the cognitive outcomes, only child status exerts an influence on the students' academic performance in Chinese and mathematics in the sample of three districts' students. The examined associations between only child status and cognitive outcomes are different in region, parental education, parental expectations and family structure, while gender and family socio-economic status did not. For the non-cognitive outcomes, only child status exerts an influence on the students' school well-being, academic self-efficacy, academic self-concept, and internal academic motivation in the full sample of students, but not on external academic motivation. Further, the examined associations between only child status and non-cognitive outcomes are different in region, parental education, family socio-economic status and family structure, while gender and parental expectations did not. These findings suggest that the associations between only child status and cognitive/non-cognitive outcomes are heterogeneous in terms of some of the demographic characteristics. Possible explanations are proposed in some concepts of region and family environment in China.

A Survey of Educational Games as Interaction Design Tools for Affective Learning: Thematic Analysis Taxonomy

ERIC Educational Resources Information Center

Yusoff, Zarwina; Kamsin, Amirrudin; Shamshirband, Shahaboddin; Chronopoulos, Anthony T.

2018-01-01

A Computer game is the new platform in generating learning experiences for educational purposes. There are many educational games that have been used as an interaction design tool in a learning environment to enhance students learning outcomes. However, research also claims that playing video games can have a negative impact on student behavior,…

Impact of Biology Laboratory Courses on Students' Science Performance and Views about Laboratory Courses in General: Innovative Measurements and Analyses

ERIC Educational Resources Information Center

Lee, Silvia Wen-Yu; Lai, Yung-Chih; Yu, Hon-Tsen Alex; Lin, Yu-Teh Kirk

2012-01-01

Despite the fact that some educational researchers believe that laboratory courses promote outcomes in cognitive and affective domains in science learning, others have argued that laboratory courses are costly in relation to their value. Moreover, effective measurement of student learning in the laboratory is an area requiring further…

Effects of Argumentation on Group Micro-Creativity: Statistical Discourse Analyses of Algebra Students' Collaborative Problem Solving

ERIC Educational Resources Information Center

Chiu, Ming Ming

2008-01-01

The micro-time context of group processes (such as argumentation) can affect a group's micro-creativity (new ideas). Eighty high school students worked in groups of four on an algebra problem. Groups with higher mathematics grades showed greater micro-creativity, and both were linked to better problem solving outcomes. Dynamic multilevel analyses…

How Schools and Students Respond to School Improvement Programs: The Case of Brazil's PDE

ERIC Educational Resources Information Center

Carnoy, Martin; Gove, Amber K.; Loeb, Susanna; Marshall, Jeffrey H.; Socias, Miguel

2008-01-01

This study uses rich empirical data from Brazil to assess how a government program (PDE) that decentralizes school management decisions changes what goes on in schools and how these changes affect student outcomes. It appears that the PDE resulted in some improvements in management and learning materials, but little change in other areas including…

The Perceived Effectiveness of Brief Therapy at a University Counseling Center: The Relationship among Working Alliance, Readiness to Change, and Client Symptom Severity

ERIC Educational Resources Information Center

Mahon, Megan M.

2009-01-01

A sample of university counseling center students was investigated to determine whether student clients who attended short term individual counseling at a university counseling center show progress as evidenced by perceived client and counselor outcomes, and to explore how client motivation to change and working alliance affected counseling…

Prior Self-Efficacy Interacts with Experiential Valence to Influence Self-Efficacy among Engineering Students: An Experimental Study

ERIC Educational Resources Information Center

Chang, Yevvon Yi-Chi; Chiou, Wen-Bin

2017-01-01

Self-efficacy toward science learning has been shown to play a crucial role in determining students' motivation and achievements. Social cognitive theory proposes that positive and negative task outcomes affect mastery experiences from which self-efficacy develops. The current research examined whether prior level of self-efficacy would serve as a…

Moral Sensitivity in the Context of Socioscientific Issues in High School Science Students

ERIC Educational Resources Information Center

Fowler, Samantha R.; Zeidler, Dana L.; Sadler, Troy D.

2009-01-01

This study is a part of a larger study that examined using socioscientific issues (SSI) as a form of effective science teaching. The purpose was to investigate how teaching a year-long curriculum using SSI affects science learning outcomes. In this report, we examine the effects of a SSI-driven curriculum on the development of students' moral…

Beyond School Records: The Value of Cognitive and Affective Engagement in Predicting Dropout and On-Time Graduation

ERIC Educational Resources Information Center

Lovelace, Matthew D.; Reschly, Amy L.; Appleton, James J.

2018-01-01

Early warning systems use school record data--such as attendance rate, behavior records, and course performance--to identify students at risk of dropping out. These are useful predictors of graduation-related outcomes, in large part because they indicate a student's level of engagement with school. However, these data do not indicate how invested…

Outcomes of Student Participation in Apparel Construction/Sewing Laboratory Classes in Southern California Community Colleges

ERIC Educational Resources Information Center

Lewis-Goldstein, Diane Evelyn

2010-01-01

This exploratory study was an attempt to understand the types of affective learning. The study focused on beginning students who were enrolled in apparel construction/sewing laboratory in community colleges within Los Angeles and Ventura counties during the spring of 2009 (n = 155). The primary purpose of the study was to develop scales that would…

What Makes Them Happy and Curious Online? An Empirical Study on High School Students' Internet Use from a Self-Determination Theory Perspective

ERIC Educational Resources Information Center

Zhao, Ling; Lu, Yaobin; Wang, Bin; Huang, Wayne

2011-01-01

From a self-determination theory perspective, this study tries to investigate how perceived autonomy support, perceived relatedness and competence affect high school students' intrinsic motivations (enjoyment and curiosity) to use the Internet, and the related outcomes of the motivation. Surveys are distributed to seven junior and ten senior high…

Perceived Social Relationships and Science Learning Outcomes for Taiwanese Eighth Graders: Structural Equation Modeling with a Complex Sampling Consideration

ERIC Educational Resources Information Center

Jen, Tsung-Hau; Lee, Che-Di; Chien, Chin-Lung; Hsu, Ying-Shao; Chen, Kuan-Ming

2013-01-01

Based on the Trends in International Mathematics and Science Study 2007 study and a follow-up national survey, data for 3,901 Taiwanese grade 8 students were analyzed using structural equation modeling to confirm a social-relation-based affection-driven model (SRAM). SRAM hypothesized relationships among students' perceived social relationships in…

Does Combining School and Work Affect School and Post-School Outcomes? Longitudinal Surveys of Australian Youth

ERIC Educational Resources Information Center

Anlezark, Alison; Lim, Patrick

2011-01-01

In this report the authors seek to answer the question of whether combining school and work is detrimental or beneficial to a student's school educational performance and labour market outcomes. They find that young people who combine school and work are distributed right across the school population. Results show that individuals can combine…

Psychological Distress and Emotional Expression on Facebook.

PubMed

Bazarova, Natalya N; Choi, Yoon Hyung; Whitlock, Janis; Cosley, Dan; Sosik, Victoria

2017-03-01

Social network sites (SNS) are a novel social environment for college students with psychological distress to connect with their peers, but the nature and effects of these interactions are not well understood. This study reports findings from a Facebook study among 238 college students reporting nonspecific psychological distress using the K-6 scale. Behavioral data included Facebook status updates containing affect words written by participants within the past 60 days and the number of responses (comments and likes) each update received. The updates were also coded for depression symptoms. Self-report data included participants' self-presentational concerns, the affective valence of each post, effects of responses on mood, and satisfaction with the responses to and outcome of each status update. Higher psychological distress was associated with displaying depression language on Facebook, with higher self-presentational concerns, and with less satisfaction with audiences' responses and less overall satisfaction with the outcome of the interaction. These results offer a unique glimpse into the social world of college students with psychological distress through their everyday use of Facebook, and how the interplay of this novel environment and students' mental health impacts their social behaviors and interaction meaning-making on Facebook.

Secondary science classroom dissections: Informing policy by evaluating cognitive outcomes and exploring affective outcomes

NASA Astrophysics Data System (ADS)

Allspaw, Kathleen M.

Animal protection organizations claim that dissection is pedagogically unsound and that it will cause students to lose respect for non-human animals. Science teacher organizations support curricula that teach respect for animal life and include dissection. Prior research compared dissection to dissection alternatives. Four of the six studies revealed no difference between groups on tests of cognitive outcomes. One study revealed that dissection was superior, and one revealed that the alternative was superior. No differences in attitudes toward science, dissection or school were found. Attitudes toward non-human animals were not measured. This study focused on the dissections of earthworms and frogs in middle and high school classrooms. Pre and post-tests of conceptual understanding revealed failing scores and no significant pre/post differences. Because these tests required critical thinking skills, and the dissection activities did not, it is difficult to determine if the poor performance on these tests indicates the inability of the students to think critically, and/or if it indicates the ineffectiveness of dissection. Further studies of dissections that focus on critical thinking would be necessary to make this distinction. Classroom observations, student written narratives, and student and adult interviews revealed mixed attitudes toward non-human animals. Student behaviors during dissection were similar to those behaviors exhibited during non-dissection activities. Most students and adults readily supported worm dissections while they expressed some trepidation about frog dissections. Students and adults universally expressed affection for their pets and opposed the use of their own pets for dissection/research. There was slight support for the use of dogs and cats for dissection/research, but only those students who expressed hate for cats said that they could dissect cats. None of the students or adults expressed a willingness to dissect dogs. Some students abandoned plans for life science careers because they did not want to do further dissections. Students and adults often expressed confliction about the use of animals for food and/or research. Students and adults employed psychological mechanisms including dissociation, conflict reduction and viewing animals as an "outgroup" to rationalize their support for the use of animals for food, dissection and research.

Experiential instruction in graduate-level preparation of speech-language pathology students in outer and middle ear screening.

PubMed

Serpanos, Yula C; Senzer, Deborah

2015-05-01

This study presents a piloted training model of experiential instruction in outer and middle ear (OE-ME) screening for graduate speech-language pathology students with peer teaching by doctor of audiology (AuD) students. Six individual experiential training sessions in screening otoscopy and tympanometry were conducted for 36 graduate-level speech-language pathology students led by a supervised AuD student. Postexperiential training, survey outcomes from 24 speech-language pathology students revealed a significant improvement (p = .01) in perceptions of attaining adequate knowledge and comfort in performing screening otoscopy (handheld and video otoscopy) and tympanometry. In a group of matched controls who did not receive experiential training in OE-ME screening (n = 24), ratings on the same learning outcomes survey in otoscopy and tympanometry were significantly poorer (p = .01) compared with students who did receive experiential training. A training model of experiential instruction for speech-language pathology students by AuD students improved learning outcomes, illustrating its promise in affecting clinical practices. The instructional model also meets the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA; American Speech-Language-Hearing Association, 2008) and American Speech-Language-Hearing Association (2014) Certificate of Clinical Competence (ASHA CCC) standards for speech-language pathology in OE-ME screening and CAA (2008) and ASHA (2012) CCC standards in the supervisory process for audiology.

Accelerated second-degree nursing students: predictors of graduation and NCLEX-RN first-time pass rates.

PubMed

Penprase, Barbara B; Harris, Margaret A

2013-01-01

It is important to understand and identify factors that affect students' academic performance before entry into a nursing program and as they progress through the program. The authors discuss a study, and its outcomes, that assessed accelerated second-degree nursing students' prenursing and core nursing grades that served to predict their success at completing the nursing program and passing NCLEX-RN on first attempt. Strategies were identified to help at-risk students to be successful in the program and with first-time passage of NCLEX-RN.

Impact of online lecture-capture on student outcomes in a therapeutics course.

PubMed

Bollmeier, Suzanne G; Wenger, Philip J; Forinash, Alicia B

2010-09-10

To examine the correlation between students accessing recorded lecture files (audio and slides) online and course grades and class attendance. Second professional year (of 6-year program) students in a therapeutics course had access to recorded online lectures for 72 hours following live lectures. The number and duration of lecture accessions were compared to final course grades and class attendance. Course grades were compared to those of a historical control group. At the end of the semester, students completed a brief survey instrument regarding their use and perceptions of online lectures. No correlation was found between final course grades and the number of lecture accessions (r = 0.0014) or total number of minutes lectures were viewed (r = 0.033), nor between class attendance and minutes viewed (r = 0.2158). Students with access to recorded lectures outperformed the historical control group on the final examination (p < 0.002). Seventy-two percent of students reported no influence of online files on class attendance. Posting lectures online did not affect student outcomes, but students did score higher on the final examination.

The Effectiveness of Psychosocial Interventions Delivered by Teachers in Schools: A Systematic Review and Meta-Analysis.

PubMed

Franklin, Cynthia; Kim, Johnny S; Beretvas, Tasha S; Zhang, Anao; Guz, Samantha; Park, Sunyoung; Montgomery, Katherine; Chung, Saras; Maynard, Brandy R

2017-09-01

The growing mental health needs of students within schools have resulted in teachers increasing their involvement in the delivery of school-based, psychosocial interventions. Current research reports mixed findings concerning the effectiveness of psychosocial interventions delivered by teachers for mental health outcomes. This article presents a systematic review and meta-analysis that examined the effectiveness of school-based psychosocial interventions delivered by teachers on internalizing and externalizing outcomes and the moderating factors that influence treatment effects on these outcomes. Nine electronic databases, major journals, and gray literature (e.g., websites, conference abstract) were searched and field experts were contacted to locate additional studies. Twenty-four studies that met the study inclusion criteria were coded into internalizing or externalizing outcomes and further analyzed using robust variance estimation in meta-regression. Both publication and risk of bias of studies were further assessed. The results showed statistically significant reductions in students' internalizing outcomes (d = .133, 95% CI [.002, .263]) and no statistical significant effect for externalizing outcomes (d = .15, 95% CI [-.037, .066]). Moderator analysis with meta-regression revealed that gender (%male, b = -.017, p < .05), race (% Caucasian, b = .002, p < .05), and the tier of intervention (b = .299, p = .06) affected intervention effectiveness. This study builds on existing literature that shows that teacher-delivered Tier 1 interventions are effective interventions but also adds to this literature by showing that interventions are more effective with internalizing outcomes than on the externalizing outcomes. Moderator analysis also revealed treatments were more effective with female students for internalizing outcomes and more effective with Caucasian students for externalizing outcomes.

Features of an effective operative dentistry learning environment: students' perceptions and relationship with performance.

PubMed

Suksudaj, N; Lekkas, D; Kaidonis, J; Townsend, G C; Winning, T A

2015-02-01

Students' perceptions of their learning environment influence the quality of outcomes they achieve. Learning dental operative techniques in a simulated clinic environment is characterised by reciprocal interactions between skills training, staff- and student-related factors. However, few studies have examined how students perceive their operative learning environments and whether there is a relationship between their perceptions and subsequent performance. Therefore, this study aimed to clarify which learning activities and interactions students perceived as supporting their operative skills learning and to examine relationships with their outcomes. Longitudinal data about examples of operative laboratory sessions that were perceived as effective or ineffective for learning were collected twice a semester, using written critical incidents and interviews. Emergent themes from these data were identified using thematic analysis. Associations between perceptions of learning effectiveness and performance were analysed using chi-square tests. Students indicated that an effective learning environment involved interactions with tutors and peers. This included tutors arranging group discussions to clarify processes and outcomes, providing demonstrations and constructive feedback. Feedback focused on mistakes, and not improvement, was reported as being ineffective for learning. However, there was no significant association between students' perceptions of the effectiveness of their learning experiences and subsequent performance. It was clear that learning in an operative technique setting involved various factors related not only to social interactions and observational aspects of learning but also to cognitive, motivational and affective processes. Consistent with studies that have demonstrated complex interactions between students, their learning environment and outcomes, other factors need investigation. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Exploring Multi-Level System Factors Facilitating Educator Training and Implementation of Evidence-Based Practices (EBP): A Study Protocol

ERIC Educational Resources Information Center

Stahmer, Aubyn C.; Suhrheinrich, Jessica; Schetter, Patricia L.; Hassrick, Elizabeth McGee

2018-01-01

This study examines how system-wide (i.e., region, district, and school) mechanisms such as leadership support, training requirements, structure, collaboration, and education affect the use of evidence-based practices (EBPs) in schools and how this affects the outcomes for students with autism spectrum disorder (ASD). Despite growing evidence for…

The Importance of Affects, Self-Regulation and Relationships in the Writing of a Master's Thesis

ERIC Educational Resources Information Center

Wagener, Bastien

2018-01-01

While the number of postgraduate students is increasing, the writing of a master's dissertation still poses numerous challenges to them. The outcome of this work depends just as much on technical and methodological skills as on affects, self-regulation, and the relationship to the supervisor. In order to test a comprehensive model including all…

The Effect of Pre-College Extracurricular Participation on First-Year College Engagement and Completion. SERU Consortium Research Paper. Research & Occasional Paper Series: CSHE.6.17

ERIC Educational Resources Information Center

Chang, Tongshan

2017-01-01

This study examines how student pre-college participation in extracurricular activities and volunteer and community services varies by demographic and academic variables, and how their experience participating in these activities affects first-year college engagement and learning outcomes. The analysis focuses on students at the University of…

Recruitment and Retention of Hispanic Nursing Students: Through the Lens of Associate Degree Nursing Program Administrators and Hispanic Nursing Students

ERIC Educational Resources Information Center

Handlos DeVoe, Debra Jean

2016-01-01

The Hispanic population in the United States is changing and will constitute 30% of the population in 2050; however, the Hispanic registered nurse population is less than 3%. Cultural differences between patients and nurses may cause harm and a mistrust that can affect patient outcomes. A mixed methods convergent research study was done by an…

The Effects of Class Size in Online College Courses: Experimental Evidence. CEPA Working Paper No. 15-14

ERIC Educational Resources Information Center

Bettinger, Eric; Doss, Christopher; Loeb, Susanna; Taylor, Eric

2015-01-01

Class size is a first-order consideration in the study of education production and education costs. How larger or smaller classes affect student outcomes is especially relevant to the growth and design of online classes. We study a field experiment in which college students were quasi-randomly assigned to either a large or a small class. All…

Effects of Chinese Parental Practices on Adolescent School Outcomes Mediated by Conformity to Parents, Self-Esteem, and Self-Efficacy

ERIC Educational Resources Information Center

Shen, Yuh-Ling

2011-01-01

This study examines how the parental support and control affected school outcomes through conformity to parents, self-esteem, and self-efficacy in adolescence in Mainland China. The sample included 350 junior and senior high school students age ranging from 12 to 19 years, 48% of them were males. Using path model analysis, results showed that…

The impact of teachers’ modifications of an evidenced-based HIV prevention intervention on program outcomes

PubMed Central

Wang, Bo; Stanton, Bonita; Lunn, Sonja; Rolle, Glenda; Poitier, Maxwell; Adderley, Richard; Li, Xiaoming; Koci, Veronica; Deveaux, Lynette

2015-01-01

The degree to which evidence-based program outcomes are affected by modifications is a significant concern in the implementation of interventions. The ongoing national implementation of an evidence-based HIV prevention program targeting grade six students in The Bahamas [Focus on Youth in The Caribbean (FOYC)] offers an opportunity to explore factors associated with teachers’ modification of FOYC lessons and to examine the impact of types and degrees of modifications on student outcomes. Data were collected in 2012 from 155 teachers and 3646 students in 77 government elementary schools. Results indicate that teachers taught 16 of 30 core activities, 24.5 of 46 total activities and 4.7 of 8 sessions. Over one-half of the teachers made modifications to FOYC core activities; one-fourth of the teachers modified 25% or more core activities that they taught (heavily modified FOYC). Omitting core activities was the most common content modification, followed by lengthening FOYC lessons with reading, writing assignments or role-play games, shortening core activities or adding educational videos. Mixed-effects modeling revealed that omitting core activities had negative impacts on all four student outcomes. Shortening core activities and adding videos into lessons had negative impacts on HIV/AIDS knowledge and/or intention to use condom protection. Heavy modifications (>1/4 core activities) were associated with diminished program effectiveness. Heavy modifications and omitting or shortening core activities were negatively related to teachers’ level of implementation. We conclude that poorer student outcomes were associated with heavy modifications. PMID:26297497

The Impact of Teachers' Modifications of an Evidenced-Based HIV Prevention Intervention on Program Outcomes.

PubMed

Wang, Bo; Stanton, Bonita; Lunn, Sonja; Rolle, Glenda; Poitier, Maxwell; Adderley, Richard; Li, Xiaoming; Koci, Veronica; Deveaux, Lynette

2016-01-01

The degree to which evidence-based program outcomes are affected by modifications is a significant concern in the implementation of interventions. The ongoing national implementation of an evidence-based HIV prevention program targeting grade 6 students in The Bahamas [Focus on Youth in The Caribbean (FOYC)] offers an opportunity to explore factors associated with teachers' modification of FOYC lessons and to examine the impact of types and degrees of modifications on student outcomes. Data were collected in 2012 from 155 teachers and 3646 students in 77 government elementary schools. Results indicate that teachers taught 16 of 30 core activities, 24.5 of 46 total activities and 4.7 of 8 sessions. Over one-half of the teachers made modifications to FOYC core activities; one-fourth of the teachers modified 25 % or more core activities that they taught (heavily modified FOYC). Omitting core activities was the most common content modification, followed by lengthening FOYC lessons with reading, writing assignments or role-play games, and shortening core activities or adding educational videos. Mixed-effects modeling revealed that omitting core activities had negative impacts on all four student outcomes. Shortening core activities and adding videos into lessons had negative impacts on HIV/AIDS knowledge and/or intention to use condom protection. Heavy modifications (>1/4 core activities) were associated with diminished program effectiveness. Heavy modifications and omitting or shortening core activities were negatively related to teachers' level of implementation. We conclude that poorer student outcomes were associated with heavy modifications.

Sandbox University: estimating influence of institutional action.

PubMed

Forsman, Jonas; Mann, Richard P; Linder, Cedric; van den Bogaard, Maartje

2014-01-01

The approach presented in this article represents a generalizable and adaptable methodology for identifying complex interactions in educational systems and for investigating how manipulation of these systems may affect educational outcomes of interest. Multilayer Minimum Spanning Tree and Monte-Carlo methods are used. A virtual Sandbox University is created in order to facilitate effective identification of successful and stable initiatives within higher education, which can affect students' credits and student retention - something that has been lacking up until now. The results highlight the importance of teacher feedback and teacher-student rapport, which is congruent with current educational findings, illustrating the methodology's potential to provide a new basis for further empirical studies of issues in higher education from a complex systems perspective.

Sandbox University: Estimating Influence of Institutional Action

PubMed Central

Forsman, Jonas; Mann, Richard P.; Linder, Cedric; van den Bogaard, Maartje

2014-01-01

The approach presented in this article represents a generalizable and adaptable methodology for identifying complex interactions in educational systems and for investigating how manipulation of these systems may affect educational outcomes of interest. Multilayer Minimum Spanning Tree and Monte-Carlo methods are used. A virtual Sandbox University is created in order to facilitate effective identification of successful and stable initiatives within higher education, which can affect students' credits and student retention – something that has been lacking up until now. The results highlight the importance of teacher feedback and teacher-student rapport, which is congruent with current educational findings, illustrating the methodology's potential to provide a new basis for further empirical studies of issues in higher education from a complex systems perspective. PMID:25054313

The virtue of culture in understanding motivation at school: Commentary on the special issue on culture and motivation.

PubMed

Guay, Frédéric

2016-03-01

Students' higher level of motivation is not based solely on intrapersonal factors as innate characteristics, but also on contexts in which students are supposed to develop their competencies. Thus, the cultural context is expected to shape motivation. Values and beliefs shared by a cultural group will affect students' motivation to learn and educational outcomes. This special issue on culture and motivation presents a collection of ground-breaking research ideas that advance our knowledge on how motivation is shaped by the cultural context and how motivation processes are affected by the cultural milieu. Hopefully, this special issue will stimulate new research that will advance our understanding of motivation at school. © 2016 The British Psychological Society.

After-School and Informal STEM Projects: the Effect of Participant Self-Selection

NASA Astrophysics Data System (ADS)

Vallett, David B.; Lamb, Richard; Annetta, Leonard

2017-12-01

This research represents an unforeseen outcome of the authors' National Science Foundation Innovation Technology Experiences for Students and Teachers (ITEST) program grant in science education. The grant itself focused on the use of serious educational games (SEGs) in the science classroom, both during and after school, to teach science content and affect student perceptions of science and technology. This study consists of a Bayesian artificial neural network analysis, using the preintervention measures of affect, interest, personality, and cognitive ability, in members of both the treatment and comparison groups to generate the probabilities that students would opt into the treatment group or choose not to participate. It appears, from this sample and the sampling methods of other related studies within the field, that despite sometimes profound results from technology interventions in science, interventions are affecting only those who already have a strong interest in STEM due to the manner in which participants are recruited.

Does ethno-cultural betrayal in trauma affect Asian American/Pacific Islander college students' mental health outcomes? An exploratory study.

PubMed

Gómez, Jennifer M

2017-01-01

Interpersonal trauma has deleterious effects on mental health, with college students experiencing relatively high rates of lifetime trauma. Asian American/Pacific Islanders (AAPIs) have the lowest rate of mental healthcare utilization. According to cultural betrayal trauma theory, societal inequality may impact within-group violence in minority populations, thus having implications for mental health. In the current exploratory study, between-group (interracial) and within-group (ethno-cultural betrayal) trauma and mental health outcomes were examined in AAPI college students. Participants (N = 108) were AAPI college students from a predominantly white university. Data collection concluded in December 2015. Participants completed online self-report measures. A multivariate analysis of variance revealed that when controlling for interracial trauma, ethno-cultural betrayal trauma significantly impacted dissociation, hallucinations, posttraumatic stress symptoms, and hypervigilance. The results have implications for incorporating identity, discrimination, and ethno-cultural betrayal trauma victimization into assessments and case conceptualizations in therapy.

Female College Students’ Media Use and Academic Outcomes: Results from a Longitudinal Cohort Study

PubMed Central

Walsh, Jennifer L.; Fielder, Robyn L.; Carey, Kate B.; Carey, Michael P.

2013-01-01

This longitudinal study describes women’s media use during their first year of college and examines associations between media use and academic outcomes. Female students (N = 483, Mage = 18.1 years) reported on their use of 11 media forms and their grade point average, academic behaviors, academic confidence, and problems affecting schoolwork. Allowing for multi-tasking, women reported nearly 12 hours of media use per day; use of texting, music, the Internet, and social networking was heaviest. In general, media use was negatively associated with academic outcomes after controlling for prior academics and demographics. Exceptions were newspaper reading and music listening, which were positively associated with academic outcomes. There were significant indirect effects of magazine reading and social networking on GPA via academic behaviors, confidence, and problems. Results show that female college students are heavy users of new media, and that some forms of media use may adversely impact academic performance. PMID:24505554

Examination of trait impulsivity on the response to a brief mindfulness intervention among college student drinkers.

PubMed

Vinci, Christine; Peltier, MacKenzie; Waldo, Krystal; Kinsaul, Jessica; Shah, Sonia; Coffey, Scott F; Copeland, Amy L

2016-08-30

Mindfulness-based strategies show promise for targeting the construct of impulsivity and associated variables among problematic alcohol users. This study examined the moderating role of intervention (mindfulness vs relaxation vs control) on trait impulsivity and three outcomes examined post-intervention (negative affect, positive affect, and urge to drink) among 207 college students with levels of at-risk drinking. Moderation analyses revealed that the relationship between baseline impulsivity and the primary outcomes significantly differed for participants who underwent the mindfulness versus relaxation interventions. Notably, simple slope analyses revealed that negative urgency was positively associated with urge to drink following the mindfulness intervention. Among participants who underwent the relaxation intervention, analysis of simple slopes revealed that negative urgency was negatively associated with urge to drink, while positive urgency was positively associated with positive affect following the relaxation intervention. Findings suggest that level (low vs high) and subscale of impulsivity matter with regard to how a participant will respond to a mindfulness versus relaxation intervention. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Sleep behaviors in traditional-age college students: A state of the science review with implications for practice.

PubMed

Owens, Heather; Christian, Becky; Polivka, Barbara

2017-11-01

The purpose of this systematic review was to examine influences affecting sleep behavior in traditional-age college students and to advocate for improved sleep behavior assessments. A literature search of CINAHL, MEDLINE, and PubMed databases was performed using the search terms "college students" and "sleep" in the title that were published in English from 1978 to 2016. The circadian clock is reset in traditional-age college students leading to delayed sleep times. Newly realized autonomy and increased use of technology also prevent traditional-age college students from obtaining sufficient sleep. Insufficient sleep experienced by these students has been linked to insulin resistance, hypertension, diabetes, weight gain, and stress. Sleep insufficiency increases the risk for pedestrian, motor vehicle, and domestic and occupational injuries. Insufficient sleep may result in poor academic performance influencing subsequent health outcomes. Evidence supports the need for nurse practitioners and other healthcare providers to incorporate systematic sleep behavior assessments to improve health outcomes among traditional-age college students. ©2017 American Association of Nurse Practitioners.

Social–Emotional Factors Affecting Achievement Outcomes Among Disadvantaged Students: Closing the Achievement Gap

PubMed Central

Becker, Bronwyn E.; Luthar, Suniya S.

2012-01-01

Despite concentrated efforts at improving inferior academic outcomes among disadvantaged students, a substantial achievement gap between the test scores of these students and others remains (Jencks & Phillips, 1998; National Center for Education Statistics, 2000a, 2000b; Valencia & Suzuki, 2000). Existing research used ecological models to document social–emotional factors at multiple levels of influence that undermine academic performance. This article integrates ideas from various perspectives in a comprehensive and interdisciplinary model that will inform policy makers, administrators, and schools about the social–emotional factors that act as both risk and protective factors for disadvantaged students’ learning and opportunities for academic success. Four critical social–emotional components that influence achievement performance (academic and school attachment, teacher support, peer values, and mental health) are reviewed. PMID:23255834

Trauma exposure and heavy drinking and drug use among college students: Identifying the roles of negative and positive affect lability in a daily diary study.

PubMed

Weiss, Nicole H; Bold, Krysten W; Contractor, Ateka A; Sullivan, Tami P; Armeli, Stephen; Tennen, Howard

2018-04-01

Trauma exposure is linked to heavy drinking and drug use among college students. Extant research reveals positive associations between negative affect lability and both trauma exposure and alcohol use. This study aimed to extend past research by using daily diary methods to test whether (a) individuals with (versus without) trauma exposure experience greater negative and positive affect lability, (b) negative and positive affect lability are associated with heavy drinking and drug use, and (c) negative and positive affect lability mediate the relations between trauma exposure and heavy drinking and drug use. Participants were 1640 college students (M age=19.2, 54% female, 80% European American) who provided daily diary data for 30days via online surveys. Daily diaries assessed negative and positive affect and substance use (i.e., percent days of heavy drinking, percent days of drug use, total number of drugs used). Individuals with (versus without) a history of trauma exposure demonstrated higher levels of negative and positive affect lability. Negative, but not positive, affect lability was associated with percent days of heavy drinking, percent days of drug use, and total number of drugs used, and mediated the associations between trauma exposure and heavy drinking and drug use outcomes. Findings provide support for the underlying role of negative affect lability in the relations between trauma exposure and heavy drinking and drug use among college students, suggesting that treatments targeting negative affect lability may potentially serve to reduce heavy drinking and drug use among trauma-exposed college students. Copyright © 2017 Elsevier Ltd. All rights reserved.

An active learning approach to Bloom's Taxonomy.

PubMed

Weigel, Fred K; Bonica, Mark

2014-01-01

As educators strive toward improving student learning outcomes, many find it difficult to instill their students with a deep understanding of the material the instructors share. One challenge lies in how to provide the material with a meaningful and engaging method that maximizes student understanding and synthesis. By following a simple strategy involving Active Learning across the 3 primary domains of Bloom's Taxonomy (cognitive, affective, and psychomotor), instructors can dramatically improve the quality of the lesson and help students retain and understand the information. By applying our strategy, instructors can engage their students at a deeper level and may even find themselves enjoying the process more.

The Promise and Potential of Studying the "Invisible Hand" of Teacher Influence on Peer Relations and Student Outcomes: A Commentary

ERIC Educational Resources Information Center

Bierman, Karen L.

2011-01-01

Peers influence children's social-emotional development and school engagement in important and unique ways. Recent research on peer social networks documents that children are affected by the nature of the school-based peer ecology, as well as by their personal peer experiences. Yet, little is known about how teachers affect the peer ecology, nor…

A Process and Outcome Evaluation of an Affective In-Service Training Program for Junior High School Teachers: Second Year Results.

ERIC Educational Resources Information Center

Moskowitz, Joel M.; And Others

Teachers were trained in either or both of two versions of Effective Classroom Management--Junior High (ECM). In the second year of the study, teachers were taught techniques in discipline, communication, and self-esteem enhancement. The goals of the in-service training were to make teachers more responsive to students' affective and cognitive…

What Keeps Teachers in and What Drives Them out: How Urban Public, Urban Catholic, and Jewish Day Schools Affect Beginning Teachers' Careers

ERIC Educational Resources Information Center

Tamir, Eran

2013-01-01

Background: Teacher quality plays a key role in student learning outcomes. Yet, data suggest that elite college graduates who enter teaching are less likely to stay in schools serving low income and minority students compared to other teachers. Thus, many educators and policy makers agree that in order to equalize the playing field, recruitment,…

Self-Regulated Learning and Social Media--A "Natural Alliance"? Evidence on Students' Self-Regulation of Learning, Social Media Use, and Student-Teacher Relationship

ERIC Educational Resources Information Center

Matzat, U.; Vrieling, E. M.

2016-01-01

Research on the educational consequences of social media has led to divergent findings that are difficult to integrate and studies often examine specific courses. It remains unclear what types of social media use in classroom prevail on a broader scale and how teachers, if at all, can affect outcomes. We contribute to answering these questions by…

How Gender and Reformed Introductory Physics Impacts Student Success in Advanced Physics Courses and Continuation in the Physics Major

ERIC Educational Resources Information Center

Rodriguez, Idaykis; Potvin, Geoff; Kramer, Laird H.

2016-01-01

Active-learning approaches to teaching introductory physics have been found to improve student learning and affective gains on short-term outcomes [S. Freeman et al., "Proc. Natl. Acad. Sci. U.S.A. 111," 8410 (2014)]; however, whether or not the benefits of active learning impact women to the same degree as men has been a point of…

Understanding the Effect of KIPP as It Scales: Volume I, Impacts on Achievement and Other Outcomes. Final Report of KIPP's "Investing in Innovation Grant Evaluation"

ERIC Educational Resources Information Center

Tuttle, Christina Clark; Gleason, Philip; Knechtel, Virginia; Nichols-Barrer, Ira; Booker, Kevin; Chojnacki, Gregory; Coen, Thomas; Goble, Lisbeth

2015-01-01

KIPP (Knowledge is Power Program) is a national network of public charter schools whose stated mission is to help underserved students enroll in and graduate from college. Prior studies (see Tuttle et al. 2013) have consistently found that attending a KIPP middle school positively affects student achievement, but few have addressed longer-term…

Culture Matters. Community Report. Reporting on a Research Project To Explore Factors Affecting the Outcomes of Vocational Education and Training for Aboriginal and Torres Straits Islander People.

ERIC Educational Resources Information Center

Buchanan, Matthew; Egg, Mez

The factors leading to positive outcomes in vocational education and training (VET) for Aboriginal and Torres Strait Islander people were examined through person-to-person and telephone interviews with indigenous Australian students and VET providers. The interviews focused on the following: the range of VET provision and the extent of its…

School and Behavioral Outcomes Among Inner City Children: Five-Year Follow-Up.

PubMed

Kim, Seijeoung; Mazza, Jessica; Zwanziger, Jack; Henry, David

2014-10-01

Educational achievement is a key determinant of future life chances, but children growing up in poverty tend to do worse by many academic measures. Family, school, and neighborhood contextual characteristics may affect academic outcomes. In an attempt to explore neighborhood and individual level factors, we performed multilevel analyses to explain child's behavioral problems, repeat grade, average math and reading scores. Outcome measures were associated with specific neighborhood characteristics, above and beyond the effect of student/family level factors. The findings warrant further consideration of ecological interventions aiming to improve academic and behavioral outcomes of children living in poverty.

Digital and traditional slides for teaching cellular morphology: a comparative analysis of learning outcomes.

PubMed

Solberg, Brooke L

2012-01-01

Recent advances in technology have brought forth an intriguing new tool for teaching hematopoietic cellular identification skills: the digital slide. Although digitized slides offer a number of appealing options for educators, little research has been done to examine how their utilization would impact learning outcomes. To fill that void, this study was designed to examine student performance, skill retention and transferability, and self-efficacy beliefs amongst undergraduate MLS students learning cellular morphology with digital versus traditional slides. Results showed that students learning with digital slides performed better on assessments containing only traditional slide specimens than students learning with traditional slides, both immediately following the learning activity and after a considerable duration of time. Students learning with digital slides also reported slightly higher levels of self-efficacy related to cellular identification. The findings of this study suggest that students learning cellular identification skills with digital slides are able to transfer that skill directly to traditional slides, and that their ability to identify cells is not negatively affected in present or future settings.

Social comparison, competition and teacher-student relationships in junior high school classrooms predicts bullying and victimization.

PubMed

Di Stasio, Maria Rosaria; Savage, Robert; Burgos, Giovani

2016-12-01

This cross-sectional research examines how social comparison, competition and teacher-student relationships as classroom characteristics are associated with bullying and victimization among junior high school students in grades 7 and 8 in Canada. The study tests a conceptual model of youth outcomes that highlights the importance of modeling the effects of teaching practices as proximal structural conditions at the classroom level (N = 38) that affect bullying outcomes at the individual level (N = 687). Results of Hierarchal linear modeling (HLM) revealed significant classroom-level effects in that increased social comparison, competition and teacher-student relationships were related to bullying and victimization. An interaction for teacher-student relationships and gender also emerged. These findings may guide future intervention programs for junior high schools that focus on enhancing cooperation and pro-social behavior in classrooms. The findings could also inform programs that focus on building strong relationships between students and teachers to help prevent bullying and victimization, particularly among boys. Copyright © 2016 The Foundation for Professionals in Services for Adolescents. All rights reserved.

Preliminary Investigation of the Sources of Self-Efficacy Among Teachers of Students with Autism.

PubMed

Ruble, Lisa A; Usher, Ellen L; McGrew, John H

2011-06-01

Teacher self-efficacy refers to the beliefs teachers hold regarding their capability to bring about desired instructional outcomes and may be helpful for understanding and addressing critical issues such as teacher attrition and teacher use of research-supported practices. Educating students with autism likely presents teachers with some of the most significant instructional challenges. The self-efficacy of 35 special education teachers of students with autism between the ages of 3 to 9 years was evaluated. Teachers completed rating scales that represented self-efficacy and aspects of the following 3 of Bandura's 4 sources of self-efficacy: (1) sense of mastery, (2) social persuasions, and (3) physiological/affective states. Significant associations were observed between physiological/affective states and self-efficacy, but no associations were observed for the other sources.

Strong Leadership for RTI Success

ERIC Educational Resources Information Center

Mellard, Daryl F.; Prewett, Sara; Deshler, Donald D.

2012-01-01

During the past decade, thousands of schools have adopted response to intervention (RTI) frameworks as the means of improving educational outcomes for all students, including those with disabilities. Planning, implementing, and sustaining those frameworks requires organizational changes that affect staff members and underlying school structures…

Temporal Learning Analytics for Adaptive Assessment

ERIC Educational Resources Information Center

Papamitsiou, Zacharoula; Economides, Anastasios A.

2014-01-01

Accurate and early predictions of student performance could significantly affect interventions during teaching and assessment, which gradually could lead to improved learning outcomes. In our research, we seek to identify and formalize temporal parameters as predictors of performance ("temporal learning analytics" or TLA) and examine…

Implementation of an education development project in pathology to improve student competency-lessons learnt.

PubMed

Negi, Gita; Harsh, Meena; Chauhan, Vijendra D; Kalra, Vinita; Agarwal, Pradeep; Kusum, Anuradha

2015-08-01

Basic medical sciences and clinical teachings are not coordinated in the present medical education system. They are not taught keeping in mind the outcomes required at the time of actual handling of patients in the community. An educational development project was implemented in the Department of Pathology with the aim that it will result in the student learning to link the pathophysiology of the disease to clinical scenarios and become fully competent for lifelong medical practice. The pathology teaching of the second professional batch was modified by starting with defining the desired outcomes/competencies in the student's knowledge, skills, and attitude which were then addressed by lectures, demonstrations, practical classes and small group activities where case scenarios and laboratory reports were included. The outcome was assessed by Objectively Structured Clinical/Practical Examination and multiple choice questions. Force field analysis, faculty and student interviews, and questionnaires were used to assess the factors affecting its implementation and impact. Totally 80 students of the 2(nd) Professional MBBS were exposed to a competency-based education development project. It was found that the system was appreciated by faculty and students, especially the integration with clinical scenarios. There were many factors which influenced the execution of this program, including motivation level of students and faculty, time, logistics and meticulous planning. There was a significant improvement in student's performance and satisfaction. Many factors including prior planning were a major determinant for the success of this education development project.

Understanding the Effect of KIPP as It Scales: Volume I, Impacts on Achievement and Other Outcomes. Final Report of KIPP's Investing in Innovation Grant Evaluation. Executive Summary

ERIC Educational Resources Information Center

Tuttle, Christina Clark; Gleason, Philip; Knechtel, Virginia; Nichols-Barrer, Ira; Booker, Kevin; Chojnacki, Gregory; Coen, Thomas; Goble, Lisbeth

2015-01-01

KIPP (Knowledge is Power Program) is a national network of public charter schools whose stated mission is to help underserved students enroll in and graduate from college. Prior studies (see Tuttle et al. 2013) have consistently found that attending a KIPP middle school positively affects student achievement, but few have addressed longer-term…

The Influence of Academic Values and Belongingness Concerns on Achievement Goals, Self-Efficacy, and Perceived Stress in First Quarter Freshmen: Relationships to Academic Performance and the Mediating Role of Procrastination

ERIC Educational Resources Information Center

Kennedy, Gary J.

2009-01-01

This study assesses the influence of student values on long-term self-regulatory decisions defined in terms of a tendency to procrastinate and how these values, indirectly through procrastination, but also directly, affect important motivational, affective, social and behavioral academic outcomes of first quarter freshmen. Results of a structural…

Assessing the Impact of Voice-Over Screen-Captured Presentations Delivered Online on Dental Students' Learning.

PubMed

Schönwetter, Dieter J; Gareau-Wilson, Nicole; Cunha, Rodrigo Sanches; Mello, Isabel

2016-02-01

The traditional lecturing method is still one of the most common forms of delivering content to students in dental education, but innovative learning technologies have the potential to improve the effectiveness and quality of teaching dental students. What challenges instructors is the extent to which these learning tools have a direct impact on student learning outcomes. The aim of this study was to assess the impact of a voice-over screen-captured learning tool by identifying a positive, nil, or negative impact on student learning as well as student engagement (affective, behavioral, and cognitive) when compared to the traditional face-to-face lecture. Extraneous variables thought to impact student learning were controlled by the use of baseline measures as well as random assignment of second-year dental students to one of two teaching conditions: voice-over screen-captured presentation delivered online and the traditional classroom lecture. A total of 28 students enrolled in the preclinical course in endodontics at a Canadian dental school participated in the study, 14 in each of the two teaching conditions. The results showed that, in most cases, the students who experienced the online lecture had somewhat higher posttest scores and perceived satisfaction levels than those in the face-to-face lecture group, but the differences did not achieve statistical significance except for their long-term recognition test scores. This study found that the students had comparable learning outcomes whether they experienced the face-to-face or the online lecture, but that the online lecture had a more positive impact on their long-term learning. The controls for extraneous variables used in this study suggest ways to improve research into the comparative impact of traditional and innovative teaching methods on student learning outcomes.

Academic and social integration on campus among sexual minority students: the impacts of psychological and experiential campus climate.

PubMed

Woodford, Michael R; Kulick, Alex

2015-03-01

A heterosexist campus climate can increase risk for mental health problems for sexual minority students; however, the relationship between campus climate for sexual minorities and academic outcomes remains understudied. Using a sample of sexual minority respondents extracted from a campus climate survey conducted at a large university in the Midwest, we examine relationships between multiple dimensions of psychological and experiential campus climate for sexual minorities with academic integration (academic disengagement, grade-point average [GPA]) and social integration (institutional satisfaction, acceptance on campus). We also investigate the protective role of engagement with informal academic and peer-group systems. Findings suggest campus climate affects sexual minority students' integration. In multivariate analyses, perceptions of whether lesbian, gay, and bisexual (LGB) people could be open about their sexual identity was positively associated with acceptance on campus; personal heterosexist harassment was positively associated with academic disengagement and negatively with GPA. Students' informal academic integration (instructor relations) and informal social integration (LGB friends) demonstrated influential main effects but did not moderate any of the climate-outcome relationships. Researchers should further explore the relationships between climate and academic outcomes among sexual minority students, both collectively and among specific sub-groups, and address the role of other protective factors.

The effect of inquiry-based learning experiences on adolescents' science-related career aspiration in the Finnish context

NASA Astrophysics Data System (ADS)

Kang, Jingoo; Keinonen, Tuula

2017-08-01

Much research has been conducted to investigate the effects of inquiry-based learning on students' attitude towards science and future involvement in the science field, but few of them conducted in-depth studies including young learners' socio-cognitive background to explore mechanisms which explain how inquiry experiences influence on career choices. Hence, the aim of this study was to investigate in what ways and to what extent the inquiry learning experiences in school science affect students' future career orientation in the context of socio-cognitive mechanisms based on socio-cognitive career theory(SCCT). For the purpose, Programme for International Student Assessment (PISA) 2015 data were used focusing on science literacy, and the sample of Finnish 15-year-old students (N = 5782) was analysed by structural equation modelling with the hypothesised Inquiry-SCCT model. The results of the study showed that inquiry learning experiences were indicated as a positive predictor for the students' career aspiration, and most of its effects were mediated by outcome expectations. Indeed, although self-efficacy and interest in learning science indicated positive correlations with future aspiration, outcome expectation presented the highest correlation with the science-related career. Gender differences were found in the model, but girls indicated higher outcome expectation and career aspiration than boys in Finland.

Daily Affective Experiences Predict Objective Sleep Outcomes among Adolescents

PubMed Central

Tavernier, Royette; Choo, Sungsub B; Grant, Kathryn; Adam, Emma K

2015-01-01

Summary Adolescence is a sensitive period for changes in both sleep and affect. Although past research has assessed the association between affect and sleep among adolescents, few studies have examined both trait (typical) and day-to-day changes in affect, and fewer still have specifically examined negative social evaluative emotions (NSEE; e.g., embarrassment) in relation to sleep. We examined both between- and within-person variations in daily affect in relation to four objectively-measured sleep outcomes (sleep hours, sleep latency, sleep efficiency, and length of wake bouts) among adolescents. Participants (N = 77 high school students, 42.9% female; M = 14.37 years) wore an actiwatch and completed daily diaries for 3 days. Results of hierarchical linear models (controlling for age, gender, race, ethnicity, parental employment status, income, puberty, and caffeine) indicated that NSEE and high arousal affective experiences generally predicted poor sleep outcomes, whereas low arousal affective experiences were associated with good sleep outcomes. Specifically, at the person level, adolescents reporting higher NSEE had shorter average sleep hours, and those experiencing higher anxiety-nervousness had longer wake bouts. In addition, individuals experiencing more dysphoria (sad, depressed, lonely) had longer average sleep hours and shorter wake bouts, while those experiencing more calmness had shorter sleep latencies. At the within person level, individuals had longer sleep latencies following days that they had experienced high arousal positive affect (e.g., excitement) and had longer wake bouts following days they had experienced more NSEE. Results highlight the detrimental effects of NSEE and high arousal affective states for adolescent sleep. PMID:26365539

Youth Victimization: School Climate or Deviant Lifestyles?

ERIC Educational Resources Information Center

Zaykowski, Heather; Gunter, Whitney

2012-01-01

Despite much focus on school violence, there has been little research that explores the relationship between offending and victimization in various school climates. School climate theory suggests that the school's social system, culture, milieu, and ecological structure affect student outcomes including academic performance, delinquency, and more…

Emotional Design in Multimedia Learning

ERIC Educational Resources Information Center

Um, Eunjoon; Plass, Jan L.; Hayward, Elizabeth O.; Homer, Bruce D.

2012-01-01

Can multimedia learning environments be designed to foster positive emotions that will improve learning and related affective outcomes? College students (N = 118) were randomly assigned to 4 conditions created by 2 factors related to learners' emotion: "external mood induction" (positive vs. neutral emotions) and "emotional design induction"…

Student Evaluations, Outcomes, and National Licensure Examinations in Radiology Education: A Narrative Review of the Literature.

PubMed

Linaker, Kathleen L

2015-12-01

The purpose of this study was to examine literature on radiological student evaluation and outcome assessments including national board examinations. A review of the literature was performed using relevant key words. Articles were retrieved through December 2012 using PubMed, ScienceDirect, ERIC, Proquest, and ICL databases along with a manual review of references. Of the 4716 unique abstracts reviewed by the author, 54 were found to be relevant to the purpose of this study. Student grade point average correlates with board scores in the nursing, chiropractic, and medical professions. Scores on the chiropractic college admission test and undergraduate grade point average correlate with success in professional college. There is a correlation between board scores and college attended. Board preparation programs do not appear to affect board examination scores. Although evaluations can be effective teaching tools, they are not used by many radiology programs. Some programs have inadequate evaluations and do not allow students to review their evaluations. There are no definitive links between mastery of radiology and specific evaluations, outcomes, or pre-professional/clinical grades. Studies suggest that board examination scores reflect long-term mastery of knowledge rather than short-term memorization of facts.

Alternative Realities: Faculty and Student Perceptions of Instructional Practices in Laboratory Courses.

PubMed

Beck, Christopher W; Blumer, Lawrence S

2016-01-01

Curricular reform efforts depend on our ability to determine how courses are taught and how instructional practices affect student outcomes. In this study, we developed a 30-question survey on inquiry-based learning and assessment in undergraduate laboratory courses that was administered to 878 students in 54 courses (41 introductory level and 13 upper level) from 20 institutions (four community colleges, 11 liberal arts colleges, and five universities, of which four were minority-serving institutions). On the basis of an exploratory factor analysis, we defined five constructs: metacognition, feedback and assessment, scientific synthesis, science process skills, and instructor-directed teaching. Using our refined survey of 24 items, we compared student and faculty perceptions of instructional practices both across courses and across instructors. In general, faculty and student perceptions were not significantly related. Although mean perceptions were often similar, faculty perceptions were more variable than those of students, suggesting that faculty may have more nuanced views than students. In addition, student perceptions of some instructional practices were influenced by their previous experience in laboratory courses and their self-efficacy. As student outcomes, such as learning gains, are ultimately most important, future research should examine the degree to which faculty and student perceptions of instructional practices predict student outcomes in different contexts. © 2016 C. W. Beck and L. S. Blumer. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

What if Reading is Easy but Unimportant? How Students' Patterns of Affirming and Undermining Motivation for Reading Information Texts Predict Different Reading Outcomes.

PubMed

Rosenzweig, Emily Q; Wigfield, Allan

2017-01-01

Many affirming and undermining motivational constructs affect students as they read information texts, but few researchers have explored how these motivations are patterned within students. In this study we used cluster analysis to classify middle school students (n = 1,134) based on their patterns of self-efficacy, perceived difficulty, value, and devalue for reading school information texts. We then compared how the patterns predicted students' language arts grades, science information text comprehension, and dedication to reading school information texts. We found and validated a four-cluster solution. One cluster included a pattern of high affirming and low undermining motivations, and another included low affirming and high undermining motivations. Students with these patterns earned the highest and lowest scores, respectively, on all outcomes. A third pattern showed high self-efficacy/low difficulty with low value/high devalue, and a fourth showed moderate levels of all four motivational constructs. Students with the high efficacy and devalue pattern showed high information text comprehension but relatively low dedication. Students with the moderate pattern showed high dedication but low initial information text comprehension. Students with these two patterns earned similar grades. We discuss the implications of our findings for motivation theories and for school instruction that involves information text reading.

The Role of Subjective Task Value in Service-Learning Engagement among Chinese College Students

PubMed Central

Li, Yulan; Guo, Fangfang; Yao, Meilin; Wang, Cong; Yan, Wenfan

2016-01-01

Most service-learning studies in higher education focused on its effects on students’ development. The dynamic processes and mechanisms of students’ development during service-learning, however, have not been explored thoroughly. Student engagement in service-learning may affect service-learning outcomes and be affected by subjective task value at the same time. The present study aimed to explore the effect of subjective task value on Chinese college student engagement during service-learning. Fifty-four Chinese college students participated in a 9-weeks service-learning program of interacting with children with special needs. Students’ engagement and subjective task value were assessed via self-report questionnaires and 433 weekly reflective journals. The results indicated that the cognitive, emotional and behavioral engagement of Chinese college students demonstrated different developmental trends during service-learning process. Subjective task value played an essential role in student engagement in service-learning activities. However, the role of subjective task value varied with different stages. Finally, the implications for implementing service-learning in Chinese education were discussed. PMID:27445919

Team-Based Learning in US Colleges and Schools of Pharmacy

PubMed Central

Copeland, Jeffrey; Franks, Andrea S.; Karimi, Reza; McCollum, Marianne; Riese, David J.; Lin, Anne Y.F.

2013-01-01

Objective. To characterize the use of team-based learning (TBL) in US colleges and schools of pharmacy, including factors that may affect implementation and perceptions of faculty members regarding the impact of TBL on educational outcomes. Methods. Respondents identified factors that inhibit or enable TBL use and its impact on student learning. Results were stratified by type of institution (public/private), class size, and TBL experience. Results. Sixty-nine of 100 faculty members (69%) representing 43 (86%) institutions responded. Major factors considered to enable TBL implementation included a single campus and student and administration buy-in. Inhibiting factors included distant campuses, faculty resistance, and lack of training. Compared with traditional lectures, TBL is perceived to enhance student engagement, improve students’ preparation for class, and promote achievement of course outcomes. In addition, TBL is perceived to be more effective than lectures at fostering learning in all 6 domains of Bloom’s Taxonomy. Conclusions. Despite potential implementation challenges, faculty members perceive that TBL improves student engagement and learning. PMID:23966718

School-Based Health Centers and Academic Success

ERIC Educational Resources Information Center

National Assembly on School-Based Health Care, 2012

2012-01-01

Poor academic outcomes and high dropout rates are major concerns of educators, policy makers, and parents alike--and poor health severely limits a child's motivation and ability to learn. Recent research confirms that "health disparities affect educational achievement". Improving students' health is integral to education reform.…

76 FR 8722 - Notice of Submission for OMB Review

Federal Register 2010, 2011, 2012, 2013, 2014

2011-02-15

... student outcomes, the American Institutes for Research proposes a two-phase research design, drawing on survey data to be collected from administrators at Carol M. White Physical Education Program (PEP... collection (raw data and survey). Affected Public: Not-for-profit institutions; State, Local, or Tribal...

Preliminary Investigation of the Sources of Self-Efficacy Among Teachers of Students with Autism

PubMed Central

Ruble, Lisa A.; Usher, Ellen L.; McGrew, John H.

2011-01-01

Teacher self-efficacy refers to the beliefs teachers hold regarding their capability to bring about desired instructional outcomes and may be helpful for understanding and addressing critical issues such as teacher attrition and teacher use of research-supported practices. Educating students with autism likely presents teachers with some of the most significant instructional challenges. The self-efficacy of 35 special education teachers of students with autism between the ages of 3 to 9 years was evaluated. Teachers completed rating scales that represented self-efficacy and aspects of the following 3 of Bandura’s 4 sources of self-efficacy: (1) sense of mastery, (2) social persuasions, and (3) physiological/affective states. Significant associations were observed between physiological/affective states and self-efficacy, but no associations were observed for the other sources. PMID:21691453

Exploring paraprofessional and classroom factors affecting teacher supervision.

PubMed

Irvin, Dwight W; Ingram, Paul; Huffman, Jonathan; Mason, Rose; Wills, Howard

2018-02-01

Paraprofessionals serve a primary role in supporting students with disabilities in the classroom, which necessitates teachers' supervision as a means to improve their practice. Yet, little is known regarding what factors affect teacher supervision. We sought to identify how paraprofessional competence and classroom type affected the levels of teacher direction. We administered an adapted version of the Paraprofessional Needs, Knowledge & Tasks Survey and the Survey for Teachers Supervising Paraprofessionals to teachers supervising paraprofessionals in elementary schools. Structural Equation Modeling was used to examine the link between paraprofessional competence and classroom factors affecting the level of teacher supervision. Our results indicated that when teachers perceived paraprofessionals as being more skilled, they provided more supervision, and when more supervision was provided the less they thought paraprofessionals should be doing their assigned tasks. Additionally, paraprofessionals working in classrooms with more students with mild disabilities received less supervision than paraprofessionals working in classrooms with more students with moderate-to-severe disabilities. Those paraprofessionals in classrooms serving mostly children with mild disabilities were also perceived as having lower levels of skill competence than those serving in classrooms with students with more moderate-to-severe disabilities. By understanding the factors that affect teacher supervision, policy and professional development opportunities can be refined/developed to better support both supervising teachers and paraprofessionals and, in turn, improve the outcomes of children with disabilities. Copyright © 2017 Elsevier Ltd. All rights reserved.

Academic and emotional functioning in middle school: the role of implicit theories.

PubMed

Romero, Carissa; Master, Allison; Paunesku, Dave; Dweck, Carol S; Gross, James J

2014-04-01

Adolescents face many academic and emotional challenges in middle school, but notable differences are evident in how well they adapt. What predicts adolescents' academic and emotional outcomes during this period? One important factor might be adolescents' implicit theories about whether intelligence and emotions can change. The current study examines how these theories affect academic and emotional outcomes. One hundred fifteen students completed surveys throughout middle school, and their grades and course selections were obtained from school records. Students who believed that intelligence could be developed earned higher grades and were more likely to move to advanced math courses over time. Students who believed that emotions could be controlled reported fewer depressive symptoms and, if they began middle school with lower well-being, were more likely to feel better over time. These findings illustrate the power of adolescents' implicit theories, suggesting exciting new pathways for intervention.

Changing self-reported physical activity using different types of affectively and cognitively framed health messages, in a student population.

PubMed

Morris, Benjamin; Lawton, Rebecca; McEachan, Rosemary; Hurling, Robert; Conner, Mark

2016-01-01

The present research focused upon the power of different messages to increase self-reported physical activity (PA). Five hundered and ninety six participants were randomised to one of five conditions that varied in the content of message: short-term affective, short-term cognitive, long-term affective, long-term cognitive and a no message control. PA was measured at baseline and follow-up (seven days later) was done using the Godin Leisure Time Exercise Questionnaire over the subsequent seven day period. The affective short-term message (ASM) was shown to be equally effective at increasing self-reported PA as a cognitive long-term message. Furthermore, when controlling for baseline activity levels, the ASM emerged as being the message that produced the highest levels of self-reported PA at follow-up. The findings point to the value of distinguishing between health messages in terms of the focus on affective and cognitive outcomes and the temporal nature of the outcomes (short-term or long-term).

Impulsivity-like Traits and Risky Driving Behaviors among College Students

PubMed Central

Murphy, Elaine M.; Doane, Ashley N.

2017-01-01

The present study examined the predictive effects of five impulsivity-like traits (Premeditation, Perseverance, Sensation Seeking, Negative Urgency, and Positive Urgency) on driving outcomes (driving errors, driving lapses, driving violations, cell phone driving, traffic citations, and traffic collisions). With a convenience sample of 266 college student drivers, we found that each of the impulsivity-like traits was related to multiple risky driving outcomes. Positive Urgency (tendency to act impulsively when experiencing negative affect) was the most robust predictor of risky driving outcomes. Positive Urgency is a relatively newly conceptualized impulsivity-like trait that was not examined in the driving literature previously, suggesting a strong need to further examine its role as a personality trait related to risky driving. These findings generally support the multidimensional assessment of impulsivity-like traits, and they specifically support the addition of Positive Urgency to a list of risk factors for risky driving behaviors. PMID:23428428

Impulsivity-like traits and risky driving behaviors among college students.

PubMed

Pearson, Matthew R; Murphy, Elaine M; Doane, Ashley N

2013-04-01

The present study examined the predictive effects of five impulsivity-like traits (Premeditation, Perseverance, Sensation Seeking, Negative Urgency, and Positive Urgency) on driving outcomes (driving errors, driving lapses, driving violations, cell phone driving, traffic citations, and traffic collisions). With a convenience sample of 266 college student drivers, we found that each of the impulsivity-like traits was related to multiple risky driving outcomes. Positive Urgency (tendency to act impulsively when experiencing negative affect) was the most robust predictor of risky driving outcomes. Positive Urgency is a relatively newly conceptualized impulsivity-like trait that was not examined in the driving literature previously, suggesting a strong need to further examine its role as a personality trait related to risky driving. These findings generally support the multidimensional assessment of impulsivity-like traits, and they specifically support the addition of Positive Urgency to a list of risk factors for risky driving behaviors. Copyright © 2013 Elsevier Ltd. All rights reserved.

The Many Faces of Affect: A Multilevel Model of Drinking Frequency/Quantity and Alcohol Dependence Symptoms Among Young Adults

PubMed Central

Simons, Jeffrey S.; Wills, Thomas A.; Neal, Dan J.

2016-01-01

This research tested a multilevel structural equation model of associations between 3 aspects of affective functioning (state affect, trait affect, and affective lability) and 3 alcohol outcomes (likelihood of drinking, quantity on drinking days, and dependence symptoms) in a sample of 263 college students. Participants provided 49 days of experience sampling data over 1.3 years in a longitudinal burst design. Within-person results: At the daily level, positive affect was directly associated with greater likelihood and quantity of alcohol consumption. Daily negative affect was directly associated with higher consumption on drinking days and with higher dependence symptoms. Between-person direct effects: Affect lability was associated with higher trait negative, but not positive, affect. Trait positive affect was inversely associated with the proportion of drinking days, whereas negative affectivity predicted a greater proportion of drinking days. Affect lability exhibited a direct association with dependence symptoms. Between-person indirect effects: Trait positive affect was associated with fewer dependence symptoms via proportion of drinking days. Trait negative affect was associated with greater dependence symptoms via proportion of drinking days. The results distinguish relations of positive and negative affect to likelihood versus amount of drinking and state versus trait drinking outcomes, and highlight the importance of affect variability for predicting alcohol dependence symptoms. PMID:24933278

Individual differences in the impact of vicarious racism: African American students react to the George Zimmerman trial.

PubMed

Mason, Tyler B; Maduro, Ralitsa S; Derlega, Valerian J; Hacker, Desi S; Winstead, Barbara A; Haywood, Jacqueline E

2017-04-01

This research focused on how race-based rejection sensitivity (RS-Race) and components of racial identity intensify negative psychological reactions to an incident of vicarious racism. We examined how these individual difference variables directly and/or indirectly predicted African American students' reactions to the trial of George Zimmerman in the killing of the African American teenager, Trayvon Martin. In Study 1, 471 African American students completed measures of RS-Race, thought intrusions about the Zimmerman trial, and outcome variables (negative affect about the Zimmerman trial and forgiveness for Mr. Zimmerman). In Study 2, 304 African American students completed measures of racial identity (centrality, private regard, and public regard), thought intrusions about the Zimmerman trial, negative affect, and forgiveness. In Study 1, higher RS-Race was either directly and/or indirectly (via thought intrusions) related to more negative affect and lower forgiveness. In Study 2, high racial centrality and low public regard either directly and/or indirectly (via thought intrusions) predicted more negative affect and lower forgiveness. RS-Race and specific components of racial identity are likely to sensitize African Americans to incidents of racism that happen to other African Americans, leading to negative psychological reactions when these events occur. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Evaluating the impact of geologic heritage on Earth science literacy: Adapting best practices from pedagogy and interpretation (Invited)

NASA Astrophysics Data System (ADS)

Semken, S. C.

2013-12-01

How might we authentically and practically evaluate the effects of a geologic heritage place or program on public Earth science literacy? This pedagogical form of evaluation is distinct from the evaluation of a place for its geological importance, heritage value, economic or cultural impact, and so on. Best evaluation practices from the realms of formal education, informal education, and interpretation start with a coherent set of evaluable learning outcomes, ideally recapitulated in one or more 'big ideas' that capture the essential attributes of the place or program. Learning outcomes may be classified as cognitive, affective, or psychomotor. Cognitive learning outcomes in a geoheritage context are the Earth-science concepts a visitor or student would be expected to uncover through on-site or virtual exploration of the stratigraphy, structure, landforms, and processes in a place. The Earth Science Literacy Principles (ESLP), and similar literacy documents relating to atmosphere, oceans, and climate; offer a template for mapping localized concepts onto more global ones. Quantitative instruments to evaluate understanding of the ESLP are in development, and the ESLP also map directly onto measures used in formal educational assessment, notably the Next Generation Science Standards in the USA. Nongeological place meanings (a component of sense of place) may suggest other cognitive outcomes. Affective learning outcomes for visitors and students in geoheritage sites are less readily defined, but may include place attachment (also a component of sense of place), attitudes, and interest. Multiple quantitative and qualitative methods of evaluating these outcomes exist. Psychomotor learning outcomes are even muddier, but accessibility (defined by statutes) offers a potential starting point. In practice, evaluation may be conducted synchronously or asynchronously with visitors' or students' interaction with the geoheritage place or program. Evaluation programs are typically constrained by access and practicality. Synchronous methods include observation, semi-structured interviews, rapid prototyping and surveys. Asynchronous methods include interviews, surveys, and tracking. Evaluation tools may require content or instrument validation for the specific context in which they are used. Illustrative examples from evaluation of public engagement with geoheritage places (National Parks) in the Southwest USA will be offered.

University students and mental health. Canada, Britain and Singapore.

PubMed

Gold, J H

1979-01-01

There are many crucial determinants of the individual outcome and benefit of a university education including the stressful interplay of cultural and socioeconomic factors which are of growing importance in the inflationary 1970's. An epidemiological study of university students from 1969-1972 in Canada, 1973-1974 in Britain, and 1975 in Singapore, attempted to identify stresses leading to mental ill-health in these students. Singapore was chosen as an example of a culture bridging the developed Northern and developing Southern nations of the world. Cultural differences affecting the results of the study are discussed as is the role of social change.

Reciprocal Effects between Adolescent Externalizing Problems and Measures of Achievement

ERIC Educational Resources Information Center

Zimmermann, Friederike; Schütte, Kerstin; Taskinen, Päivi; Köller, Olaf

2013-01-01

Student misbehavior is a pervasive problem and may seriously affect academic achievement. Previous research hints at different effects depending on whether achievement tests or achievement judgments are used as academic outcomes. Previous research also indicates that low achievement can conversely contribute to problem behavior and that low…

Reconstructing Economics in Light of the 2007-? Financial Crisis

ERIC Educational Resources Information Center

Friedman, Benjamin M.

2010-01-01

The lessons learned from the recent financial crisis should significantly reshape the economics profession's thinking, including, importantly, what we teach our students. Five such lessons are that we live in a monetary economy and therefore aggregate demand and policies that affect aggregate demand are determinants of real economic outcomes; that…

Developmental Education in North Carolina Community Colleges

ERIC Educational Resources Information Center

Clotfelter, Charles T.; Ladd, Helen F.; Muschkin, Clara; Vigdor, Jacob L.

2015-01-01

This article contributes to the empirical literature on remediation in community colleges by using policy variation across North Carolina's community colleges to examine how remediation affects various outcomes for traditional-age college students. We find that being required to take a remedial course (as we define it in this article) either in…

Coaching to Enhance Quality of Implementation in Prevention

ERIC Educational Resources Information Center

Dusenbury, Linda; Hansen, William B.; Jackson-Newsom, Julia; Pittman, Donna S.; Wilson, Cicely V.; Nelson-Simley, Kathleen; Ringwalt, Chris; Pankratz, Melinda; Giles, Steven M.

2010-01-01

Purpose: The purpose of this paper is to describe the topics covered by coaches assisting teachers implementing a research-based drug prevention program and explore how coaching affects student outcomes. Design/methodology/approach: The All Stars drug prevention curriculum is implemented by 16 urban teachers who received four coaching sessions.…

Automatic Plagiarism Detection with PAIRwise 2.0

ERIC Educational Resources Information Center

Knight, Allan; Almeroth, Kevin

2011-01-01

As part of the research carried out at the University of California, Santa Barbara's Center for Information Technology and Society (CITS), the Paper Authentication and Integrity Research (PAIR) project was launched. We began by investigating how one recent technology affected student learning outcomes. One aspect of this research was to study the…

A Process and Outcome Evaluation of an Affective Teacher Training Primary Prevention Program.

ERIC Educational Resources Information Center

Schaps, Eric; And Others

1984-01-01

Evaluated effective Classroom Management (ECM)-Elementary, an inservice course in which teachers (N=23) were taught communication, problem solving, and self-esteem enhancement techniques to encourage positive attitudes and eventually reduce student drug use. Results showed teachers regarded the training highly but treatment effects on students…

Exploring the Effectiveness of Blended Learning in Interior Design Education

ERIC Educational Resources Information Center

Afacan, Yasemin

2016-01-01

This study explores how blended learning can contribute to interior design students' learning outcomes, their engagement with non-studio courses and affect their learning achievements. Within the framework of the study, a blended learning experience was carried out in "IAED 342 Building Performance" module at Bilkent University, Turkey.…

Along for the Ride: Best Friends' Resources and Adolescents' College Completion

ERIC Educational Resources Information Center

Cherng, Hua-Yu Sebastian; Calarco, Jessica McCrory; Kao, Grace

2013-01-01

Research on social capital in education rarely considers how the resources students can access through their friendships affect educational outcomes later in life. Using the National Longitudinal Study of Adolescent Health, we explore how having resource-rich best friends impacts adolescents' college completion. We compare the influence of…

The Effects of Message Framing on College Students' Career Decision Making

ERIC Educational Resources Information Center

Tansley, Denny P.; Jome, LaRae M.; Haase, Richard F.; Martens, Matthew P.

2007-01-01

Social cognitive career theory posits that verbal persuasion can affect individuals' career self-efficacy, outcome expectations, goals and/or intentions, and behaviors. Prospect theory holds that negatively framed messages can have a powerful effect on people's cognitions related to adopting particular behaviors in situations of uncertainty.…

Adaptability: How Students' Responses to Uncertainty and Novelty Predict Their Academic and Non-Academic Outcomes

ERIC Educational Resources Information Center

Martin, Andrew J.; Nejad, Harry G.; Colmar, Susan; Liem, Gregory Arief D.

2013-01-01

Adaptability is defined as appropriate cognitive, behavioral, and/or affective adjustment in the face of uncertainty and novelty. Building on prior measurement work demonstrating the psychometric properties of an adaptability construct, the present study investigates dispositional predictors (personality, implicit theories) of adaptability, and…

The National Study of Charter Management Organization (CMO) Effectiveness. Report on Interim Findings

ERIC Educational Resources Information Center

Lake, Robin; Dusseault, Brianna; Bowen, Melissa; Demeritt, Allison; Hill, Paul

2010-01-01

The National Study of CMO (charter management organizations) Effectiveness is a national, longitudinal research effort designed to measure how nonprofit charter school management organizations (CMOs) affect student achievement, and to examine the internal structures, practices, and policy contexts that may influence these outcomes. The study began…

Student Outcomes of Eco-Restoration Service-Learning Experiences in Urban Woodlands

ERIC Educational Resources Information Center

Knackmuhs, Eric; Farmer, James; Reynolds, Heather L.

2017-01-01

Service learning with ecological restoration projects can positively affect participants' attitudes, behaviors, and learning, but little is known about the longevity of these effects. Furthermore, urban green spaces are an understudied, yet increasingly important, context for eco-restoration service learning. This study examined the persistence of…

Teacher Professional Development Strategies in Australian Government and Professional Associations Documents

ERIC Educational Resources Information Center

Kostina, Ludmyla

2015-01-01

Teacher in Australia is determined as an active participant of professional community with high level of collaboration, professional development coherent activities and collaborative learning practice. Thus, teacher quality is one of critical factors affecting student outcomes. The article touches upon the issue of the potential to improve…

Involvement in Extracurricular Activities: Identifying Differences in Perceptions of School Climate

ERIC Educational Resources Information Center

Martinez, Andrew; Coker, Crystal; McMahon, Susan D.; Cohen, Jonathan; Thapa, Amrit

2016-01-01

Many youth participate in extracurricular activities, and research has linked activity participation with school engagement and academic success. Social-ecological theory suggests that the social contexts of different types of extracurricular activities may differentially affect student outcomes. Yet, there is scant research examining the relation…

Effectiveness Information and Institutional Change: An Exploratory Analysis.

ERIC Educational Resources Information Center

Ewell, Peter T.

Factors that affect the implementation of information-based improvements in college instruction and decision-making are considered, based on a conceptual scheme for comparing information-based change efforts. Based on a student outcomes project, eight brief case studies of public colleges illustrate different patterns leading to successful use of…

Moral Disengagement in Science and Business Students: An Exploratory Study

ERIC Educational Resources Information Center

Cory, Suzanne N.

2015-01-01

Cases of unethical business practices and technical failures have been extensively reported. It seems that actions are often taken by individuals with little apparent concern for those affected by their negative outcomes, which can be described as moral disengagement. This study investigates levels of moral disengagement demonstrated by business…

Empowering Principals to Lead and Manage Public Schools Effectively in the 21st Century

ERIC Educational Resources Information Center

Mestry, Raj

2017-01-01

Globally, education systems have been affected by radical social, political and economic changes. Although school principals play a pivotal role in improving student learning and attaining educational outcomes, they work under strenuous conditions to deal with multifaceted transformational issues. Principals experience great difficulty in coping…

Parental Practices and Educational Achievement: Social Class, Race, and "Habitus"

ERIC Educational Resources Information Center

Bodovski, Katerina

2010-01-01

A large, nationally representative database of American elementary school students was used to quantitatively assess the complex ways in which race intersects with social class, affecting parenting strategies that in turn produce various educational outcomes among children. The determinants and consequences of parental practices associated with…

Relaxation Training: Its Usefulness in the Middle School Curriculum.

ERIC Educational Resources Information Center

Matthews, Doris B.

A study examined multiple outcomes of relaxation training simultaneously in seventh grade classrooms. "Project Relaxation" measured cognitive (achievement) and affective (discipline, attendance, tardiness, and self-concept) changes with a program of relaxation training for 532 seventh grade students in 10 private and public middle schools in South…

A Model of Economics Learning in the High Schools.

ERIC Educational Resources Information Center

Walstad, William B.; Soper, John C.

1982-01-01

Reports the results of a study that evaluated the impact of the Developmental Economic Education Project (DEEP) and the International Paper Company (IPCF) awards program for teaching economics on high school student cognitive and affective outcomes. A description of the theoretical model used for the analysis is included. (AM)

How Individual Differences Interact with Task Demands in Text Processing

ERIC Educational Resources Information Center

Wang, Zuowei; Sabatini, John; O'Reilly, Tenaha; Feng, Gary

2017-01-01

Reading is affected by both situational requirements and one's cognitive skills. The current study investigated how individual differences interacted with task requirements to determine reading behavior and outcome. We recorded the eye movements of college students, who differed in reading efficiency, while they completed a multiple-choice (MC)…

Generating Effective Facilitation Questions for Team-Building/Personal-Challenge Activities

ERIC Educational Resources Information Center

Gabbei, Ritchie

2004-01-01

Team-building/personal-challenge (TB/PC) activities have become popular ways to address students' interpersonal and intrapersonal skills and abilities associated with the affective domain. The outcomes associated with TB/PC activities are often best experienced and learned through the use of indirect methods of instruction. Typically, many…

Assisting Students with a Traumatic Brain Injury in School Interventions

ERIC Educational Resources Information Center

Aldrich, Erin M.; Obrzut, John E.

2012-01-01

Traumatic brain injury (TBI) in children and adolescents can significantly affect their lives and educational needs. Deficits are often exhibited in areas such as attention, concentration, memory, executive function, emotional regulation, and behavioral functioning, but specific outcomes are not particular to any one child or adolescent with a…

Daily affective experiences predict objective sleep outcomes among adolescents.

PubMed

Tavernier, Royette; Choo, Sungsub B; Grant, Kathryn; Adam, Emma K

2016-02-01

Adolescence is a sensitive period for changes in both sleep and affect. Although past research has assessed the association between affect and sleep among adolescents, few studies have examined both trait (typical) and day-to-day changes in affect, and fewer still have specifically examined negative social evaluative emotions (e.g. embarrassment) in relation to sleep. Both between- and within-person variations in daily affect were examined in relation to four objectively-measured sleep outcomes (sleep hours; sleep latency; sleep efficiency; and length of wake bouts) among adolescents. Participants (N = 77 high-school students; 42.9% female; M = 14.37 years) wore an actiwatch and completed daily-diaries for 3 days. The results of hierarchical linear models (controlling for age, gender, race, ethnicity, parental employment status, income, puberty and caffeine) indicated that negative social evaluative emotions and high-arousal affective experiences generally predicted poor sleep outcomes, whereas low-arousal affective experiences were associated with good sleep outcomes. Specifically, at the person level, adolescents reporting higher negative social evaluative emotions had shorter average sleep hours, and those experiencing higher anxiety–nervousness had longer wake bouts. In addition, individuals experiencing more dysphoria (sad, depressed, lonely) had longer average sleep hours and shorter wake bouts, while those experiencing more calmness had shorter sleep latencies. At the within-person level, individuals had longer sleep latencies following days that they had experienced high-arousal positive affect (e.g. excitement), and had longer wake bouts following days they had experienced more negative social evaluative emotions. The results highlight the detrimental effects of negative social evaluative emotions and high-arousal affective states for adolescent sleep. © 2015 The Authors. Journal of Sleep Research published by John Wiley & Sons Ltd on behalf of European Sleep Research Society.

The Effect of Awareness of American Board of Orthodontics Criteria on Treatment Outcomes in a Postgraduate Dental Clinic.

PubMed

Yilmaz, Rahime Burcu Nur; Nalbantgil, Didem; Ozdemir, Fulya

2016-09-01

The aims of this study were to evaluate the posttreatment outcomes in a postgraduate orthodontic clinic following a course on American Board of Orthodontics Cast and Radiograph Evaluation (ABO-CRE); to compare the outcomes of postgraduate students who took the course before and after finishing treatment of their cases; and to assess if the need for orthodontic treatment as determined by the Index of Orthodontic Treatment Need (IOTN) at the beginning of treatment affected students' final scores. A course on ABO-CRE was given to second- (group A), third- (group B), and fourth- (group C) year postgraduate students at Yeditepe University, Istanbul, Turkey, in 2012. Pre- and posttreatment plaster models of 253 cases (group A) were treated by students in 2011-12. An additional 251 (group B, 2012-13) and 341 (group C, 2013-14) cases were evaluated in the first and second years after the course, respectively. The models were graded retrospectively using the ABO-CRE and IOTN. The results showed that the total mean scores on the posttreatment plaster models were significantly higher in the pre-course group than the first- and second-year post-course group (p<0.05 and p<0.01, respectively). The borderline cases (grade 3) received a lower score on the ABO-CRE than the cases with need (grade 4) (p<0.01) and severe need (grade 5) (p<0.01) for orthodontic treatment. Increasing awareness by giving information about the ABO-CRE significantly improved the posttreatment success of these postgraduate students. After the course, treatment outcomes in the following year were better than two years later, suggesting it may be useful to teach the course annually to refresh students' knowledge.

Relations between third grade teachers' depressive symptoms and their feedback to students, with implications for student mathematics achievement.

PubMed

McLean, Leigh; Connor, Carol McDonald

2018-06-01

Recent studies have observed connections among teachers' depressive symptoms and student outcomes; however, the specific mechanisms through which teachers' mental health characteristics operate in the classroom remain largely unknown. The present study used student-level observation methods to examine the relations between third-grade teachers' (N = 32) depressive symptoms and their academic feedback to students (N = 310) and sought to make inferences about how these factors might influence students' mathematics achievement. A novel observational tool, the Teacher Feedback Coding System-Academic (TFCS-A), was used that assesses feedback across 2 dimensions-teacher affect and instructional strategy, which have been shown to be important to student learning. Multilevel exploratory factor analysis of TFCS-A data suggested 2 primary factors: positive feedback and neutral/negative feedback. Hierarchical linear modeling revealed that positive feedback was related to higher math achievement among students who began the year with weaker math skills and that teachers who reported more depressive symptoms less frequently provided this positive feedback. Results offer new information about a type of instruction that may be affected by teachers' depressive symptoms and inform efforts aimed at improving teachers' instructional interactions with students. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Perceptions versus Realities: Exploring Needs and Science Learning Outcomes In the Mississippi Delta

NASA Astrophysics Data System (ADS)

Fitts, Lacey S.

The Mississippi Delta (MS Delta) is a high-poverty region in northwestern Mississippi located between the Mississippi and Yazoo rivers. The Delta is home to sixteen rural counties with over seventy failing or underperforming schools. Many of these schools lack the resources necessary to ensure adequate opportunities for all students. Learning outcomes for the state are among the lowest in the nation, and scores in the rural Delta are far below the state average. Graduating seniors take the ACT college entrance exam, with about 10% of Mississippi seniors scoring as "college-ready" in science. The region has a critical shortage of science teachers, and many schools do not offer advanced science courses. This study assessed teachers' needs, identified key characteristics of the secondary science programs in which they teach, and sought to understand conditions affecting science learning outcomes. An inventory of science teachers' needs was administered to teachers in the region. The greatest needs were material resources, high quality training, and strategies for improving poor reading and problem-solving skills of students. Of the factors examined, the percentage of students receiving free lunch had the strongest correlation with science learning outcomes in the school, higher than access to resources, number of science courses offered, and level of self-reported teacher need. A three-tiered approach to improving science learning outcomes has been developed, emphasizing community relationships, targeted professional development, and relevant science curriculum.

Determinants and outcomes of motivation in health professions education: a systematic review based on self-determination theory.

PubMed

Orsini, Cesar; Binnie, Vivian I; Wilson, Sarah L

2016-01-01

This study aimed at conducting a systematic review in health professions education of determinants, mediators and outcomes of students' motivation to engage in academic activities based on the self-determination theory's perspective. A search was conducted across databases (MEDLINE, CINHAL, EMBASE, PsycINFO, and ERIC databases), hand-search of relevant journals, grey literature, and published research profile of key authors. Quantitative and qualitative studies were included if they reported research in health professions education focused on determinants, mediators, and/or outcomes of motivation from the self-determination and if meeting the quality criteria. A total of 17 studies met the inclusion and quality criteria. Articles retrieved came from diverse locations and mainly from medical education and to a lesser extent from psychology and dental education. Intrapersonal (gender and personality traits) and interpersonal determinants (academic conditions and lifestyle, qualitative method of selection, feedback, and an autonomy supportive learning climate) have been reported to have a positive influence on students' motivation to engage in academic activities. No studies were found that tested mediation effects between determinants and students' motivation. In turn, students' self-determined motivation has been found to be positively associated with different cognitive, affective, and behavioural outcomes. This study has found that generally, motivation could be enhanced by changes in the educational environment and by an early detection of students' characteristics. Doing so may support future health practitioners' self-determined motivation and positively influence how they process information and their emotions and how they approach their learning activities.

Creating a Learning Continuum: A Critical Look at the Intersection of Prior Knowledge, Outdoor Education, and Next Generation Science Standards Disciplinary Core Ideas and Practices

NASA Astrophysics Data System (ADS)

Schlobohm, Trisha Leigh

Outdoor School is a cherished educational tradition in the Portland, OR region. This program's success is attributed to its presumed ability to positively impact affective and cognitive student outcomes. Residential programs such as Outdoor School are considered to be an important supplement to the classroom model of learning because they offer an authentic, contextually rich learning environment. References to relevant literature support the idea that student gains in affective and cognitive domains occur as a result of the multi-sensory, enjoyable, hands-on nature of outdoor learning. The sample population for this study was 115 sixth graders from a demographically diverse Portland, OR school district. This study used an instrument developed by the Common Measures System that was administered to students as part of Outdoor School's professional and program development project. The affective student outcome data measured by the Common Measures instrument was complemented by a formative assessment probe ascertaining prior knowledge of the definition of plants and field notes detailing Field Study instructor lesson content. This first part of this study examined the changes that take place in students' attitudes toward science as a result of attending Outdoor School. The second part took a look at how Outdoor School instruction in the Plants field study aligned with NGSS MS-LS Disciplinary Core Ideas and Practices. The third section of the study compared how Outdoor School instruction in the Plants Field Study and students' prior knowledge of what defines a plant aligned with NGSS MS-LS DCIs. The intent of the research was to arrive at a more nuanced understanding of how students' attitudes toward science are influenced by participating in an outdoor education program and contribute to the development of a continuum between classroom and outdoor school learning using Next Generation Science Standards Disciplinary Core Ideas and Practices as a framework. Results of this study were intended to inform outdoor education program development, add to the existing body of research, and inform future research projects.

A word-count approach to analyze linguistic patterns in the reflective writings of medical students.

PubMed

Lin, Chi-Wei; Lin, Meei-Ju; Wen, Chin-Chen; Chu, Shao-Yin

2016-01-01

Teaching reflection and administering reflective writing assignments to students are widely practiced and discussed in medical education and health professional education. However, little is known about how medical students use language to construct their narratives. Exploring students' linguistic patterns in their reflective writings can facilitate understanding the scope and facets of their reflections and their representational or communication approaches to share their experiences. Moreover, research findings regarding gender differences in language use are inconsistent. Therefore, we attempted to examine how females and males differ in their use of words in reflective writing within our research circumstance to detect the unique and gender-specific approaches to learning and their applications. We analyzed the linguistic profiles of psychological process categories in the reflective writings of medical students and examined the difference in word usage between male and female medical students. During the first year of a clinical rotation, 60 fifth-year medical students wrote reflective narratives regarding pediatric patients and the psychosocial challenges faced by the patients and their family members. The narratives were analyzed using the Chinese version of Linguistic Inquiry and Word Count (CLIWC), a text analysis software program. Multivariate procedures were applied for statistical analysis. Cognitive words were most pervasive, averaging 22.16%, whereas perceptual words (2.86%) were least pervasive. Female students used more words related to positive emotions and sadness than did male students. The male students exceeded the female students only in the space category. The major limitation of this study is that CLIWC cannot directly acquire contextual text meanings; therefore, depending on the research topic, further qualitative study of the given texts might be necessary. To enhance students' empathy toward the psychosocial issues faced by patients and their family members, students should be encouraged to explore the domain of psychological processes by identifying and expressing their affective and perceptual experiences. Researchers in future studies should use outcome measures such as self-awareness or empathy to determine the overall effectiveness of reflective writing and how changes in linguistic patterns affect such outcomes.

A word-count approach to analyze linguistic patterns in the reflective writings of medical students.

PubMed

Lin, Chi-Wei; Lin, Meei-Ju; Wen, Chin-Chen; Chu, Shao-Yin

2016-01-01

Background Teaching reflection and administering reflective writing assignments to students are widely practiced and discussed in medical education and health professional education. However, little is known about how medical students use language to construct their narratives. Exploring students' linguistic patterns in their reflective writings can facilitate understanding the scope and facets of their reflections and their representational or communication approaches to share their experiences. Moreover, research findings regarding gender differences in language use are inconsistent. Therefore, we attempted to examine how females and males differ in their use of words in reflective writing within our research circumstance to detect the unique and gender-specific approaches to learning and their applications. Methods We analyzed the linguistic profiles of psychological process categories in the reflective writings of medical students and examined the difference in word usage between male and female medical students. During the first year of a clinical rotation, 60 fifth-year medical students wrote reflective narratives regarding pediatric patients and the psychosocial challenges faced by the patients and their family members. The narratives were analyzed using the Chinese version of Linguistic Inquiry and Word Count (CLIWC), a text analysis software program. Multivariate procedures were applied for statistical analysis. Results Cognitive words were most pervasive, averaging 22.16%, whereas perceptual words (2.86%) were least pervasive. Female students used more words related to positive emotions and sadness than did male students. The male students exceeded the female students only in the space category. The major limitation of this study is that CLIWC cannot directly acquire contextual text meanings; therefore, depending on the research topic, further qualitative study of the given texts might be necessary. Conclusions To enhance students' empathy toward the psychosocial issues faced by patients and their family members, students should be encouraged to explore the domain of psychological processes by identifying and expressing their affective and perceptual experiences. Researchers in future studies should use outcome measures such as self-awareness or empathy to determine the overall effectiveness of reflective writing and how changes in linguistic patterns affect such outcomes.

Student Evaluations, Outcomes, and National Licensure Examinations in Radiology Education: A Narrative Review of the Literature

PubMed Central

Linaker, Kathleen L.

2015-01-01

Objective The purpose of this study was to examine literature on radiological student evaluation and outcome assessments including national board examinations. Methods A review of the literature was performed using relevant key words. Articles were retrieved through December 2012 using PubMed, ScienceDirect, ERIC, Proquest, and ICL databases along with a manual review of references. Results Of the 4716 unique abstracts reviewed by the author, 54 were found to be relevant to the purpose of this study. Student grade point average correlates with board scores in the nursing, chiropractic, and medical professions. Scores on the chiropractic college admission test and undergraduate grade point average correlate with success in professional college. There is a correlation between board scores and college attended. Board preparation programs do not appear to affect board examination scores. Conclusion Although evaluations can be effective teaching tools, they are not used by many radiology programs. Some programs have inadequate evaluations and do not allow students to review their evaluations. There are no definitive links between mastery of radiology and specific evaluations, outcomes, or pre-professional/clinical grades. Studies suggest that board examination scores reflect long-term mastery of knowledge rather than short-term memorization of facts. PMID:26770174

What if Reading is Easy but Unimportant? How Students’ Patterns of Affirming and Undermining Motivation for Reading Information Texts Predict Different Reading Outcomes

PubMed Central

Rosenzweig, Emily Q.; Wigfield, Allan

2016-01-01

Many affirming and undermining motivational constructs affect students as they read information texts, but few researchers have explored how these motivations are patterned within students. In this study we used cluster analysis to classify middle school students (n = 1,134) based on their patterns of self-efficacy, perceived difficulty, value, and devalue for reading school information texts. We then compared how the patterns predicted students’ language arts grades, science information text comprehension, and dedication to reading school information texts. We found and validated a four-cluster solution. One cluster included a pattern of high affirming and low undermining motivations, and another included low affirming and high undermining motivations. Students with these patterns earned the highest and lowest scores, respectively, on all outcomes. A third pattern showed high self-efficacy/low difficulty with low value/high devalue, and a fourth showed moderate levels of all four motivational constructs. Students with the high efficacy and devalue pattern showed high information text comprehension but relatively low dedication. Students with the moderate pattern showed high dedication but low initial information text comprehension. Students with these two patterns earned similar grades. We discuss the implications of our findings for motivation theories and for school instruction that involves information text reading. PMID:28496289

How and what do medical students learn in clerkships? Experience based learning (ExBL).

PubMed

Dornan, Tim; Tan, Naomi; Boshuizen, Henny; Gick, Rachel; Isba, Rachel; Mann, Karen; Scherpbier, Albert; Spencer, John; Timmins, Elizabeth

2014-12-01

Clerkship education has been called a 'black box' because so little is known about what, how, and under which conditions students learn. Our aim was to develop a blueprint for education in ambulatory and inpatient settings, and in single encounters, traditional rotations, or longitudinal experiences. We identified 548 causal links between conditions, processes, and outcomes of clerkship education in 168 empirical papers published over 7 years and synthesised a theory of how students learn. They do so when they are given affective, pedagogic, and organisational support. Affective support comes from doctors' and many other health workers' interactions with students. Pedagogic support comes from informal interactions and modelling as well as doctors' teaching, supervision, and precepting. Organisational support comes from every tier of a curriculum. Core learning processes of observing, rehearsing, and contributing to authentic clinical activities take place within triadic relationships between students, patients, and practitioners. The phrase 'supported participation in practice' best describes the educational process. Much of the learning that results is too tacit, complex, contextualised, and individual to be defined as a set of competencies. We conclude that clerkship education takes place within relationships between students, patients, and doctors, supported by informal, individual, contextualised, and affective elements of the learned curriculum, alongside formal, standardised elements of the taught and assessed curriculum. This research provides a blueprint for designing and evaluating clerkship curricula as well as helping patients, students, and practitioners collaborate in educating tomorrow's doctors.

Impact of Student vs Faculty Facilitators on Motivational Interviewing Student Outcomes.

PubMed

Widder-Prewett, Rebecca; Draime, Juanita A; Cameron, Ginger; Anderson, Douglas; Pinkerton, Mark; Chen, Aleda M H

2017-08-01

Objective. To determine the impact of student or faculty facilitation on student self-assessed attitudes, confidence, and competence in motivational interviewing (MI) skills; actual competence; and evaluation of facilitator performance. Methods. Second-year pharmacy (P2) students were randomly assigned to a student or faculty facilitator for a four-hour, small-group practice of MI skills. MI skills were assessed in a simulated patient encounter with the mMITI (modified Motivational Interviewing Treatment Integrity) tool. Students completed a pre-post, 6-point, Likert-type assessment addressing the research objectives. Differences were assessed using a Mann-Whitney U test. Results. Student (N=44) post-test attitudes, confidence, perceived or actual competence, and evaluations of facilitator performance were not different for faculty- and student-facilitated groups. Conclusion. Using pharmacy students as small-group facilitators did not affect student performance and were viewed as equally favorable. Using pharmacy students as facilitators can lessen faculty workload and provide an outlet for students to develop communication and facilitation skills that will be needed in future practice.

Systematic review of reviews of observational studies of school-level effects on sexual health, violence and substance use.

PubMed

Shackleton, Nichola; Jamal, Farah; Viner, Russell; Dickson, Kelly; Hinds, Kate; Patton, George; Bonell, Chris

2016-05-01

For three decades there have been reports that the quality of schools affects student health. The literature is diverse and reviews have addressed different aspects of how the school environment may affect health. This paper is the first to synthesise this evidence using a review of reviews focusing on substance-use, violence and sexual-health. Twelve databases were searched. Eleven included reviews were quality-assessed and synthesised narratively. There is strong evidence that schools' success in engaging students is associated with reduced substance use. There is little evidence that tobacco-control policies and school sexual-health clinics on their own are associated with better outcomes. Copyright © 2016. Published by Elsevier Ltd.

Trait-based Affective Processes in Alcohol-Involved Risk Behaviors

PubMed Central

Wray, Tyler B.; Simons, Jeffrey S.; Dvorak, Robert D.; Gaher, Raluca M.

2012-01-01

This study tested a theoretical model of alcohol use, markers of extreme intoxication, and risk behavior as a function of trait affect, distress tolerance, and affect-based behavior dysregulation. Positive affective pathways to risk behavior were primarily expected to be indirect via high levels of alcohol use, while negative affect paths were expected to be more directly associated with engagement in risk behavior. In addition, we expected trait affectivity and distress tolerance would primarily exhibit relationships with alcohol use and problems through behavioral dysregulation occurring during extreme affective states. To evaluate these hypotheses, we tested a SEM with three alcohol–related outcomes: “Typical” alcohol use, “blackout” drinking,” and risk behavior. Results were complex, but generally supported the hypotheses. High trait negative affect and low tolerance for affective distress contribute to difficulty controlling behavior when negatively aroused and this is directly associated with increased risk behavior when drinking. In contrast, associations between positive urgency and risk behaviors are indirect via increased alcohol consumption. Positive affectivity exhibited both inverse and positive effects in the model, with the net effect on alcohol outcomes being insignificant. These findings contribute important information about the distinct pathways between affect, alcohol use, and alcohol-involved risk behavior among college students. PMID:22770825

Differences in Perceptions of Child Sexual Abuse Based on Perpetrator Age and Respondent Gender

ERIC Educational Resources Information Center

Giglio, Jessie J.; Wolfteich, Paula M.; Gabrenya, William K.; Sohn, Mary L.

2011-01-01

Child sexual abuse changes the lives of countless children. Child sexual abuse victims experience short and long term negative outcomes that affect their daily functioning. In this study, undergraduate students' perceptions of CSA were obtained using vignettes with an adult or child perpetrator and a general questionnaire. Results indicated…

Does Curriculum Practical Training Affect Engineers' Workplace Outcomes? Evidence from an Engineer Survey in China

ERIC Educational Resources Information Center

Li, Jing; Zhang, Yu; Tsang, Mun; Li, Manli

2015-01-01

With the increasing attention to STEM (Science, Technology, Engineering, and Math), hands-on Curriculum Practical Training (CPT) has been expanding rapidly worldwide as a requirement of the undergraduate engineering education. In China, a typical CPT for undergraduate engineering students requires several weeks of hands-on training in the…

Arguing Collaboratively: Argumentative Discourse Types and Their Potential for Knowledge Building

ERIC Educational Resources Information Center

Felton, Mark; Garcia-Mila, Merce; Villarroel, Constanza; Gilabert, Sandra

2015-01-01

Background: There is growing interest in using argumentative discourse in educational settings. However, in a previous study, we found that discourse goals (persuasion vs. consensus) while arguing can affect student outcomes in both content learning and reasoning. Aims: In this study, we look at argumentative discourse data from a previous study…

The Relationship between Subject Matter Knowledge and Teaching Effectiveness of Undergraduate Chemistry Peer Facilitators

ERIC Educational Resources Information Center

Boothe, J. R.; Barnard, R. A.; Peterson, L. J.; Coppola, B. P.

2018-01-01

Use of peer instruction and facilitation has surged in undergraduate education at large colleges and universities in recent years. Studies on peer instruction have been directed primarily at student learning gains and affective outcomes among the facilitators. For peer instructors, the relationship between their teaching effectiveness and their…

When Do First-Movers Have an Advantage? A Stackelberg Classroom Experiment

ERIC Educational Resources Information Center

Rebelein, Robert; Turkay, Evsen

2016-01-01

The timing of moves can dramatically affect firm profits and market outcomes. When firms choose output quantities, there is a first-mover advantage, and when firms choose prices, there is a second-mover advantage. Students often find it difficult to understand the differences between these two situations. This classroom experiment simulates each…

Revisit the Effect of Teaching and Learning with Technology

ERIC Educational Resources Information Center

Lee, Yuan-Hsuan; Waxman, Hersh; Wu, Jiun-Yu; Michko, Georgette; Lin, Grace

2013-01-01

We re-examined the effect of teaching and learning with technology on student cognitive and affective outcomes using the meta-analytic technique. Screening studies obtained from an electric search of databases such as PsyInfo and ERIC resulted in 58 studies (1997-2011). Overall, effect sizes were small to moderate across the cognitive and…

Comparison of Physical Therapy Anatomy Performance and Anxiety Scores in Timed and Untimed Practical Tests

ERIC Educational Resources Information Center

Schwartz, Sarah M.; Evans, Cathy; Agur, Anne M.R.

2015-01-01

Students in health care professional programs face many stressful tests that determine successful completion of their program. Test anxiety during these high stakes examinations can affect working memory and lead to poor outcomes. Methods of decreasing test anxiety include lengthening the time available to complete examinations or evaluating…

Affective Outcomes of Schooling: Full-Information Item Factor Analysis of a Student Questionnaire.

ERIC Educational Resources Information Center

Muraki, Eiji; Engelhard, George, Jr.

Recent developments in dichotomous factor analysis based on multidimensional item response models (Bock and Aitkin, 1981; Muthen, 1978) provide an effective method for exploring the dimensionality of questionnaire items. Implemented in the TESTFACT program, this "full information" item factor analysis accounts not only for the pairwise joint…

Prevalence and Impact of Cyberbullying in a Sample of Indonesian Junior High School Students

ERIC Educational Resources Information Center

Safaria, Triantoro

2016-01-01

In recent years cyberbullying has become widespread throughout junior high schools around the world, resulting in high numbers of adolescents affected by cybervictimization. Cybervictimization is associated with negative psychological health outcomes. The objective of the present study was to examine the impact and prevalence of cybervictimization…

When Are Mastery Goals More Adaptive? It Depends on Experiences of Autonomy Support and Autonomy

ERIC Educational Resources Information Center

Benita, Moti; Roth, Guy; Deci, Edward L.

2014-01-01

Mastery goals are generally considered the most adaptive achievement goals. In 2 studies, we tested whether, in line with self-determination theory, participants' experiences of autonomy support and autonomy would affect the relations between mastery goals and psychological outcomes. In Study 1 (an experiment), 117 college students, randomly…

Feasible Interventions: Bridging the Gap between Co-Teachers

ERIC Educational Resources Information Center

Jarvis, Michael A.

2014-01-01

The purpose of this case study was to gain a deeper understanding of the perceptions of the feasibility of employing the five models of co-teaching (Friend & Cook, 1995) through the co-teachers' experience and how this affected both the relationship between co-teachers and student outcomes. This research addressed a literature gap not…

Relationship of Class-Size to Classroom Processes, Teacher Satisfaction and Pupil Affect: A Meta-Analysis.

ERIC Educational Resources Information Center

Smith, Mary Lee; Glass, Gene V.

Using data from previously completed research, the authors of this report attempted to examine the relationship between class size and measures of outcomes such as student attitudes and behavior, classroom processes and learning environment, and teacher satisfaction. The authors report that statistical integration of the existing research…

Affective and Motivational Outcomes of Working in Collaborative Groups

ERIC Educational Resources Information Center

Boekaerts, Monique; Minnaert, Alexander

2006-01-01

The Quality of Working in Groups Instrument (QWIGI) was used in this research to measure students' fluctuating psychological need states as well as their situational interest online. Based on previous research with the QWIGI, it was predicted that the variance in university sophomores' situational interest in each of the five different topics of…

Is the Feeling Mutual? Examining Parent-Teacher Relationships in Low-Income, Predominantly Latino Schools

ERIC Educational Resources Information Center

Miller, Hannah; Robinson, Michelle; Valentine, Jessa Lewis; Fish, Rachel

2016-01-01

Strong parent-teacher relationships are critical to students' academic success. Mismatches in parents' and teachers' perceptions of each other may negatively affect children's outcomes. Using survey data collected from parents and teachers in 52 low-income, predominantly Latino schools, we explore subgroup variation in parents' and teachers'…

Creating Connectedness through Being Known: Fulfilling the Need to Belong in U.S. High Schools

ERIC Educational Resources Information Center

Chhuon, Vichet; Wallace, Tanner LeBaron

2014-01-01

A multidisciplinary body of literature has established that students' affective relationships with teachers are associated with important academic and developmental outcomes. In this article, we explored late adolescents' active interpretations of what we call "being known" in high school. Distinct from a generalized perception of the…

Supporting Beginning Rural Teachers: Lessons from Successful Schools

ERIC Educational Resources Information Center

White, Simone; Lock, Graeme; Hastings, Wendy; Reid, Jo-Anne; Green, Bill; Cooper, Maxine

2009-01-01

Across Australia and internationally, the vexed problem of staffing rural school remains a major issue affecting the educational outcomes of many rural students and their families. TERRAnova, (New Ground in Teacher Education for Rural and Regional Australia), is the name of a large Australian Research Council funded (2008-2010) project involving:…

Defining Business Communication Using the Movie "The Insider" as Mediator of Students' Thought Processes.

ERIC Educational Resources Information Center

Rodriguez-Talavera, Leticia

Business communication is different from other domains in that its contextual meaning requires previous metacognitive mediation of signs. The communicative process in business is aimed at accomplishing a specific outcome. Various forms of meaning come into play in business communication such as denotative, connotative, stylistic, affective,…

Impact of a Sustained Cooperative Learning Intervention on Student Motivation

ERIC Educational Resources Information Center

Fernandez-Rio, Javier; Sanz, Naira; Fernandez-Cando, Judith; Santos, Luis

2017-01-01

Background: Cooperative Learning has been recently defined as a true pedagogical model. Moreover, in a recent review Casey and Goodyear reported that it can help physical education promote the four basic learning outcomes: physical, cognitive, social and affective. Purpose: The main goal was to investigate the impact of a sustained Cooperative…

A Meta-Analysis of the Effectiveness of Alternative Assessment Techniques

ERIC Educational Resources Information Center

Gozuyesil, Eda; Tanriseven, Isil

2017-01-01

Purpose: Recent trends have encouraged the use of alternative assessment tools in class in line with the recommendations made by the updated curricula. It is of great importance to understand how alternative assessment affects students' academic outcomes and which techniques are most effective in which contexts. This study aims to examine the…

Understanding the Advising Learning Process Using Learning Taxonomies

ERIC Educational Resources Information Center

Muehleck, Jeanette K.; Smith, Cathleen L.; Allen, Janine M.

2014-01-01

To better understand the learning that transpires in advising, we used Anderson et al.'s (2001) revision of Bloom's (1956) taxonomy and Krathwohl, Bloom, and Masia's (1964) affective taxonomy to analyze eight student-reported advising outcomes from Smith and Allen (2014). Using the cognitive processes and knowledge domains of Anderson et al.'s…

The Million Dollar Difference and 21st Century Teaching Skills Project

ERIC Educational Resources Information Center

Moon, Debi; Moolenaar-Wirsiy, Pamela

2008-01-01

With a limited budget, but a critical need to develop 21st century marketplace skills, Georgia Perimeter College (GPC) developed the Million Dollar Difference Campaign. Focusing on how quality instruction affects retention and student outcomes, GPC re-energized a 1000-faculty workforce in one year through a series of innovative teaching…

Individual Differences and Acquiring Computer Literacy: Are Women More Efficient Than Men?

ERIC Educational Resources Information Center

Gattiker, Urs E.

The training of computer users is becoming increasingly important to all industrialized nations. This study examined how individual differences (e.g. ability and gender) may affect learning outcomes when acquiring computer skills. Subjects (N=347) were college students who took a computer literacy course from a college of business administration…

Noninstructional Spending Improves Noncognitive Outcomes: Discontinuity Evidence from a Unique Elementary School Counselor Financing System

ERIC Educational Resources Information Center

Reback, Randall

2010-01-01

Children's noncognitive skills, mental health, and behavior are important predictors of future earnings and educational attainment. Their behavior in the classroom also affects their peers' behavior and achievement. There is limited prior evidence, however, concerning the impact of school resources on student behavior. Some elementary schools…

The Effect of Journey around the World Curriculum on Prosocial Behavior in Elementary School Children: A Pilot Study

ERIC Educational Resources Information Center

Cha, Jae Seung

2017-01-01

This small-scale pilot study explored the effectiveness of proposed research instruments in measuring the outcomes of the prosocial and global education curriculum, "Journey Around the World" ("JAWD"), regarding attitudes toward school, affective language, prosocial motivation and behavior of second-grade school students.…

Not just robo-students: why full engagement matters and how schools can promote it.

PubMed

Conner, Jerusha O; Pope, Denise C

2013-09-01

Research has long linked academic engagement to positive social, psychological, and physical developmental outcomes; however, qualitative studies in high-performing schools find that some students who work hard in school may be compromising their mental and physical health in the pursuit of top grades. Such research calls for closer and more contextualized examinations of the concept of engagement. This study examines academic engagement in a sample of 6,294 students (54 % female; 44 % White, 34 % Asian, and 22 % other racial or ethnic background) attending 15 high-achieving schools. Findings show that two-thirds of students at these schools are not regularly "fully engaged" in their academic schoolwork; that is, they do not regularly report high levels of affective, behavioral and cognitive engagement. Although most students report working hard, few enjoy their schoolwork and find it valuable. This lack of full engagement, particularly the absence of affective and cognitive engagement, is associated with more frequent school stress, higher rates of cheating, and greater internalizing, externalizing, and physical symptoms of stress. The study also finds that full engagement is strongly related to positive teacher-student relationships. Implications for practice and future research are discussed.

Cognitive abilities and motivational processes in high school students' science achievement and engagement

NASA Astrophysics Data System (ADS)

Lau, Shun

The dissertation presents two analytic approaches, a variable-centered and person-centered approach, to investigating holistic patterns of the cognitive, motivational, and affective correlates of science achievement and engagement in a sample of 491 10th and 11th grade high-school students. Building on Snow's (1989) idea of two pathways to achievement outcomes, Study 1 adopted a variable-centered approach to examining how cognitive and motivational factors associated with the performance and commitment pathways, respectively, contributed to the prediction of achievement outcomes in science. Results of hierarchical regression analyses showed that (a) students' cognitive abilities were the strongest predictors of their performance in science as measured by standardized test scores; (b) motivational processes enhanced the predictive validity for science test scores and grades beyond the variance accounted for by ability and demography; (c) motivational processes were the strongest predictors of students' commitment to science in the form of situational engagement and anticipated choices of science-related college majors and careers; and (d) competence beliefs served as a point of contact between the performance and commitment pathways. These results are consistent with Snow's (1989) conjecture that both performance and commitment pathway-related factors are necessary for understanding the full range of person-level inputs to achievement outcomes. Study 2 adopted a person-centered approach to examining holistic organizations of psychological factors within individuals and their relations to science achievement and engagement. Four types of students characterized by unique configurations of cognitive, motivational, and affective attributes were identified in both the male and female subsamples using inverse factor analysis. Type membership was found to distinguish students in various indicators of science achievement and engagement. Two of the four types were also found to generalize across gender groups. These two generalizable types resembled the mastery-oriented and helpless patterns identified in motivational research and the resilient and overcontrolled patterns identified in personality research. Study 2 provides empirical evidence for the replicability, generalizability, and validity of the identified types in the domain of science. It also demonstrates the importance of examining holistic patterns of individuals' psychological profiles and the utility of inverse factor analysis in person-centered research.

Assessing the effectiveness of a place-based conservation education program by applying utilization-focused evaluation

NASA Astrophysics Data System (ADS)

Flowers, Alice Blood

Lack of personal connection to the natural world by most American youth builds reason for assessing effectiveness of conservation education programs. Place-based learning is important in helping youth understand how their personal and societal well-being are linked and dependent upon their local habitats. Across Montana 2277 students in grades 3--10 participate in an interactive year long fishing education program with their teachers called Hooked on Fishing (HOF). The purpose of my study was to assess the effectiveness of HOF, a place-based conservation education program established in 1996, and modeled after the national Hooked on Fishing, Not on Drugs program. Using a quasi-experimental nonequivalent group study design, students received a pre-survey during the beginning of the program, a post-survey after the program, and an extended post-survey 12 to 14 weeks later. Teachers voluntarily participated in an Internet survey during May 2006, and program instructors voluntarily participated in a structured open-ended telephone interview in June 2006. A key component of my study was the decision to conduct the evaluation process using an approach which included stakeholders in the development of the instruments to measure student outcomes. This approach is called utilization-focused evaluation and was developed by Michael Q. Patton. The motive of this approach is to promote the usability of the evaluation results. The results are considered to have a better chance to be applied by the program stakeholders to not only gauge program effectiveness, but to be used to improve the program. Two research questions were: (1) does the frequency of outdoor experiences have significant affects on students' knowledge, skills, attitudes, and intended stewardship behaviors; and (2) does improved knowledge of local natural resources have significant affects on students' skills, attitudes and intended stewardship behavior. Nonparametric statistical analyses calculated statistical significant results for most knowledge and skill outcomes in a positive direction of change with 2--3 HOF outdoor experiences. Attitudinal and intended behavior outcomes did not show similar results. Internet teacher survey and instructor interviews provided qualitative depth and insight to student self-reported responses.

Combinations of Personal Responsibility: Differences on Pre-service and Practicing Teachers’ Efficacy, Engagement, Classroom Goal Structures and Wellbeing

PubMed Central

Daniels, Lia M.; Radil, Amanda I.; Goegan, Lauren D.

2017-01-01

Pre-service and practicing teachers feel responsible for a range of educational activities. Four domains of personal responsibility emerging in the literature are: student achievement, student motivation, relationships with students, and responsibility for ones own teaching. To date, most research has used variable-centered approaches to examining responsibilities even though the domains appear related. In two separate samples we used cluster analysis to explore how pre-service (n = 130) and practicing (n = 105) teachers combined personal responsibilities and their impact on three professional cognitions and their wellbeing. Both groups had low and high responsibility clusters but the third cluster differed: Pre-service teachers combined responsibilities for relationships and their own teaching in a cluster we refer to as teacher-based responsibility; whereas, practicing teachers combined achievement and motivation in a cluster we refer to as student-outcome focused responsibility. These combinations affected outcomes for pre-service but not practicing teachers. Pre-service teachers in the low responsibility cluster reported less engagement, less mastery approaches to instruction, and more performance goal structures than the other two clusters. PMID:28620332

The Effects of Reading Fluency Interventions on the Reading Fluency and Reading Comprehension Performance of Elementary Students With Learning Disabilities: A Synthesis of the Research from 2001 to 2014

PubMed Central

Stevens, Elizabeth A.; Walker, Melodee A.; Vaughn, Sharon

2016-01-01

Fluent word reading is hypothesized to facilitate reading comprehension by improving automatic word reading, thus releasing a reader’s cognitive resources to focus on meaning. Many students with learning disabilities (LD) struggle to develop reading fluency, which affects reading comprehension. This synthesis extends Chard, Vaughn, and Tyler’s (2002) review, synthesizing fluency intervention research from 2001 to 2014. The search yielded 19 studies examining reading fluency and comprehension outcomes of reading fluency interventions for students with LD in kindergarten through 5th grade. Results showed repeated reading (RR), multicomponent interventions, and assisted reading with audiobooks produced gains in reading fluency and comprehension. Providing a model of fluent reading and performance feedback, using easier level text, setting a performance criterion, and practicing RR with peers also contributed to improved outcomes. Findings suggest that RR remains the most effective intervention for improving reading fluency for students with LD. Limitations include sample size, only three group design studies, and infrequent use of standardized measures. PMID:27067939

Combinations of Personal Responsibility: Differences on Pre-service and Practicing Teachers' Efficacy, Engagement, Classroom Goal Structures and Wellbeing.

PubMed

Daniels, Lia M; Radil, Amanda I; Goegan, Lauren D

2017-01-01

Pre-service and practicing teachers feel responsible for a range of educational activities. Four domains of personal responsibility emerging in the literature are: student achievement, student motivation, relationships with students, and responsibility for ones own teaching. To date, most research has used variable-centered approaches to examining responsibilities even though the domains appear related. In two separate samples we used cluster analysis to explore how pre-service ( n = 130) and practicing ( n = 105) teachers combined personal responsibilities and their impact on three professional cognitions and their wellbeing. Both groups had low and high responsibility clusters but the third cluster differed: Pre-service teachers combined responsibilities for relationships and their own teaching in a cluster we refer to as teacher-based responsibility; whereas, practicing teachers combined achievement and motivation in a cluster we refer to as student-outcome focused responsibility. These combinations affected outcomes for pre-service but not practicing teachers. Pre-service teachers in the low responsibility cluster reported less engagement, less mastery approaches to instruction, and more performance goal structures than the other two clusters.

The Effects of Reading Fluency Interventions on the Reading Fluency and Reading Comprehension Performance of Elementary Students With Learning Disabilities: A Synthesis of the Research from 2001 to 2014.

PubMed

Stevens, Elizabeth A; Walker, Melodee A; Vaughn, Sharon

Fluent word reading is hypothesized to facilitate reading comprehension by improving automatic word reading, thus releasing a reader's cognitive resources to focus on meaning. Many students with learning disabilities (LD) struggle to develop reading fluency, which affects reading comprehension. This synthesis extends Chard, Vaughn, and Tyler's (2002) review, synthesizing fluency intervention research from 2001 to 2014. The search yielded 19 studies examining reading fluency and comprehension outcomes of reading fluency interventions for students with LD in kindergarten through 5th grade. Results showed repeated reading (RR), multicomponent interventions, and assisted reading with audiobooks produced gains in reading fluency and comprehension. Providing a model of fluent reading and performance feedback, using easier level text, setting a performance criterion, and practicing RR with peers also contributed to improved outcomes. Findings suggest that RR remains the most effective intervention for improving reading fluency for students with LD. Limitations include sample size, only three group design studies, and infrequent use of standardized measures.

Communication and proximity effects on outcomes attributable to sense of presence in distance bioinformatics education.

PubMed

Locatis, Craig; Berner, Eta S; Hammack, Glenn; Smith, Steve; Maisiak, Richard; Ackerman, Michael

2011-03-14

Online learning is increasingly popular in medical education and sense of presence has been posited as a factor contributing to its success. Communication media influences on sense of presence and learning outcomes were explored in this study. Test performance and ratings of instruction and technology, factors influenced by sense of presence, are compared under four conditions involving different media and degrees of student physical presence: 1) videoconference co-located, 2) webcast co-located, 3) videoconference dispersed, and 4) webcast dispersed. Eighty one first to forth year medical students heard a lecture on telemedicine and were asked to collaboratively search a telemedicine website under conditions where the lecture was delivered by videoconference or one way streaming (webcast) and where students were either co-located or dispersed. In the videoconference conditions, co-located students could use the technology to interact with the instructor and could interact with each other face to face, while the dispersed students could use the technology to interact with both the instructor and each other. In the webcast conditions, all students could use chat to communicate with the instructor or each other, although the co-located students also could interact orally. After hearing the lecture, students collaboratively searched a telemedicine website, took a test on lecture-website content and rated the instruction and the technology they used. Test scores on lecture and website content and ratings of instruction and technology for the four conditions were compared with analysis of variance and chi-square tests. There were no significant differences in overall measures, although there were on selected ratings of instruction. Students in both webcast conditions indicated they were encouraged more to follow up on their own and felt instruction was more interactive than co-located videoconferencing students. Dispersed videoconferencing students indicated the highest levels of interaction and there was evidence they interacted more. Results do not strongly support proximity as a sense of presence factor affecting performance and attitudes, but do suggest communication medium may affect interactivity.

Developing Cloud Chambers with High School Students

NASA Astrophysics Data System (ADS)

Ishizuka, Ryo; Tan, Nobuaki; Sato, Shoma; Zeze, Syoji

The result and outcome of the cloud chamber project, which aims to develop a cloud chamber useful for science education is reported in detail. A project includes both three high school students and a teacher as a part of Super Science High School (SSH) program in our school. We develop a dry-ice-free cloud chamber using salt and ice (or snow). Technical details of the chamber are described. We also argue how the project have affected student's cognition, motivation, academic skills and behavior. The research project has taken steps of professional researchers, i.e., in planning research, applying fund, writing a paper and giving a talk in conferences. From interviews with students, we have learnt that such style of scientific activity is very effective in promoting student's motivation for learning science.

Comparison of a gross anatomy laboratory to online anatomy software for teaching anatomy.

PubMed

Mathiowetz, Virgil; Yu, Chih-Huang; Quake-Rapp, Cindee

2016-01-01

This study was designed to assess the grades, self-perceived learning, and satisfaction between occupational therapy students who used a gross anatomy laboratory versus online anatomy software (AnatomyTV) as tools to learn anatomy at a large public university and a satellite campus in the mid-western United States. The goal was to determine if equivalent learning outcomes could be achieved regardless of learning tool used. In addition, it was important to determine why students chose the gross anatomy laboratory over online AnatomyTV. A two group, post-test only design was used with data gathered at the end of the course. Primary outcomes were students' grades, self-perceived learning, and satisfaction. In addition, a survey was used to collect descriptive data. One cadaver prosection was available for every four students in the gross anatomy laboratory. AnatomyTV was available online through the university library. At the conclusion of the course, the gross anatomy laboratory group had significantly higher grade percentage, self-perceived learning, and satisfaction than the AnatomyTV group. However, the practical significance of the difference is debatable. The significantly greater time spent in gross anatomy laboratory during the laboratory portion of the course may have affected the study outcomes. In addition, some students may find the difference in (B+) versus (A-) grade as not practically significant. Further research needs to be conducted to identify what specific anatomy teaching resources are most effective beyond prosection for students without access to a gross anatomy laboratory. © 2015 American Association of Anatomists.

Making authentic science accessible-the benefits and challenges of integrating bioinformatics into a high-school science curriculum.

PubMed

Machluf, Yossy; Gelbart, Hadas; Ben-Dor, Shifra; Yarden, Anat

2017-01-01

Despite the central place held by bioinformatics in modern life sciences and related areas, it has only recently been integrated to a limited extent into high-school teaching and learning programs. Here we describe the assessment of a learning environment entitled 'Bioinformatics in the Service of Biotechnology'. Students' learning outcomes and attitudes toward the bioinformatics learning environment were measured by analyzing their answers to questions embedded within the activities, questionnaires, interviews and observations. Students' difficulties and knowledge acquisition were characterized based on four categories: the required domain-specific knowledge (declarative, procedural, strategic or situational), the scientific field that each question stems from (biology, bioinformatics or their combination), the associated cognitive-process dimension (remember, understand, apply, analyze, evaluate, create) and the type of question (open-ended or multiple choice). Analysis of students' cognitive outcomes revealed learning gains in bioinformatics and related scientific fields, as well as appropriation of the bioinformatics approach as part of the students' scientific 'toolbox'. For students, questions stemming from the 'old world' biology field and requiring declarative or strategic knowledge were harder to deal with. This stands in contrast to their teachers' prediction. Analysis of students' affective outcomes revealed positive attitudes toward bioinformatics and the learning environment, as well as their perception of the teacher's role. Insights from this analysis yielded implications and recommendations for curriculum design, classroom enactment, teacher education and research. For example, we recommend teaching bioinformatics in an integrative and comprehensive manner, through an inquiry process, and linking it to the wider science curriculum. © The Author 2016. Published by Oxford University Press.

Qualitative analysis of bibliotherapy as a tool for adults who stutter and graduate students.

PubMed

Gerlach, Hope; Subramanian, Anu

2016-03-01

The purpose of this study was to investigate the use of bibliotherapy as a therapeutic tool for adults who stutter (AWS) and as an educational tool for graduate students in speech-language pathology. Bibliotherapy refers to the process of reading, reflecting upon, and discussing literature, often first person illness or disability narratives, to promote cognitive shifts in the way clients and clinicians conceptualize the experience of disability. Five AWS and six graduate students participated in supervised bibliotherapy using a stuttering memoir during therapy sessions. An inductive, qualitative analysis was utilized to analyze data collected from questionnaires and interviews. An additional deductive qualitative approach was utilized to explore how client data fit into an existing five-outcome model of bibliotherapy from the psychology literature. Graduate students reported developing essential clinical skills for working with clients who stutter, including an improved understanding of the experience of people who stutter and an increased ability to form and strengthen the therapeutic alliance. Clients reported experiencing shifts in the cognitive and affective components of the disorder. Imposing the five-outcome model on client data indicates that at least two clients in the current study experienced all five outcomes of bibliotherapy. These include client experiences of involvement, identification, catharsis, insight and universalism. Both graduate students and clients reported benefits from reading and discussing a memoir about stuttering. Bibliotherapy can be an effective tool in therapy and clinical education when used appropriately. Copyright © 2015 Elsevier Inc. All rights reserved.

Social cognitive predictors of Mexican American college students' academic and life satisfaction.

PubMed

Ojeda, Lizette; Flores, Lisa Y; Navarro, Rachel L

2011-01-01

In this study, we used Lent's (2004) social cognitive model of well being to examine the academic and life satisfaction of 457 Mexican American college students attending a Hispanic-Serving Institution. Using structural equation modeling, results indicated that the model provided a good fit to the data. Specifically, we found positive relations from positive affect to enculturation, acculturation, college self-efficacy, academic satisfaction, and life satisfaction; from enculturation to college self-efficacy; from acculturation to college self-efficacy and college outcome expectations; from college self-efficacy to college outcome expectations, academic goal progress, academic satisfaction, and life satisfaction; from college outcome expectations to academic satisfaction; from academic goal progress to academic and life satisfaction; and from academic satisfaction to life satisfaction. Findings indicated the model was invariant across gender groups, and overall, 38% and 14% of the variance in academic satisfaction and life satisfaction, respectively, were explained by the predictor variables. Implications for research and practice are discussed.

Faculty Motivation to Participate in Program Learning Outcomes Assessment at a Research University

ERIC Educational Resources Information Center

Brey, Amanda M.

2017-01-01

External stakeholders have demanded evidence that college students learn what their institutions and programs say they will learn (Ewell, 2009; Hutchings 2010; Kuh, 2001). As the architects of curriculum and the defenders of academic freedom, faculty are responsible for any initiatives that may affect those pedagogical goals (Kuh, et al., 2015).…

How Do College/University Teacher Misbehaviors Influence Student Cognitive Learning, Academic Self-Efficacy, Motivation, and Curiosity?

ERIC Educational Resources Information Center

Banfield, Sara R.

2009-01-01

The purpose of this research was to examine the relationship between teacher misbehaviors and a variety of outcome variables, including cognitive learning, motivation, curiosity, and academic self-efficacy. Research has yet to directly address how teacher misbehaviors affect cognitive learning. It is important to assess actual learning as opposed…

Review of "The Effect of Special Education Vouchers on Public School Achievement: Evidence from Florida's McKay Scholarship Program"

ERIC Educational Resources Information Center

Yun, John T.

2008-01-01

A new report published by the Manhattan Institute for Education Policy, "The Effect of Special Education Vouchers on Public School Achievement: Evidence from Florida's McKay Scholarship Program," attempts to examine the complex issue of how competition introduced through school vouchers affects student outcomes in public schools. The…

A Self-Determination Theory Based Motivational Model on Intentions to Drop out of Vocational Schools in Vietnam

ERIC Educational Resources Information Center

Hang, Bui Thi Thuy; Kaur, Amrita; Nur, Abdul Hamid Busthami

2017-01-01

Purpose: Student motivation for positive academic outcome and persistence at school is significantly affected by personal and environmental factors. Anchored in self-determination theory, this study tested a motivational model which looked at how support in terms of perceived teacher autonomy and from school administration constituted the key…

Organizational Health and Student Achievement in Tennessee Middle Level Schools

ERIC Educational Resources Information Center

Henderson, Christopher L.; Buehler, Alison E.; Stein, William L.; Dalton, John E.; Robinson, Teresa R.; Anfara, Vincent A., Jr.

2005-01-01

Although the successful middle level school was designed to address both the affective and cognitive development of young adolescents (NMSA 2003), academic achievement is the outcome of paramount importance in the current political context of accountability, high-stakes testing, and the No Child Left Behind Act of 2001. In their efforts to reform,…

Using Forensic Psychology to Teach Basic Psychological Processes: Eyewitness Memory and Lie Detection

ERIC Educational Resources Information Center

Costanzo, Mark A.

2013-01-01

Teachers can incorporate topics in forensic psychology into lower level courses to increase student interest and to show how psychological processes influence outcomes in high-stakes applied contexts. One such topic is eyewitness identification, which teachers can use to show how stress affects memory and how memories can become distorted during…

Sharp Contrasts at the Boundaries: School Violence and Educational Outcomes Internationally

ERIC Educational Resources Information Center

Rutkowski, Leslie; Rutkowski, David; Engel, Laura

2013-01-01

We examine the impact of school violence on immigrant populations internationally. To do so we apply three-level models to 2007 TIMSS data to investigate the extent to which immigrant students are affected by school violence, and whether school- and educational-system levels of immigration and violence are related to achievement. We find that,…

Is It Better to Be Good or Lucky? Decentralized Teacher Selection in 10 Elementary Schools

ERIC Educational Resources Information Center

DeArmond, Michael; Gross, Betheny; Goldhaber, Dan

2010-01-01

In this article, the authors explore how school-based hiring reforms play out among schools serving different students in different locations within a single district. In particular, they consider how the intersection of school-based capacity and local school context affect teacher selection practice and outcomes. The analysis is based on a…

Efficacy Beliefs and the Learning Experiences of Children with Cancer in the Hospital Setting.

ERIC Educational Resources Information Center

Crossland, Andrea

2002-01-01

A study examined how self-efficacy beliefs influenced motivation, affect, and adjustment in five students aged 9-13 with cancer, receiving educational services in a hospital setting. Education was an effective vehicle through which children with cancer could experience control and autonomy and also achieve many necessary developmental outcomes for…

School Vouchers and Student Outcomes: Experimental Evidence from Washington, DC

ERIC Educational Resources Information Center

Wolf, Patrick J.; Kisida, Brian; Gutmann, Babette; Puma, Michael; Eissa, Nada; Rizzo, Lou

2013-01-01

School vouchers are the most contentious form of parental school choice. Vouchers provide government funds that parents can use to send their children to private schools of their choice. Here we examine the empirical question of whether or not a school voucher program in Washington, DC, affected achievement or the rate of high school graduation…

An Autoethnographical Analysis of a School Leader: Informing Strategies to Improve Educational Outcomes for Children of Promise Schools

ERIC Educational Resources Information Center

Lincoln, Carleton

2013-01-01

Recent research suggests a major crisis exists affecting urban children's educational opportunities. This study focuses on the use of research-based strategies to determine whether, and to what extent, transformative leadership influences the development of quality education that overcomes educational inequity in the lives of students who attend…

Excessive Intimacy: An Account Analysis of Behaviors, Cognitive Schemata, Affect, and Relational Outcomes.

ERIC Educational Resources Information Center

Andersen, Peter A.

A study used a qualitative account analysis of excessively intimate encounters to investigate behaviors commonly described by male and female receivers, cognitive schemata invoked to explain why the intimacy was excessive, and the effect of the excessively intimate episode on the relationship. Subjects, 86 female and 37 male students enrolled in…

Adequate (Or Adipose?) Yearly Progress: Assessing the Effect of "No Child Left Behind" on Children's Obesity

ERIC Educational Resources Information Center

Anderson, Patricia M.; Butcher, Kristin F.; Schanzenbach, Diane Whitmore

2017-01-01

This paper investigates how accountability pressures under No Child Left Behind (NCLB) may have affected students' rate of overweight. Schools facing pressure to improve academic outcomes may reallocate their efforts in ways that have unintended consequences for children's health. To examine the impact of school accountability, we create a unique…

Does Attending a Low-Achieving School Affect High-Performing Student Outcomes?

ERIC Educational Resources Information Center

Parsons, Eric

2016-01-01

Background: Ability tracking in K-12 education has been the subject of much research over the past decades, with proponents arguing that it allows for better instructional targeting and opponents countering that it has the potential to increase inequality. Despite the large volume of research on the topic, however, there is little consensus on the…

A Review of Multi-Sensory Technologies in a Science, Technology, Engineering, Arts and Mathematics (STEAM) Classroom

ERIC Educational Resources Information Center

Taljaard, Johann

2016-01-01

This article reviews the literature on multi-sensory technology and, in particular, looks at answering the question: "What multi-sensory technologies are available to use in a science, technology, engineering, arts and mathematics (STEAM) classroom, and do they affect student engagement and learning outcomes?" Here engagement is defined…

No Child Left Behind: Values and Research Issues in High-Stakes Assessments

ERIC Educational Resources Information Center

Duffy, Maureen; Giordano, Victoria A.; Farrell, Jill B.; Paneque, Oneyda M.; Crump, Genae B.

2008-01-01

High-stakes testing and mandated assessments, which are major outcomes of the No Child Left Behind Act of 2001 (NCLB) contain multiple embedded values that affect the lives of students, their families, teachers, and counselors. A primary embedded value within the NCLB is the privileging of quantitative science over other methods of inquiry and…

Too Scared to Learn? The Academic Consequences of Feeling Unsafe at School. Working Paper #02-13

ERIC Educational Resources Information Center

Lacoe, Johanna

2013-01-01

A safe environment is a prerequisite for productive learning. This paper represents the first large-scale analysis of how feelings of safety at school affect educational outcomes. Using a unique longitudinal dataset of survey responses from New York City middle school students, the paper provides insight into the causal relationship between…

The Effect of Team-Based Learning on Conventional Pathology Education to Improve Students' Mastery of Pathology

ERIC Educational Resources Information Center

Du, Bin; Yang, Xuesong

2017-01-01

In recent decades, traditional pathology education methodologies have been noticeably affected by new teaching approaches, including problem-based learning (PBL) and team-based learning (TBL). However, lack of outcome-based studies has hindered the extensive application of the TBL approach in the teaching of pathology in Chinese medical schools.…

Understanding and Challenging White Privilege in Higher Education as a Means of Combatting and Neutralizing Racism

ERIC Educational Resources Information Center

Rainer, Jackson P.

2015-01-01

Efforts in the classroom have most often addressed racism from the perspective of the groups affected by discriminatory policies and practice. While diversity education of this sort has demonstrated positive impact on educational outcomes for college students (Gurin, Dey, Hurtado, & Gurin, 2002), this approach places primary attention on the…

Corrupting Learning: Evidence from Missing Federal Education Funds in Brazil. NBER Working Paper No. 18150

ERIC Educational Resources Information Center

Ferraz, Claudio; Finan, Frederico; Moreira, Diana B.

2012-01-01

This paper examines if money matters in education by looking at whether missing resources due to corruption affect student outcomes. We use data from the auditing of Brazil's local governments to construct objective measures of corruption involving educational block grants transferred from the central government to municipalities. Using variation…

Learning outcomes of in-person and virtual field-based geoscience instruction at Grand Canyon National Park: complementary mixed-methods analyses

NASA Astrophysics Data System (ADS)

Semken, S. C.; Ruberto, T.; Mead, C.; Bruce, G.; Buxner, S.; Anbar, A. D.

2017-12-01

Students with limited access to field-based geoscience learning can benefit from immersive, student-centered virtual-reality and augmented-reality field experiences. While no digital modalities currently envisioned can truly supplant field-based learning, they afford students access to geologically illustrative but inaccessible places on Earth and beyond. As leading producers of immersive virtual field trips (iVFTs), we investigate complementary advantages and disadvantages of iVFTs and in-person field trips (ipFTs). Settings for our mixed-methods study were an intro historical-geology class (n = 84) populated mostly by non-majors and an advanced Southwest geology class (n = 39) serving mostly majors. Both represent the diversity of our urban Southwestern research university. For the same credit, students chose either an ipFT to the Trail of Time (ToT) Exhibition at Grand Canyon National Park (control group) or an online Grand Canyon iVFT (experimental group), in the same time interval. Learning outcomes for each group were identically drawn from elements of the ToT and assessed using pre/post concept sketching and inquiry exercises. Student attitudes and cognitive-load factors for both groups were assessed pre/post using the PANAS instrument (Watson et al., 1998) and with affective surveys. Analysis of pre/post concept sketches indicated improved knowledge in both groups and classes, but more so in the iVFT group. PANAS scores from the intro class showed the ipFT students having significantly stronger (p = .004) positive affect immediately prior to the experience than the iVFT students, possibly reflecting their excitement about the trip to come. Post-experience, the two groups were no longer significantly different, possibly due to the fatigue associated with a full-day ipFT. Two lines of evidence suggest that the modalities were comparable in expected effectiveness. First, the information relevant for the concept sketch was specifically covered in both modalities. Second, coding using the ICAP Framework (Chi & Wylie, 2014) suggests that the modalities are qualitatively similar, with each being predominantly active or passive and rarely reaching the constructive or interactive levels. This leaves other factors such as cognitive load to explain the differential learning outcomes by modality.

Role of Pre-Course Student Characteristics on Student Learning in Interactive Teaching Environments

NASA Astrophysics Data System (ADS)

Miller, Kelly Anne

The goal of this dissertation is to broaden our understanding of interactive teaching strategies, in the context of the introductory physics classroom at the undergraduate level. The dissertation is divided into four main projects, each of which investigates a specific aspect of teaching physics interactively. All four projects look towards improving the effectiveness of interactive teaching by understanding how pre-course student characteristics affect the way students learn interactively. We first discuss lecture demonstrations in the context of an interactive classroom using Peer Instruction. We study the role of predictions in conceptual learning. We examine how students' predictions affect what they report having seen during a demonstration. We also examine how student predictions affect what they recall as the outcome of the demonstration at the end of the semester. We then analyze student response patterns to conceptual questions posed during Peer Instruction. We look at the relationship between a student's tendency to switch their answer and pre-course student characteristics like science self-efficacy. Next we elucidate response timing to conceptual questions posed over the course of the semester, in two introductory physics classes taught using Peer Instruction. We look at the relationship between student response times and student characteristics like pre-course physics knowledge, science self-efficacy and gender. We study response times as a way of gaining insight into students thinking in Peer Instruction environments as well as to improve the implementation of Peer Instruction. Finally, we present work on the role of NB, an online collaborative textbook annotation tool, in a flipped, project based, physics class. We analyze the relationship between students' level of online engagement and traditional learning metrics to understand the effectiveness of NB in the context of flipped classrooms. We also report the results of experiments conducted to explore ways to steer discussion forums to produce high-quality learning interactions.

A study of grouphate in a course on small group communication.

PubMed

Myers, Scott A; Goodboy, Alan K

2005-10-01

This study explored the relationship between grouphate and cohesion, consensus, relational satisfaction, affective learning, and cognitive learning. Participants were 83 undergraduate students enrolled in an introductory course on small group communication. Participants completed the Grouphate scale, the Classroom Cohesion scale, the Consensus scale, the Relational Satisfaction scale, three subscales of the Instructional Affect Assessment Instrument, and the Cognitive Learning Loss measure. Mean grouphate significantly increased during the semester, and negative correlations were found between scores for grouphate and cohesion (-.50), consensus (-.45), relational satisfaction (-.58), attitude toward the behaviors recommended in the course (-.23), the likelihood of developing an appreciation for the course content (-.33), and cognitive learning (-.32). Results may imply that students' grouphate is not associated with prosocial outcomes of the group work in this course.

Social cognitive predictors of first- and non-first-generation college students' academic and life satisfaction.

PubMed

Garriott, Patton O; Hudyma, Aaron; Keene, Chesleigh; Santiago, Dana

2015-04-01

The present study tested Lent's (2004) social-cognitive model of normative well-being in a sample (N = 414) of first- and non-first-generation college students. A model depicting relationships between: positive affect, environmental supports, college self-efficacy, college outcome expectations, academic progress, academic satisfaction, and life satisfaction was examined using structural equation modeling. The moderating roles of perceived importance of attending college and intrinsic goal motivation were also explored. Results suggested the hypothesized model provided an adequate fit to the data while hypothesized relationships in the model were partially supported. Environmental supports predicted college self-efficacy, college outcome expectations, and academic satisfaction. Furthermore, college self-efficacy predicted academic progress while college outcome expectations predicted academic satisfaction. Academic satisfaction, but not academic progress predicted life satisfaction. The structural model explained 44% of the variance in academic progress, 56% of the variance in academic satisfaction, and 28% of the variance in life satisfaction. Mediation analyses indicated several significant indirect effects between variables in the model while moderation analyses revealed a 3-way interaction between academic satisfaction, intrinsic motivation for attending college, and first-generation college student status on life satisfaction. Results are discussed in terms of applying the normative model of well-being to promote first- and non-first-generation college students' academic and life satisfaction. (c) 2015 APA, all rights reserved).

Nursing faculty academic incivility: perceptions of nursing students and faculty.

PubMed

Muliira, Joshua K; Natarajan, Jansi; van der Colff, Jacoba

2017-12-13

Incivility in nursing education can adversely affect the academic environment, the learning outcomes, and safety. Nursing faculty (NF) and nursing students (NS) contribute to the academic incivility. Little is known about the extent of NF academic incivility in the Middle East region. This study aimed at exploring the perceptions and extent of NF academic incivility in an undergraduate nursing program of a public university in Oman. A cross sectional survey was used to collect data from 155 undergraduate NS and 40 NF about faculty academic incivility. Data was collected using the Incivility in Nursing Education Survey. The majority of NS and NF had similar perceptions about disruptive faculty behaviors. The incidence of faculty incivility was low (Mean = 1.5). The disruptive behaviors with the highest incidence were arriving late for scheduled activities, leaving schedule activities early, cancelling scheduled activities without warning, ineffective teaching styles and methods, and subjective grading. The most common uncivil faculty behaviors reported by participants were general taunts or disrespect to other NF, challenges to other faculty knowledge or credibility, and general taunts or disrespect to NS. The relatively low level of NF academic incivility could still affect the performance of some students, faculty, and program outcomes. Academic institutions need to ensure a policy of zero tolerance to all academic incivility, and regular monitoring and evaluation as part of the prevention strategies.

Decision-making after continuous wins or losses in a randomized guessing task: implications for how the prior selection results affect subsequent decision-making.

PubMed

Dong, Guangheng; Lin, Xiao; Zhou, Hongli; Du, Xiaoxia

2014-04-03

Human decision-making is often affected by prior selections and their outcomes, even in situations where decisions are independent and outcomes are unpredictable. In this study, we created a task that simulated real-life non-strategic gambling to examine the effect of prior outcomes on subsequent decisions in a group of male college students. Behavioral performance showed that participants needed more time to react after continuous losses (LOSS) than continuous wins (WIN) and discontinuous outcomes (CONTROL). In addition, participants were more likely to repeat their selections in both WIN and LOSS conditions. Functional MRI data revealed that decisions in WINs were associated with increased activation in the mesolimbic pathway, but decreased activation in the inferior frontal gyrus relative to LOSS. Increased prefrontal cortical activation was observed during LOSS relative to WIN and CONTROL conditions. Taken together, the behavioral and neuroimaging findings suggest that participants tended to repeat previous selections during LOSS trials, a pattern resembling the gambler's fallacy. However, during WIN trials, participants tended to follow their previous lucky decisions, like the 'hot hand' fallacy.

Student Veteran perceptions of facilitators and barriers to achieving academic goals.

PubMed

Norman, Sonya B; Rosen, Jay; Himmerich, Sara; Myers, Ursula S; Davis, Brittany; Browne, Kendall C; Piland, Neill

2015-01-01

According to recent estimates, over 1 million Operation Iraqi Freedom/Operation Enduring Freedom (OIF/OEF) Veterans are utilizing the post-9/11 GI Bill to pursue higher education. Data collected by the Department of Defense suggests that greater than 17% of returning Veterans may suffer from mental and physical health disorders, which can negatively affect school performance. The current study explored student Veterans' perceived facilitators and barriers to achieving academic goals. Thirty-one student Veterans completed self-report measures and interviews. Results suggested that Veterans that were reporting problems or symptoms in one mental or physical health domain were likely to be reporting symptoms or problems in others as well. The interview data were coded, and three overarching themes related to barriers and facilitators emerged: person features (e.g., discipline and determination, symptoms and stressors), institutional structure (i.e., what schools and the Department of Veterans Affairs do that was perceived to help or hinder student Veteran success), and policy concerns (i.e., how the structure of the GI Bill affects student Veteran school experience). Results from this research indicate the need for larger studies and program development efforts aimed at enhancing academic outcomes for Veterans.

Extracurricular activities: Investigating the affects of participation-nonparticipation on the Georgia High School Science Graduation Test

NASA Astrophysics Data System (ADS)

Moran, Ray A.

Student achievement research suggests that participation in extracurricular activities has a positive impact on the academic and developmental outcomes for adolescents. Specifically, several studies reported that adolescents who participate in extra-curricular activities are more likely to experience increases in academic achievement, self-esteem, high school graduation rates, and pro-social behaviors. On the other hand, there is research suggesting that participation in extracurricular activities may distract students from their academic pursuits. The state of Georgia requires all eleventh grade students to participate in the Georgia High School Graduation Test (GHSGT). The GHSGT consists of five separate tests that include (a) English/language arts, (b) math, (c) writing, (d) social studies, and (e) science. Each comprehensive exam is worth 600 points. A high school diploma will be awarded if the student scores at least 500 points on each individual exam. Further, review of student outcomes on the GHSGT revealed that first-time test takers were failing the science portion of the test at a greater percentage than any other subject on the GHSGT. Specifically, the Governor's Office of Student Achievement (GOSA) reported that from 2002 through 2004, a total of 70,451 students or 30.3% of students that were first-time test takers failed the science portion of the GHSGT. As a result, investigating factors that potentially could increase student achievement in science became the impetus for this study. In particular, this study examined the relationships between the levels of student participation in school sponsored extracurricular activities in relation to the level of student achievement in the area of science.

Impact of Student vs Faculty Facilitators on Motivational Interviewing Student Outcomes

PubMed Central

Widder-Prewett, Rebecca; Cameron, Ginger; Anderson, Douglas; Pinkerton, Mark; Chen, Aleda M. H.

2017-01-01

Objective. To determine the impact of student or faculty facilitation on student self-assessed attitudes, confidence, and competence in motivational interviewing (MI) skills; actual competence; and evaluation of facilitator performance. Methods. Second-year pharmacy (P2) students were randomly assigned to a student or faculty facilitator for a four-hour, small-group practice of MI skills. MI skills were assessed in a simulated patient encounter with the mMITI (modified Motivational Interviewing Treatment Integrity) tool. Students completed a pre-post, 6-point, Likert-type assessment addressing the research objectives. Differences were assessed using a Mann-Whitney U test. Results. Student (N=44) post-test attitudes, confidence, perceived or actual competence, and evaluations of facilitator performance were not different for faculty- and student-facilitated groups. Conclusion. Using pharmacy students as small-group facilitators did not affect student performance and were viewed as equally favorable. Using pharmacy students as facilitators can lessen faculty workload and provide an outlet for students to develop communication and facilitation skills that will be needed in future practice. PMID:28970608

Hostile sexist male patients and female doctors: a challenging encounter.

PubMed

Klöckner Cronauer, Christina; Schmid Mast, Marianne

2014-01-01

Patient characteristics and attitudes can affect how patients react to the physician's communication style, and this reaction can then influence consultation outcomes. The goal of the present study was to investigate whether the attitude of a sexist male patient affects how he perceives a female physician's nonverbal communication and whether this then results in expecting less positive consultation outcomes. Participants were analog patients who viewed four videotaped male and four videotaped female physicians in a consultation with one of their patients. Physician videos were preselected to represent a range of high and low patient-centered physician nonverbal behavior. Participants filled in questionnaires to assess how patient-centered they perceived the female and male physicians' nonverbal communication to be, and participants indicated how positive they expected the consultation outcomes to be. Moreover, we assessed the participants' sexist attitudes with a questionnaire measuring hostile and benevolent sexism. Students (N = 60) from a French-speaking university in Switzerland were recruited on campus. The main outcome measures were the extent to which analog patients expect the consultation outcomes to be positive (high satisfaction, increased trust in the physician, intention to adhere to treatment recommendations, and perceived physician competence) and the extent to which analog patients perceive physicians as patient-centered (judged from the physicians' nonverbal cues). Male analog patients' hostile sexism was negatively related to perceiving the physicians as patient-centered, and male analog patients' hostile sexism was also negatively related to expected positive consultation outcomes. For male patients viewing female physicians, mediation analysis revealed that perceived physician patient-centeredness mediated the negative relationship between hostile sexism and expected positive consultation outcomes. Male hostile sexist patients perceive a female physician's nonverbal communication as less patient-centered and this negatively affects their expectation of positive outcomes from the consultation.

Assessment outcome is weakly correlated with lecture attendance: influence of learning style and use of alternative materials.

PubMed

Horton, Dane M; Wiederman, Steven D; Saint, David A

2012-06-01

The relation between lecture attendance and learning is surprisingly weak, and the role of learning styles in this is poorly understood. We hypothesized that 1) academic performance is related to lecture attendance and 2) learning style influences lecture attendance and, consequently, affects performance. We also speculated that the availability of alternative resources would affect this relationship. Second-year Bachelor of Science physiology students (n = 120) self-reported their lecture attendance in a block of 21 lectures (attendance not compulsory) and use of alternative resources. Overall self-reported lecture attendance was 73 ± 2%. Female students (n = 71) attended more lectures (16.4 ± 0.6) than male students (14.3 ± 0.08, n = 49) and achieved a higher composite mark in all assessments (73.6% vs. 69.3%, P < 0.02). Marks in the final exam were not statistically different between the sexes and correlated only weakly with lecture attendance (r = 0.29, n = 49, P < 0.04 for male students; r = 0.10, n = 71, P = not significant for female students; and r =0.21, n = 120, P < 0.02 for the whole class). Of the students who passed the exam, poor attenders (<11 lectures) reported significantly more use of lecture recordings (37 ± 8%, n = 15, vs. 10 ± 1%, n = 85, P < 0.001). In a VARK learning style assessment (where V is visual, A is auditory, R is reading/writing, and K is kinesthetic), students were multimodal, although female students had a slightly higher average percentage of the R learning style (preferred read/write) compared with male students (28.9 ± 0.9%, n = 63, vs. 25.3 ± 1.3%, n = 32, P < 0.03). Lecture attendance was not correlated with measured learning style. We concluded that lecture attendance is only weakly correlated with academic performance and is not related to learning style. The substitution of alternative materials for lecture attendance appears to have a greater role than learning style in determining academic outcomes.

Serious game design principles: The impact of game design on learning outcomes

NASA Astrophysics Data System (ADS)

Martin, Michael W.

This dissertation examines the research question "How do video game design principles affect learning outcomes in serious games?" This research first develops a theoretical foundation concerning the meaning of the terms "game" and "serious game". This conceptual clarification is broken down into analytic propositions, which state that games have participants, rules, goals and challenges, and synthetic propositions, which state that the games should be intrinsically compelling, provide meaningful choices, and be self encapsulated. Based on these synthetic propositions, three hypotheses were developed. The hypotheses are that games with an enhanced aesthetic presentation, more meaningful choices, or provide player competition will elicit higher learning outcomes than identical games without these factors. These hypotheses were tested via a quantitative experiment involving 172 undergraduate students in the Old Dominion University Chemistry Department. The students were asked to play a chemistry-oriented serious game entitled Element Solitaire©, which was created by the research author. The students were randomly given different treatments of the Element Solitaire© game to play, and the difference between their learning outcomes were compared. The experimental results demonstrated that the aesthetic presentation of a game can have a significant impact upon the learning outcome. The experiment was not able to discern significant effects from the choice or competition conditions, but further examination of the experimental data did reveal some insight into these aspects of serious game design. Choices need to provide the player with options that have a sufficient value that they will be considered and the application of competition within games needs to be judiciously implemented to promote a positive affect for all players. The results of the theoretical foundations and empirical evidence were then combined with additional theoretical research to develop a set of design principles and a proposed serious game development process. These guidelines were researched and examined via the design and development process of several serious game prototypes and the examination of a large body of existing serious games. The end result is a practical procedure that is rooted in theory and quantitative experimentation.

Teaching dementia care to physical therapy doctoral students: A multimodal experiential learning approach.

PubMed

Lorio, Anne K; Gore, Jane B; Warthen, Lindsey; Housley, Stephen N; Burgess, Elisabeth O

2017-01-01

As the population aged 65 and older grows, it becomes imperative for health care providers to expand their knowledge regarding geriatric conditions and concerns. Dementia is a devastating degenerative disease process that is affecting millions of individuals in the United States, with significant economic and emotional burden on family and caregivers. The need for further dementia education in physical therapy school is essential to improve attitudes and treatment that affect patient outcomes and quality of care. This physical therapy program implemented a 12-hour multimodal experiential learning module designed to educate their students on the challenges associated with dementia to increase knowledge and confidence when treating these patients. The results of this study showed statistically significant improvements in overall confidence and knowledge of treating patients with dementia. The study finds the addition of experiential learning to traditional didactic coursework improves students' reported confidence in working with patients with dementia and understanding the challenges associated with treating patients with dementia.

SMART (Student Media-based Asthma Research Team): Engaging Adolescents to Understand Asthma in Their Communities.

PubMed

Yarbrough, Marjorie; Blumenstock, Jesse; Warren, Christopher; Dyer, Ashley; Wilson, Jaidah; Smith, Bridget; Gupta, Ruchi

Asthma rates in Chicago exceed national averages and disproportionately affect minority adolescents. We collaborated with students in a neighborhood with high asthma prevalence to better understand community factors impacting asthma. To evaluate the impact of our Student Media-based Asthma Research Team (SMART) program on student, parent, and student-peer outcomes related to asthma. Students with asthma (n = 11), their parents (n = 9), and student-peers (n = 91) participated in a school-based asthma intervention grounded in community-based participatory research (CBPR) principles and completed multiple pre-/post-intervention questionnaires. After the program, participants significantly increased (p < 0.05) asthma-related quality of life (QOL), asthma control, emotional support, and empowerment. Parents significantly increased their QOL and student-peers showed significant improvements in asthma knowledge. This novel intervention-which used participatory media as a vehicle through which children learn about their own asthma and share their findings with parents and peers-was successful in engaging adolescents to improve asthma management and community support.

What Is the Relationship Between a Preclerkship Portfolio Review and Later Performance in Clerkships?

PubMed

O'Brien, Celia Laird; Thomas, John X; Green, Marianne M

2018-01-01

Medical educators struggle to find effective ways to assess essential competencies such as communication, professionalism, and teamwork. Portfolio-based assessment provides one method of addressing this problem by allowing faculty reviewers to judge performance, as based on a longitudinal record of student behavior. At the Feinberg School of Medicine, the portfolio system measures behavioral competence using multiple assessments collected over time. This study examines whether a preclerkship portfolio review is a valid method of identifying problematic student behavior affecting later performance in clerkships. The authors divided students into two groups based on a summative preclerkship portfolio review in 2014: students who had concerning behavior in one or more competencies and students progressing satisfactorily. They compared how students in these groups later performed on two clerkship outcomes as of October 2015: final grades in required clerkships, and performance on a clerkship clinical composite score. They used Mann-Whitney tests and multiple linear regression to examine the relationship between portfolio review results and clerkship outcomes. They used USMLE Step 1 to control for knowledge acquisition. Students with concerning behavior preclerkship received significantly lower clerkship grades than students progressing satisfactorily (P = .002). They also scored significantly lower on the clinical composite score (P < .001). Regression analysis indicated concerning behavior was associated with lower clinical composite scores, even after controlling for knowledge acquisition. The results show a preclerkship portfolio review can identify behaviors that impact clerkship performance. A comprehensive portfolio system is a valid way to measure behavioral competencies.

A course for developing interprofessional skills in pre-professional honor students using humanities and media.

PubMed

Poirier, Therese I; Stamper-Carr, Connie; Newman, Kate

2017-09-01

To design and implement an undergraduate honors course for pre-health professional students that develops interpersonal skills through use of a variety of humanities. A three credit hour course in an honors seminar sequence was developed by pharmacy practice faculty and with input from faculty in mass communications, philosophy, applied communication studies and history. The course utilized a variety of media such as literature, film, and podcasts to foster student discussion about a variety of health-related topics. Topics included public health, stigmatization, portrayals of health care providers, patient experiences, health care ethics, aging, and death and dying. Students were assessed using pre-class assignments and reflective writings as well as a formal written and oral presentation on a selected health-related book. A quasi-experimental design was used to assess the impact of the course on desired course outcomes. The first course offering was to 22 undergraduate pre-health professional honors students. Pre- and post-course surveys on students' perceptions and students' reflective writings revealed achievement of desired course outcomes. Post-course evaluations also revealed positive perceptions about the course. The design of this course provided an outlet for students to read and enjoy various forms of media, while also meeting its goal of exposing students to a variety of humanities. The course allowed students to think critically about various health care issues, and to begin to develop interpersonal skills. The course could be adapted for pharmacy by developing affective domains of the Accreditation Council for Pharmacy Education (ACPE) Standards. Copyright © 2017 Elsevier Inc. All rights reserved.

Achieving Affective and Behavioral Outcomes in Culture Learning: The Case for Ethnographic Interviews

ERIC Educational Resources Information Center

Bateman, Blair E.

2004-01-01

This study sought to extend previous research on ethnographic interviews as a method of culture learning in foreign language classes by employing a qualitative case study methodology. Fifty-four university students in a first-year Spanish course worked in pairs to conduct a series of three ethnographic interviews with a native speaker of Spanish.…

Effectiveness of Focus-on-Forms Instruction: Different Outcomes on Constrained- and Free-Production Tasks?

ERIC Educational Resources Information Center

Corbeil, Giselle

2005-01-01

The purpose of this study is to investigate how focus-on-forms instruction in second language teaching affects attention to forms in two different types of task: constrained and free production. These two different types of task were administered to 87 university students enrolled in a first-year French as a second language course before and after…

English Bar as a Venue to Boost Students' Speaking Self-Efficacy at the Tertiary Level

ERIC Educational Resources Information Center

Liu, Mingxu

2013-01-01

Research in EFL and ESL has confirmed that self-efficacy affects language learners' choices of learning tasks, persistence, motivation and achievement. As a cognitive construct, self-efficacy can be strengthened by both outcomes of behaviors and input from the environment. This paper studies the effects of an English Bar, a self-access center for…

Exploring Newtonian Mechanics in a Conceptually-Integrated Digital Game: Comparison of Learning and Affective Outcomes for Students in Taiwan and the United States

ERIC Educational Resources Information Center

Clark, Douglas B.; Nelson, Brian C.; Chang, Hsin-Yi; Martinez-Garza, Mario; Slack, Kent; D'Angelo, Cynthia M.

2011-01-01

This study investigates the potential of a digital game that overlays popular game-play mechanics with formal physics representations and terminology to support explicit learning and exploration of Newtonian mechanics. The analysis compares test data, survey data, and observational data collected during implementations in Taiwan and the United…

How and How Much Do Biases Resulting from Regression to the Mean Affect Outcome Evaluations?

ERIC Educational Resources Information Center

Tallmadge, G. Kasten

The question of regression to the mean is discussed in the contexts of the Title I Evaluation and Reporting System (TIERS) and the Bilingual Education Evaluation System (BEES), both of which involve assessing the achievement growth of project students from pre- to post-test. The correction formula recommended for use with TIERS was designed to…

Which Sweetener Is Best for Yeast? An Inquiry-Based Learning for Conceptual Change

ERIC Educational Resources Information Center

Cherif, Abour H.; Siuda, JoElla E.; Kassem, Sana; Gialamas, Stefanos; Movahedzadeh, Farahnaz

2017-01-01

One way to help students understand the scientific inquiry process, and how it applies in investigative research, is to involve them in scientific investigation. An example of this would be letting them come to their own understanding of how different variables (e.g., starting products) can affect outcomes (e.g., variable quality end products)…

The Relationship between the Proportion of Same-Major Friendships and Academic and Affective Outcomes for Women and Men in STEM

ERIC Educational Resources Information Center

Shapiro, Casey Ann Eznekier

2011-01-01

The importance of gender equity in science, technology, engineering, and mathematics (STEM) has continued to be an area of national concern. Research examining women's experiences in STEM has highlighted several factors, both at the student- and institutional-level, that contribute to women's continued underrepresentation in STEM, especially in…

The Influence of Organizational Culture on School-Based Obesity Prevention Interventions: A Systematic Review of the Literature

ERIC Educational Resources Information Center

Fair, Kayla N.; Solari Williams, Kayce D.; Warren, Judith; McKyer, E. Lisako Jones; Ory, Marcia G.

2018-01-01

Background: Although the influence of organizational culture has been examined on a variety of student outcomes, few studies consider the influence that culture may have on school-based obesity prevention interventions. We present a systematic review of the literature to examine how elements of organizational culture may affect the adoption,…

Family Background, School Quality and Rural-Urban Disparities in Student Learning Achievement in Latvia

ERIC Educational Resources Information Center

Geske, Andrejs; Grinfelds, Andris; Dedze, Indra; Zhang, Yanhong

2006-01-01

Over the course of the fifteen years since 1991, Latvia has been undergoing rapid political changes from a party controlled state to a market economy. These changes have affected the system of education. The issue of quality and equity of educational outcomes is gaining increasing importance as schools are expected to adjust to the new economic…

Examining the Effects of Non-Cognitive Factors on Mathematics Achievement across National Groups: USA, Germany, Japan, and Korea

ERIC Educational Resources Information Center

Walker, Soung Hwa

2017-01-01

Since there is limited research on the applicability of the Theory of Planned Behavior (TPB) model in educational contexts, the current cross-national comparison study aimed to investigate how non-cognitive factors, specifically, the TPB model components, affect students' math outcomes in USA and their peers in three other countries, Germany,…

Learning Environments and Inquiry Behaviors in Science Inquiry Learning: How Their Interplay Affects the Development of Conceptual Understanding in Physics

ERIC Educational Resources Information Center

Bumbacher, Engin; Salehi, Shima; Wierzchula, Miriam; Blikstein, Paulo

2015-01-01

Studies comparing virtual and physical manipulative environments (VME and PME) in inquiry-based science learning have mostly focused on students' learning outcomes but not on the actual processes they engage in during the learning activities. In this paper, we examined experimentation strategies in an inquiry activity and their relation to…

Factors Influencing Medical Student Attrition and Their Implications in a Large Multi-Center Randomized Education Trial

ERIC Educational Resources Information Center

Kalet, A.; Ellaway, R. H.; Song, H. S.; Nick, M.; Sarpel, U.; Hopkins, M. A.; Hill, J.; Plass, J. L.; Pusic, M. V.

2013-01-01

Participant attrition may be a significant threat to the generalizability of the results of educational research studies if participants who do not persist in a study differ from those who do in ways that can affect the experimental outcomes. A multi-center trial of the efficacy of different computer-based instructional strategies gave us the…

How Does Your Kindergarten Classroom Affect Your Earnings? Evidence from Project STAR. NBER Working Paper No. 16381

ERIC Educational Resources Information Center

Chetty, Raj; Friedman, John N.; Hilger, Nathaniel; Saez, Emmanuel; Schanzenbach, Diane Whitmore; Yagan, Danny

2010-01-01

In Project STAR, 11,571 students in Tennessee and their teachers were randomly assigned to different classrooms within their schools from kindergarten to third grade. This paper evaluates the long-term impacts of STAR using administrative records. We obtain five results. First, kindergarten test scores are highly correlated with outcomes such as…

Evaluation of the Discover Drug Education Curriculum for Grades K-4.

ERIC Educational Resources Information Center

Adams, Ronald D.; Butler, Joan M.

A major purpose of this study was to establish and test a procedure for evaluating drug education curricula that allows for a more objective view of the effectiveness of drug education materials and the instructional delivery system. A major focus of the study was to determine the extent to which the Discover Curriculum affected student outcomes.…

Field Trips to Natural Environments: How Outdoor Educators Use the Physical Environment

ERIC Educational Resources Information Center

Lavie Alon, Nirit; Tal, Tali

2017-01-01

The main assumption of this study is that the natural environment is an important part of learning in out-of-school settings. We therefore aimed at understanding how outdoor educators (OEs) refer to, and use, the natural environment while guiding field trips, and how their use of the natural environment affects student learning outcomes. Using a…

Where to Attend? Estimating the Effects of Beginning College at a Two-Year Institution

ERIC Educational Resources Information Center

Reynolds, C. Lockwood

2012-01-01

Two-year colleges are an important part of the higher education system in the United States but there are concerns as to how attendance at these institutions affects educational attainment and labor market outcomes. This paper uses data from a nationally representative survey to examine the impact of students beginning their college career at a…

ICT for Education: A Conceptual Framework for the Sustainable Adoption of Technology-Enhanced Learning Environments in Schools

ERIC Educational Resources Information Center

Rodriguez, Patricio; Nussbaum, Miguel; Dombrovskaia, Lioubov

2012-01-01

Currently, the use of information and communication technologies (ICT) in education does not conclusively demonstrate significant effects on learning. However, not all ICT usage models are designed to affect student outcomes. Therefore, to accurately study the impact of ICT, the concept of an educational programme supported by ICT must first be…

Unfortunate Outcomes of a "Funny" Physics Problem: Some Eye-Opening YouTube Comments

ERIC Educational Resources Information Center

Slisko, Josip; Dykstra, Dewey, Jr.

2011-01-01

The impressions we make as instructors of physics can affect student learning and public perception of physics teachers, physics as an academic subject, and physics as a profession. There are many sources from which we can collect evidence of these impressions. Among these sources are online public forums such as those at the Internet site known…

Developing Reflective and Thinking Skills by Means of Semantic Mapping Strategies in Kindergarten Teacher Education.

ERIC Educational Resources Information Center

Lim, Swee Eng; Cheng, Pui Wah Chan; Lam, Mei Seung; Ngan, So Fong

2003-01-01

This study examined some of the affective outcomes for teacher educators and student teachers resulting from the use of semantic webbing/mapping as a strategy for facilitating reflective and critical thinking skills in a kindergarten teacher education program in Hong Kong. Interviews of a random sample of participants and an analysis of their…

The UKCAT-12 study: educational attainment, aptitude test performance, demographic and socio-economic contextual factors as predictors of first year outcome in a cross-sectional collaborative study of 12 UK medical schools.

PubMed

McManus, I C; Dewberry, Chris; Nicholson, Sandra; Dowell, Jonathan S

2013-11-14

Most UK medical schools use aptitude tests during student selection, but large-scale studies of predictive validity are rare. This study assesses the United Kingdom Clinical Aptitude Test (UKCAT), and its four sub-scales, along with measures of educational attainment, individual and contextual socio-economic background factors, as predictors of performance in the first year of medical school training. A prospective study of 4,811 students in 12 UK medical schools taking the UKCAT from 2006 to 2008 as a part of the medical school application, for whom first year medical school examination results were available in 2008 to 2010. UKCAT scores and educational attainment measures (General Certificate of Education (GCE): A-levels, and so on; or Scottish Qualifications Authority (SQA): Scottish Highers, and so on) were significant predictors of outcome. UKCAT predicted outcome better in female students than male students, and better in mature than non-mature students. Incremental validity of UKCAT taking educational attainment into account was significant, but small. Medical school performance was also affected by sex (male students performing less well), ethnicity (non-White students performing less well), and a contextual measure of secondary schooling, students from secondary schools with greater average attainment at A-level (irrespective of public or private sector) performing less well. Multilevel modeling showed no differences between medical schools in predictive ability of the various measures. UKCAT sub-scales predicted similarly, except that Verbal Reasoning correlated positively with performance on Theory examinations, but negatively with Skills assessments. This collaborative study in 12 medical schools shows the power of large-scale studies of medical education for answering previously unanswerable but important questions about medical student selection, education and training. UKCAT has predictive validity as a predictor of medical school outcome, particularly in mature applicants to medical school. UKCAT offers small but significant incremental validity which is operationally valuable where medical schools are making selection decisions based on incomplete measures of educational attainment. The study confirms the validity of using all the existing measures of educational attainment in full at the time of selection decision-making. Contextual measures provide little additional predictive value, except that students from high attaining secondary schools perform less well, an effect previously shown for UK universities in general.

The UKCAT-12 study: educational attainment, aptitude test performance, demographic and socio-economic contextual factors as predictors of first year outcome in a cross-sectional collaborative study of 12 UK medical schools

PubMed Central

2013-01-01

Background Most UK medical schools use aptitude tests during student selection, but large-scale studies of predictive validity are rare. This study assesses the United Kingdom Clinical Aptitude Test (UKCAT), and its four sub-scales, along with measures of educational attainment, individual and contextual socio-economic background factors, as predictors of performance in the first year of medical school training. Methods A prospective study of 4,811 students in 12 UK medical schools taking the UKCAT from 2006 to 2008 as a part of the medical school application, for whom first year medical school examination results were available in 2008 to 2010. Results UKCAT scores and educational attainment measures (General Certificate of Education (GCE): A-levels, and so on; or Scottish Qualifications Authority (SQA): Scottish Highers, and so on) were significant predictors of outcome. UKCAT predicted outcome better in female students than male students, and better in mature than non-mature students. Incremental validity of UKCAT taking educational attainment into account was significant, but small. Medical school performance was also affected by sex (male students performing less well), ethnicity (non-White students performing less well), and a contextual measure of secondary schooling, students from secondary schools with greater average attainment at A-level (irrespective of public or private sector) performing less well. Multilevel modeling showed no differences between medical schools in predictive ability of the various measures. UKCAT sub-scales predicted similarly, except that Verbal Reasoning correlated positively with performance on Theory examinations, but negatively with Skills assessments. Conclusions This collaborative study in 12 medical schools shows the power of large-scale studies of medical education for answering previously unanswerable but important questions about medical student selection, education and training. UKCAT has predictive validity as a predictor of medical school outcome, particularly in mature applicants to medical school. UKCAT offers small but significant incremental validity which is operationally valuable where medical schools are making selection decisions based on incomplete measures of educational attainment. The study confirms the validity of using all the existing measures of educational attainment in full at the time of selection decision-making. Contextual measures provide little additional predictive value, except that students from high attaining secondary schools perform less well, an effect previously shown for UK universities in general. PMID:24229380

Links between teacher assessment and child self-assessment of mental health and behavior among children affected by HIV/AIDS.

PubMed

Du, Hongfei; Li, Xiaoming; Weinstein, Traci L; Chi, Peilian; Zhao, Junfeng; Zhao, Guoxiang

2015-01-01

Teachers are considered to be one of the most important influences in the lives of students. Teachers' assessments of students may be a primary source of information on children's mental and behavioral health; however, this topic has received little attention in research. We examined this issue through linking teachers' ratings of students and mental and behavioral outcomes of children affected by HIV. The hypothesis is that teacher ratings will be predictive of specific child mental and behavioral health outcomes. A quantitative cross-sectional design with self-administered paper-and-pencil instruments was used. The sample included 1221 children (aged 6-18, grades 1-11) affected by HIV including 755 orphans who lost one or both parents to AIDS and 466 vulnerable children living with HIV-infected parents in a central province of China. The corresponding teacher sample included 185 participants. Each child completed an assessment inventory of demographic information and mental and behavioral health measures. Teachers completed a questionnaire about children's school performance. SEM analyses revealed a good model fit according to all fit indices: comparative fit index = 0.93, root mean square error of approximation = 0.07, and standardized root mean square residual = 0.04. Structural equation modeling revealed that problem ratings by teachers were positively associated with child loneliness and behavioral problems, social competence ratings by teachers were negatively related to child depression, and personal growth and social interaction ratings by teachers were negatively related to child loneliness, depression, and trauma. The current study represents a unique contribution to the field in that it recognizes that teachers can be a valuable source of information on children's psychological health. Results from this study have implications for health prevention and intervention for children and families suffering from HIV/AIDS.

Cognitive load imposed by ultrasound-facilitated teaching does not adversely affect gross anatomy learning outcomes.

PubMed

Jamniczky, Heather A; Cotton, Darrel; Paget, Michael; Ramji, Qahir; Lenz, Ryan; McLaughlin, Kevin; Coderre, Sylvain; Ma, Irene W Y

2017-03-01

Ultrasonography is increasingly used in medical education, but its impact on learning outcomes is unclear. Adding ultrasound may facilitate learning, but may also potentially overwhelm novice learners. Based upon the framework of cognitive load theory, this study seeks to evaluate the relationship between cognitive load associated with using ultrasound and learning outcomes. The use of ultrasound was hypothesized to facilitate learning in anatomy for 161 novice first-year medical students. Using linear regression analyses, the relationship between reported cognitive load on using ultrasound and learning outcomes as measured by anatomy laboratory examination scores four weeks after ultrasound-guided anatomy training was evaluated in consenting students. Second anatomy examination scores of students who were taught anatomy with ultrasound were compared with historical controls (those not taught with ultrasound). Ultrasound's perceived utility for learning was measured on a five-point scale. Cognitive load on using ultrasound was measured on a nine-point scale. Primary outcome was the laboratory examination score (60 questions). Learners found ultrasound useful for learning. Weighted factor score on "image interpretation" was negatively, but insignificantly, associated with examination scores [F (1,135) = 0.28, beta = -0.22; P = 0.61]. Weighted factor score on "basic knobology" was positively and insignificantly associated with scores; [F (1,138) = 0.27, beta = 0.42; P = 0.60]. Cohorts exposed to ultrasound had significantly higher scores than historical controls (82.4% ± SD 8.6% vs. 78.8% ± 8.5%, Cohen's d = 0.41, P < 0.001). Using ultrasound to teach anatomy does not negatively impact learning and may improve learning outcomes. Anat Sci Educ 10: 144-151. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Factors Affecting Career Choice: Comparison Between Students from Computer and Other Disciplines

NASA Astrophysics Data System (ADS)

Alexander, P. M.; Holmner, M.; Lotriet, H. H.; Matthee, M. C.; Pieterse, H. V.; Naidoo, S.; Twinomurinzi, H.; Jordaan, D.

2011-06-01

The number of student enrolments in computer-related courses remains a serious concern worldwide with far reaching consequences. This paper reports on an extensive survey about career choice and associated motivational factors amongst new students, only some of whom intend to major in computer-related courses, at two South African universities. The data were analyzed using some components of Social Cognitive Career Theory, namely external influences, self-efficacy beliefs and outcome expectations. The research suggests the need for new strategies for marketing computer-related courses and the avenues through which they are marketed. This can to some extent be achieved by studying strategies used by other (non-computer) university courses, and their professional bodies. However, there are also distinct differences, related to self-efficacy and career outcomes, between the computer majors and the `other' group and these need to be explored further in order to find strategies that work well for this group. It is not entirely clear what the underlying reasons are for these differences but it is noteworthy that the perceived importance of "Interest in the career field" when choosing a career remains very high for both groups of students.

Self-Efficacy, Satisfaction, and Academic Achievement: The Mediator Role of Students' Expectancy-Value Beliefs

PubMed Central

Doménech-Betoret, Fernando; Abellán-Roselló, Laura; Gómez-Artiga, Amparo

2017-01-01

Although there is considerable evidence to support the direct effects of self-efficacy beliefs on academic achievement, very few studies have explored the motivational mechanism that mediates the self-efficacy–achievement relationship, and they are necessary to understand how and why self-efficacy affects students' academic achievement. Based on a socio-cognitive perspective of motivation, this study examines the relationships among academic self-efficacy, students' expectancy-value beliefs, teaching process satisfaction, and academic achievement. Its main aim is to identify some motivational-underlying processes through which students' academic self-efficacy affects student achievement and satisfaction. Student achievement and satisfaction are two of the most important learning outcomes, and are considered key indicators of education quality. The sample comprises 797 Spanish secondary education students from 36 educational settings and three schools. The scales that referred to self-efficacy and expectancy-value beliefs were administered at the beginning of the course, while student satisfaction and achievement were measured at the end of the course. The data analysis was conducted by structural equation modeling (SEM). The results revealed that students' expectancy-value beliefs (Subject value, Process expectancy, Achievement expectancy, Cost expectancy) played a mediator role between academic self-efficacy and the achievement/satisfaction relationship. These results provided empirical evidence to better understand the mechanism that mediates self-efficacy–achievement and efficacy–course satisfaction relationships. The implications of these findings for teaching and learning in secondary education are discussed. PMID:28769839

Self-Efficacy, Satisfaction, and Academic Achievement: The Mediator Role of Students' Expectancy-Value Beliefs.

PubMed

Doménech-Betoret, Fernando; Abellán-Roselló, Laura; Gómez-Artiga, Amparo

2017-01-01

Although there is considerable evidence to support the direct effects of self-efficacy beliefs on academic achievement, very few studies have explored the motivational mechanism that mediates the self-efficacy-achievement relationship, and they are necessary to understand how and why self-efficacy affects students' academic achievement. Based on a socio-cognitive perspective of motivation, this study examines the relationships among academic self-efficacy, students' expectancy-value beliefs, teaching process satisfaction, and academic achievement. Its main aim is to identify some motivational-underlying processes through which students' academic self-efficacy affects student achievement and satisfaction. Student achievement and satisfaction are two of the most important learning outcomes, and are considered key indicators of education quality. The sample comprises 797 Spanish secondary education students from 36 educational settings and three schools. The scales that referred to self-efficacy and expectancy-value beliefs were administered at the beginning of the course, while student satisfaction and achievement were measured at the end of the course. The data analysis was conducted by structural equation modeling (SEM). The results revealed that students' expectancy-value beliefs (Subject value, Process expectancy, Achievement expectancy, Cost expectancy) played a mediator role between academic self-efficacy and the achievement/satisfaction relationship. These results provided empirical evidence to better understand the mechanism that mediates self-efficacy-achievement and efficacy-course satisfaction relationships. The implications of these findings for teaching and learning in secondary education are discussed.

Healthcare students' evaluation of the clinical learning environment and supervision - a cross-sectional study.

PubMed

Pitkänen, Salla; Kääriäinen, Maria; Oikarainen, Ashlee; Tuomikoski, Anna-Maria; Elo, Satu; Ruotsalainen, Heidi; Saarikoski, Mikko; Kärsämänoja, Taina; Mikkonen, Kristina

2018-03-01

The purpose of clinical placements and supervision is to promote the development of healthcare students´ professional skills. High-quality clinical learning environments and supervision were shown to have significant influence on healthcare students´ professional development. This study aimed to describe healthcare students` evaluation of the clinical learning environment and supervision, and to identify the factors that affect these. The study was performed as a cross-sectional study. The data (n = 1973) were gathered through an online survey using the Clinical Learning Environment, Supervision and Nurse Teacher scale during the academic year 2015-2016 from all healthcare students (N = 2500) who completed their clinical placement at a certain university hospital in Finland. The data were analysed using descriptive statistics and binary logistic regression analysis. More than half of the healthcare students had a named supervisor and supervision was completed as planned. The students evaluated the clinical learning environment and supervision as 'good'. The students´ readiness to recommend the unit to other students and the frequency of separate private unscheduled sessions with the supervisor were the main factors that affect healthcare students` evaluation of the clinical learning environment and supervision. Individualized and goal-oriented supervision in which the student had a named supervisor and where supervision was completed as planned in a positive environment that supported learning had a significant impact on student's learning. The clinical learning environment and supervision support the development of future healthcare professionals' clinical competence. The supervisory relationship was shown to have a significant effect on the outcomes of students' experiences. We recommend the planning of educational programmes for supervisors of healthcare students for the enhancement of supervisors' pedagogical competencies in supervising students in the clinical practice. Copyright © 2018 Elsevier Ltd. All rights reserved.

MCAT Verbal Reasoning score: less predictive of medical school performance for English language learners.

PubMed

Winegarden, Babbi; Glaser, Dale; Schwartz, Alan; Kelly, Carolyn

2012-09-01

Medical College Admission Test (MCAT) scores are widely used as part of the decision-making process for selecting candidates for admission to medical school. Applicants who learned English as a second language may be at a disadvantage when taking tests in their non-native language. Preliminary research found significant differences between English language learners (ELLs), applicants who learned English after the age of 11 years, and non-ELL examinees on the Verbal Reasoning (VR) sub-test of the MCAT. The purpose of this study was to determine if relationships between VR sub-test scores and measures of medical school performance differed between ELL and non-ELL students. Scores on the MCAT VR sub-test and student performance outcomes (grades, examination scores, and markers of distinction and difficulty) were extracted from University of California San Diego School of Medicine admissions files and the Association of American Medical Colleges database for 924 students who matriculated in 1998-2005 (graduation years 2002-2009). Regression models were fitted to determine whether MCAT VR sub-test scores predicted medical school performance similarly for ELLs and non-ELLs. For several outcomes, including pre-clerkship grades, academic distinction, US Medical Licensing Examination Step 2 Clinical Knowledge scores and two clerkship shelf examinations, ELL status significantly affects the ability of the VR score to predict performance. Higher correlations between VR score and medical school performance emerged for non-ELL students than for ELL students for each of these outcomes. The MCAT VR score should be used with discretion when assessing ELL applicants for admission to medical school. © Blackwell Publishing Ltd 2012.

Psychometric evaluation of dietary self-efficacy and outcome expectation scales in female college freshmen.

PubMed

Kedem, Leia E; Evans, Ellen M; Chapman-Novakofski, Karen

2014-11-01

Lifestyle interventions commonly measure psychosocial beliefs as precursors to positive behavior change, but often overlook questionnaire validation. This can affect measurement accuracy if the survey has been developed for a different population, as differing behavioral influences may affect instrument validity. The present study aimed to explore psychometric properties of self-efficacy and outcome expectation scales-originally developed for younger children-in a population of female college freshmen (N = 268). Exploratory principal component analysis was used to investigate underlying data patterns and assess validity of previously published subscales. Composite scores for reliable subscales (Cronbach's α ≥ .70) were calculated to help characterize self-efficacy and outcome expectation beliefs in this population. The outcome expectation factor structure clearly comprised of positive (α = .81-.90) and negative outcomes (α = .63-.67). The self-efficacy factor structure included themes of motivation and effort (α = .75-.94), but items pertaining to hunger and availability cross-loaded often. Based on cross-loading patterns and low Cronbach's alpha values, respectively, self-efficacy items regarding barriers to healthy eating and negative outcome expectation items should be refined to improve reliability. Composite scores suggested that eating healthfully was associated with positive outcomes, but self-efficacy to do so was lower. Thus, dietary interventions for college students may be more successful by including skill-building activities to enhance self-efficacy and increase the likelihood of behavior change. © The Author(s) 2014.

Moving beyond a knowledge deficit perspective to understand climate action by youth

NASA Astrophysics Data System (ADS)

Busch, K. C.

2016-12-01

This presentation reports on an experiment testing two framings of uncertainty on students' intent to take action to mitigate climate change. Additionally, to explore possible mechanisms involved in the choice of taking mitigating action, several factors highlighted within behavior theory literature were measured to create a theoretical model for youth's choice to take mitigating action. The factors explored were: knowledge, certainty, affect, efficacy, and social norms. The experiment was conducted with 453 middle and high school students within the Bay Area. Findings indicated that these students did hold a basic understanding of the causes and effects of climate change. They were worried and felt negatively about the topic. They felt somewhat efficacious about their personal ability to mitigate climate change. The students reported that they associated with people who were more likely to think climate change was real and caused by humans. Students also reported that they often take part in private pro-environmental behaviors such as using less electricity. When asked to respond freely to a question about what think about climate change, participants described the negative effects of human-caused climate change on Earth systems at the global scale and as a current phenomenon. The results of the experiment showed that while the text portraying climate change with high uncertainty did affect student's own certainty and their perception of scientists' certainty, it did not affect behavioral intention. This result can be explained through regression analysis. It was found that efficacy and social norms were direct determinants of pro-environmental behaviors. The cognitive variables - knowledge and certainty - and the psychological variable - affect - were not significant predictors of pro-environmental behavior. The implications for this study are that while students hold basic understanding of the causes and effects of climate change, this understanding lacks personal relevance. Another implication of this study is that if we wish to have action-taking as an outcome of climate change education efforts, then the learning activities should include components to address efficacy and social norms.

Modeling the effects of involvement and attitudes on energy industry pursuit intentions: A systems analysis of the university-industry environment

NASA Astrophysics Data System (ADS)

Gross, Jordan M.

The energy industry's struggle to attract and retain qualified employees continues to threaten the nation's economy, global competitiveness, and national security. Given the nationwide skills and labor shortage in the energy industry, this study was conducted in response to a need to identify causes of person-environment fit and its effects on engineering students' intentions to work in the energy industry after graduation. Structural equation modeling was used to examine the relationships between student inputs, environmental factors, and career-related outcomes. Two models were compared using data collected from 381 undergraduate engineering students from across the country. Results suggest that students who gained knowledge about professions in the energy industry from participating in an internship or co-op at an energy-related company perceived greater fit with the goals and values of the energy industry. In addition, this study found that students who perceive high levels of fit with the energy industry also have high industry attraction, which directly affects their energy industry pursuit intentions. Overall, this research indicates that high quality internships have the potential to increase students' perceived industry fit, which is closely tied to their career intentions. Outcomes of this study are expected to provide stakeholders with new insights to improve practices within the university-industry environment that will educate, promote, and sustain a strong energy workforce for years to come.

From F = ma to Flying Squirrels: Curricular Change in an Introductory Physics Course

PubMed Central

O’Shea, Brian; Terry, Laura; Benenson, Walter

2013-01-01

We present outcomes from curricular changes made to an introductory calculus-based physics course whose audience is primarily life sciences majors, the majority of whom plan to pursue postbaccalaureate studies in medical and scientific fields. During the 2011–2012 academic year, we implemented a Physics of the Life Sciences curriculum centered on a draft textbook that takes a novel approach to teaching physics to life sciences majors. In addition, substantial revisions were made to the homework and hands-on components of the course to emphasize the relationship between physics and the life sciences and to help the students learn to apply physical intuition to life sciences–oriented problems. Student learning and attitudinal outcomes were assessed both quantitatively, using standard physics education research instruments, and qualitatively, using student surveys and a series of postsemester interviews. Students experienced high conceptual learning gains, comparable to other active learning–based physics courses. Qualitatively, a substantial fraction of interviewed students reported an increased interest in physics relative to the beginning of the semester. Furthermore, more than half of students self-reported that they could now relate physics topics to their majors and future careers, with interviewed subjects demonstrating a high level of ability to come up with examples of how physics affects living organisms and how it helped them to better understand content presented in courses in their major. PMID:23737630

From F = ma to flying squirrels: curricular change in an introductory physics course.

PubMed

O'Shea, Brian; Terry, Laura; Benenson, Walter

2013-06-01

We present outcomes from curricular changes made to an introductory calculus-based physics course whose audience is primarily life sciences majors, the majority of whom plan to pursue postbaccalaureate studies in medical and scientific fields. During the 2011-2012 academic year, we implemented a Physics of the Life Sciences curriculum centered on a draft textbook that takes a novel approach to teaching physics to life sciences majors. In addition, substantial revisions were made to the homework and hands-on components of the course to emphasize the relationship between physics and the life sciences and to help the students learn to apply physical intuition to life sciences-oriented problems. Student learning and attitudinal outcomes were assessed both quantitatively, using standard physics education research instruments, and qualitatively, using student surveys and a series of postsemester interviews. Students experienced high conceptual learning gains, comparable to other active learning-based physics courses. Qualitatively, a substantial fraction of interviewed students reported an increased interest in physics relative to the beginning of the semester. Furthermore, more than half of students self-reported that they could now relate physics topics to their majors and future careers, with interviewed subjects demonstrating a high level of ability to come up with examples of how physics affects living organisms and how it helped them to better understand content presented in courses in their major.

Balance Theory Revisited: Relationship Issue Relevance Affects Imbalance-Induced Tension in Workplace Relationships.

PubMed

Reid, Chelsea A; Davis, Jody L; Pollack, Jeffrey M; Coughlan, Richard S

2017-08-18

The present work applies and extends balance theory by examining the role of relevance of issue to the relationship in balance theory processes within the context of workplace relationships. In Experiment 1, a sample of working adults (N = 81) reported greater job tension when self-supervisor dissimilarity involved a relationship-relevant (vs. non-relationship) ethical dilemma. In Experiment 2, a sample of working students (N = 185) who perceived greater self-supervisor dissimilarity about workplace (vs. family) ethics reported greater job tension, and in turn, less job satisfaction and organizational commitment. Perceiving dissimilarity with a work supervisor in attitudes about relationship-relevant issues may negatively affect outcomes at work. Importantly, these experiments demonstrated that not all dissimilarity is likely to yield negative outcomes; only relationship-relevant (vs. non-relevant) dissimilarity was a catalyst for imbalance-induced tension.

Unfortunate Outcomes of a ``Funny'' Physics Problem: Some Eye-Opening YouTube Comments

NASA Astrophysics Data System (ADS)

Slisko, Josip; Dykstra, Dewey

2011-02-01

The impressions we make as instructors of physics can affect student learning and public perception of physics teachers, physics as an academic subject, and physics as a profession. There are many sources from which we can collect evidence of these impressions. Among these sources are online public forums such as those at the Internet site known as YouTube. Whether we are proud of these impressions we make or not, we should consider how constructive these impressions are for our students' physics learning and their impact on the public perception of physics and the community of physicists.

Teaching undergraduate astrophysics with PIRATE

NASA Astrophysics Data System (ADS)

Brodeur, M. S.; Kolb, U.; Minocha, S.; Braithwaite, N.

2014-12-01

PIRATE is a 0.43m semi-autonomous research and teaching observatory owned by The Open University, UK. Since 2010, it has been reserved for several months of each year for teaching astronomy in the OU's undergraduate programme. As students in these courses operate PIRATE remotely rather than travelling to the observatory itself, we chose to investigate whether effective learning was adversely affected by the absence of a more traditional `hands on' experience. We discuss student perspectives on the technologies employed (i.e., remote and virtual investigations), the impact these had on perceived course outcomes, and consider implications for future teaching and outreach.

Systems for Documenting Student Experiences and Outcomes

ERIC Educational Resources Information Center

Yeung, Fanny P. F.; Fallucca, Amber

2017-01-01

This chapter illustrates two campus processes that utilized student-level data management systems, such as student record systems, assessment platforms, and comprehensive student records, to assess student outcomes relevant to campus missions, goals, and learning outcomes.

The Tennessee study: factors affecting treatment outcome and healing time following nonsurgical root canal treatment.

PubMed

Azim, A A; Griggs, J A; Huang, G T-J

2016-01-01

To determine factors that may influence treatment outcome and healing time following root canal treatment. Root filled and restored teeth by pre-doctoral students were included in this study. Teeth/roots were followed-up regularly, and treatment outcome was evaluated at every follow-up appointment (healed, healing, uncertain or unsatisfactory). Host (age, immune condition, pulp/periapical diagnosis, tooth/root type, location and anatomy) and treatment factors (master apical file size, apical extension, voids and density of root filling) were recorded from patient dental records. Univariate, bivariate and multivariate analyses were performed to determine the impact of the factors on treatment outcomes and healing times. A total of 422 roots from 291 teeth met the inclusion criteria with a mean follow-up period of 2 years. The preoperative pulp condition, procedural errors during treatment, apical extension and density of root fillings significantly affected the treatment outcome. The average time required for a periapical lesion to heal was 11.78 months. The healing time increased in patients with compromised healing, patients older than 40 years, roots with Weine type II root canal systems, root canal systems prepared to a master apical file size <35, and roots with overextended fillings (P < 0.1). Multiple host and treatment factors affected the healing time and outcome of root canal treatment. Follow-up protocols should consider these factors before concluding the treatment outcome: patient's age, immune condition, as well as roots with overextended fillings, root canal systems with smaller apical preparations (size <35) or roots with complex canal systems. Intervention may be recommended if the treatment quality was inadequate or if patients became symptomatic. © 2015 International Endodontic Journal. Published by John Wiley & Sons Ltd.

Student perceptions regarding the usefulness of explicit discussion of "Structure of the Observed Learning Outcome" taxonomy.

PubMed

Prakash, E S; Narayan, K A; Sethuraman, K R

2010-09-01

One method of grading responses of the descriptive type is by using Structure of Observed Learning Outcomes (SOLO) taxonomy. The basis of this study was the expectation that if students were oriented to SOLO taxonomy, it would provide them an opportunity to understand some of the factors that teachers consider while grading descriptive responses and possibly develop strategies to improve scores. We first sampled the perceptions of 68 second-year undergraduate medical students doing the Respiratory System course regarding the usefulness of explicit discussion of SOLO taxonomy. Subsequently, in a distinct cohort of 20 second-year medical students doing the Central Nervous System course, we sought to determine whether explicit illustration of SOLO taxonomy combined with some advice on better answering descriptive test questions (to an experimental group) resulted in better student scores in a continuous assessment test compared with providing advice for better answering test questions but without any reference to SOLO taxonomy (the control group). Student ratings of the clarity of the presentation on SOLO taxonomy appeared satisfactory to the authors, as was student understanding of our presentation. The majority of participants indicated that knowledge of SOLO taxonomy would help them study and prepare better answers for questions of the descriptive type. Although scores in the experimental and control group were comparable, this experience nonetheless provided us with the motivation to orient students to SOLO taxonomy early on in the medical program and further research factors that affect students' development of strategies based on knowledge of SOLO taxonomy.

Brief intervention to encourage empathic discipline cuts suspension rates in half among adolescents.

PubMed

Okonofua, Jason A; Paunesku, David; Walton, Gregory M

2016-05-10

Growing suspension rates predict major negative life outcomes, including adult incarceration and unemployment. Experiment 1 tested whether teachers (n = 39) could be encouraged to adopt an empathic rather than punitive mindset about discipline-to value students' perspectives and sustain positive relationships while encouraging better behavior. Experiment 2 tested whether an empathic response to misbehavior would sustain students' (n = 302) respect for teachers and motivation to behave well in class. These hypotheses were confirmed. Finally, a randomized field experiment tested a brief, online intervention to encourage teachers to adopt an empathic mindset about discipline. Evaluated at five middle schools in three districts (Nteachers = 31; Nstudents = 1,682), this intervention halved year-long student suspension rates from 9.6% to 4.8%. It also bolstered respect the most at-risk students, previously suspended students, perceived from teachers. Teachers' mindsets about discipline directly affect the quality of teacher-student relationships and student suspensions and, moreover, can be changed through scalable intervention.

Learning primary care in medical school: does specialty or geographic location of the teaching site make a difference?

PubMed

Irigoyen, M M; Kurth, R J; Schmidt, H J

1999-05-01

The Liaison Committee on Medical Education mandates a core curriculum in primary care but does not specify its content or structure. In this study, we explored the question of whether primary care specialty or geographic location affects student learning and satisfaction. From 1994 to 1996, 294 third-year medical students at one medical school in New York state were randomly assigned to multiple teaching sites for a required 5-week primary care clerkship. Independent predictor variables were primary care specialty of the preceptor (family medicine, medicine, pediatrics, or joint medicine and pediatrics) and geographic location of the site (urban, suburban, rural). Outcome measures included four areas of student satisfaction, one of patient volume, and two of student performance. Primary care specialty had no detectable association with the outcome measures, except for a lower rating of patient diversity in pediatric experiences (P <0.001). Geographic location of the site had a significant association with all measures of student satisfaction and patient volume (all P values <0.001). Students at rural sites rated the experience more highly and saw on average 15 more patients per rotation. Ratings of student satisfaction remained high after adjusting for patient volume. Primary care specialty and geographic location did not influence student performance in the clerkship or scores on standardized patient examination. Rural geographic location of teaching site, but not primary care specialty, was associated with higher student satisfaction. However, higher student satisfaction ratings did not correspond to better student performance. Provided that all sites meet the screening criteria for inclusion in a teaching program, these findings support the continued development of high-quality, heterogeneous, interdisciplinary, primary care experiences.

Retaining minorities in engineering: Assessment of a program prototype

NASA Astrophysics Data System (ADS)

Good, Jennifer Marie (Phillips)

Program assessment is an essential part of healthy program development. Assessment should include multiple considerations, dimensions, and outcomes that match the program's objectives. As a newly formed retention program, the Auburn University Minority Engineering Program, designed to help pre-engineering minority students make the transition into their freshman year of university studies, incorporated evaluation and assessment into all three components of the program (the interactive learning laboratory, critical-thinking workshops, and Sunday-evening tutorials) from the program's inception. If students successfully adapted to the university environment and the demands of the pre-engineering course of study, then retention of minority students in the College of Engineering should improve. Data were gathered on the students involved in the various program components. Students who entered the Minority Engineering Program were pre- and posttested on three standardized subtests (critical thinking, mathematics, and science reasoning) of the Collegiate Assessment of Academic Proficiency. The first-quarter grade-point averages of the students were also gathered to compare their grades to freshman students in previous quarters within the College of Engineering. Qualitative data were also gathered on this same group of students. An analysis of the data revealed that student achievement is affected by involvement in the Minority Engineering Program. Specifically, the first quarter grade point averages of students involved in the program exceeded those of their peers in earlier years of study prior to the program's existence. In addition, mathematics and science reasoning scores on standardized tests increased pre- to postintervention. Comments collected in journals and files also demonstrated use of critical-thinking and problem-solving skills employed by the students. Recommendations for alterations of the program were made based on the outcome of the program evaluation. Further suggestions for research in minority engineering program development and evaluation were also discussed.

Blending problem-based learning with Web technology positively impacts student learning outcomes in acid-base physiology.

PubMed

Taradi, Suncana Kukolja; Taradi, Milan; Radic, Kresimir; Pokrajac, Niksa

2005-03-01

World Wide Web (Web)-based learning (WBL), problem-based learning (PBL), and collaborative learning are at present the most powerful educational options in higher education. A blended (hybrid) course combines traditional face-to-face and WBL approaches in an educational environment that is nonspecific as to time and place. To provide educational services for an undergraduate second-year elective course in acid-base physiology, a rich, student-centered educational Web-environment designed to support PBL was created by using Web Course Tools courseware. The course is designed to require students to work in small collaborative groups using problem solving activities to develop topic understanding. The aim of the study was to identify the impact of the blended WBL-PBL-collaborative learning environment on student learning outcomes. Student test scores and satisfaction survey results from a blended WBL-PBL-based test group (n = 37) were compared with a control group whose instructional opportunities were from a traditional in-class PBL model (n = 84). WBL students scored significantly (t = 3.3952; P = 0.0009) better on the final acid-base physiology examination and expressed a positive attitude to the new learning environment in the satisfaction survey. Expressed in terms of a difference effect, the mean of the treated group (WBL) is at the 76th percentile of the untreated (face-to-face) group, which stands for a "medium" effect size. Thus student progress in the blended WBL-PBL collaborative environment was positively affected by the use of technology.

The effect of robotic telerounding in the surgical intensive care units impact on medical education.

PubMed

Marini, Corrado Paolo; Ritter, Garry; Sharma, Cordelia; McNelis, John; Goldberg, Michael; Barrera, Rafael

2015-03-01

Robotic telerounding is effective from the standpoint of patients' satisfaction and patients' care in teaching and community hospitals. However, the impact of robotic telerounding by the intensivist rounding remotely in the surgical intensive care unit (SICU), on patients' outcome and on the education of medical students physician assistants and surgical residents, as well as on nurses' satisfaction has not been studied. Prospective evaluation of robotic telerounding (RT) using a Likert Scale measuring tool to assess whether it can replace conventional rounding (CR) from the standpoint of patients' care and outcome, nursing satisfaction, and educational effectiveness. RT did not have a negative impact on patients' outcome during the study interval: mortality 5/42 (12 %) versus 6/37 (16 %), RT versus CR, respectively, p = 0.747. The intensivists rounding in the SICU were satisfied with their ability to deliver the same patients' care remotely (Likert score 4.4 ± 0.2). The educational experience of medical students, physicia assistants, and surgical residents was not affected by RT (average Likert score 4.5 ± 0.2, 3.9 ± 0.4, and 4.4 ± 0.4 for surgical residents, medical students and PAs, respectively, p > 0.05). However, as shown by a Likert score of 3.5 ± 1.0, RT did not meet nurses' expectations from several standpoints. Intensivists regard robotic telerounding as an effective alternative to conventional rounding from the standpoint of patients' care and teaching. Medical students, physician assistants (PA's), and surgical residents do not believe that RT compromises their education. Despite similar patients' outcome, nurses have a less favorable opinion of RT; they believe that the physical presence of the intensivist is favorable at all times.

Making the case for STEM integration at the upper elementary level: A mixed methods exploration of opportunity to learn math and science, teachers' efficacy and students' attitudes

NASA Astrophysics Data System (ADS)

Miller, Brianna M.

Student achievement in science and math has been linked to per capita gross domestic product (GDP) growth propagating the belief that science, technology, engineering, and math (STEM) education is an important factor in economic prosperity. However, The No Child Left Behind Act of 2001 (NCLB), favors math over science, positioning the subjects as competitors rather than collaborators. Additionally, NCLB focuses almost exclusively on the cognitive outcome of students' achievement with the affective outcome of students' attitudes being nearly ignored. Positive attitudes toward science and math early on are essential for subsequent and cumulative decisions students make in taking courses, choosing majors, and pursuing careers. Positioning students' attitudes as a desirable educational outcome comparable to students' achievement is an emerging goal in the literature. Using the case of one school district in south-central Pennsylvania with three elementary schools, 15 upper elementary teachers, and 361 students, the purpose of this study was to better understand influences on upper elementary students' attitudes toward STEM (SA) subjects and careers. The study aimed to explore two influences on SA, opportunity to learn (OTL) and teacher's efficacy (TE), in the comparative contexts of math and science. The studied employed a mixed methods convergent design in which five data sets from four sources were collected over three phases to triangulate three constructs: OTL, TE, and SA. The goal of the study was to offer recommendations to the case school district for enhancing OTL, TE, and thus SA. Findings regarding OTL revealed that the opportunity to learn science was lower than math. Finding regarding TE revealed that outcome expectancy was lower than personal teaching efficacy in both science and math; and, teachers had low STEM career awareness, STEM integration, and technology use. Findings regarding SA revealed a lower perceived usefulness of science compared to math and a high interest in engineering careers, especially among girls. Based on these findings it was recommended that the school district utilize its District Level Plan and the pre-existing structures of Career Day and the Science Fair to integrate STEM education as a means of improving OTL, TE, and thus SA.

When curiosity breeds intimacy: taking advantage of intimacy opportunities and transforming boring conversations.

PubMed

Kashdan, Todd B; McKnight, Patrick E; Fincham, Frank D; Rose, Paul

2011-12-01

Curious people seek knowledge and new experiences. In 3 studies, we examined whether, when, and how curiosity contributes to positive social outcomes between unacquainted strangers. Study 1 (98 college students) showed that curious people expect to generate closeness during intimate conversations but not during small talk; less curious people anticipated poor outcomes in both situations. We hypothesized that curious people underestimate their ability to bond with unacquainted strangers during mundane conversations. Studies 2 (90 college students) and 3 (106 college students) showed that curious people felt close to partners during intimate and small-talk conversations; less curious people only felt close when the situation offered relationship-building exercises. Surprise at the pleasure felt during this novel, uncertain situation partially mediated the benefits linked to curiosity. We found evidence of slight asymmetry between self and partner reactions. Results could not be attributed to physical attraction or positive affect. Collectively, results suggest that positive social interactions benefit from an open and curious mind-set. © 2010 The Authors. Journal of Personality © 2011, Wiley Periodicals, Inc.

Heavy Drinking in University Students With and Without Attention-Deficit/Hyperactivity Disorder: Contributions of Drinking Motives and Protective Behavioral Strategies

PubMed Central

Howard, Andrea L; Pritchard, Tyler R

2017-01-01

This study examined rates of heavy drinking and alcohol problems in relation to drinking motives and protective behavioral strategies in university students with a documented current diagnosis of attention-deficit/hyperactivity disorder (ADHD; n = 31) compared with students with no history of ADHD (n = 146). Participants completed a Web-based questionnaire, and logistic regression models tested interactions between ADHD/comparison group membership and motives and protective strategies. Group differences in rates of heavy drinking and alcohol problems were not statistically significant, but medium-sized risk ratios showed that students without ADHD reported heavy drinking at a rate 1.44 times higher than students with ADHD and met screening criteria for problematic alcohol use at a rate of 1.54 times higher than students with ADHD. Other key findings were, first, that drinking to enhance positive affect (e.g., drinking because it is exciting), but not to cope with negative affect (e.g., drinking to forget your worries), predicted both heavy drinking and alcohol problems. Second, only protective behavioral strategies that emphasize alcohol avoidance predicted both heavy drinking and alcohol problems. Contrary to expectations, we found no ADHD-related moderation of effects of motives or protective strategies on our alcohol outcomes. Results of this study are limited by the small sample of students with ADHD but highlight tentative similarities and differences in effects of motives and strategies on drinking behaviors and alcohol problems reported by students with and without ADHD. PMID:28814878

General chemistry: expanding the learning outcomes and promoting interdisciplinary connections through the use of a semester-long project.

PubMed

Wenzel, Thomas J

2006-01-01

The laboratory component of a first-semester general chemistry course for science majors is described. The laboratory involves a semester-long project undertaken in a small-group format. Students are asked to examine whether plants grown in soil contaminated with lead take up more lead than those grown in uncontaminated soil. They are also asked to examine whether the acidity of the rainwater affects the amount of lead taken up by the plants. Groups are then given considerable independence in the design and implementation of the experiment. Once the seeds are planted, which takes about 4 wk into the term, several shorter experiments are integrated in before it is time to harvest and analyze the plants. The use of a project and small working groups allows for the development of a broader range of learning outcomes than occurs in a "traditional" general chemistry laboratory. The nature of these outcomes and some of the student responses to the laboratory experience are described. This particular project also works well at demonstrating the connections among chemistry, biology, geology, and environmental studies.

General Chemistry: Expanding the Learning Outcomes and Promoting Interdisciplinary Connections through the Use of a Semester-long Project

PubMed Central

Wenzel, Thomas J.

2006-01-01

The laboratory component of a first-semester general chemistry course for science majors is described. The laboratory involves a semester-long project undertaken in a small-group format. Students are asked to examine whether plants grown in soil contaminated with lead take up more lead than those grown in uncontaminated soil. They are also asked to examine whether the acidity of the rainwater affects the amount of lead taken up by the plants. Groups are then given considerable independence in the design and implementation of the experiment. Once the seeds are planted, which takes about 4 wk into the term, several shorter experiments are integrated in before it is time to harvest and analyze the plants. The use of a project and small working groups allows for the development of a broader range of learning outcomes than occurs in a “traditional” general chemistry laboratory. The nature of these outcomes and some of the student responses to the laboratory experience are described. This particular project also works well at demonstrating the connections among chemistry, biology, geology, and environmental studies. PMID:17012193

Efficacy of the I Can Control Asthma and Nutrition Now (ICAN) Pilot Program on Health Outcomes in High School Students with Asthma

ERIC Educational Resources Information Center

Kouba, Joanne; Velsor-Friedrich, Barbarba; Militello, Lisa; Harrison, Patrick R.; Becklenberg, Amy; White, Barb; Surya, Shruti; Ahmed, Avais

2013-01-01

Asthma is the most prevalent chronic illness in childhood affecting 7 million youth. Many youth with asthma face another risk factor in obesity. Obesity, in turn, increases disorders such as asthma. Studies have recommended that asthma programs also address weight management in youth. Taking this into consideration, the I Can Control Asthma and…

School Placement and Perceived Quality of Life in Youth Who Are Deaf or Hard of Hearing

ERIC Educational Resources Information Center

Schick, Brenda; Skalicky, Anne; Edwards, Todd; Kushalnagar, Poorna; Topolski, Tari; Patrick, Donald

2013-01-01

In the education of students who are deaf and hard of hearing (DHH), there is much debate about how placement affects educational outcomes and quality of life. This study examined the relationship between quality of life and educational placement that include and do not include other DHH youth. Participants included 221 DHH youth, ages 11-18 with…

School Matters: Why African American Students Need Multiple Forms of Capital. Counterpoints, Studies in the Postmodern Theory of Education Volume 312

ERIC Educational Resources Information Center

Bartee, RoSusan D.; Brown, M. Christopher, II.

2007-01-01

There are four types of capital: economic, human, cultural, and social. The distribution of capital in home and school settings affects the types of educational outcomes and the quality of lifelong opportunities that individuals are able to enjoy. Resource availability and accessibility influence the success levels at which teaching and learning…

Effects of High-Fidelity Human Patient Simulation Experience on Self-Efficacy, Motivation and Learning of First Semester Associate Degree Nursing Students

ERIC Educational Resources Information Center

Kuznar, Kathleen A.

2009-01-01

One of the newest methodologies in nursing education is high-fidelity human patient simulation (HPS). Many nursing educators have embraced the method as it offers a strategy to facilitate cognitive, affective, and psychomotor outcomes. Despite their popularity, however, HPS systems are costly and, in an era of cost containment and tuition…

Teaching Sustainability through System Dynamics: Exploring Stocks and Flows Embedded in Dynamic Computer Models of an Agricultural Land Management System

ERIC Educational Resources Information Center

Pallant, Amy; Lee, Hee-Sun

2017-01-01

During the past several decades, there has been a growing awareness of the ways humans affect Earth systems. As global problems emerge, educating the next generation of citizens to be able to make informed choices related to future outcomes is increasingly important. The challenge for educators is figuring out how to prepare students to think…

School Improvement Grants: Early Implementation under Way, but Reforms Affected by Short Time Frames. Report to Congressional Requesters. GAO-11-741

ERIC Educational Resources Information Center

Scott, George A.

2011-01-01

The School Improvement Grants (SIG) program, which was created in 2002, funds reforms in the country's lowest-performing schools with the goal of improving student outcomes, such as standardized test scores and graduation rates. Congress greatly increased SIG program funding from $125 million available in fiscal year 2007--the first year the…

Relationships among Prior Conceptual Knowledge, Metacognitive Awareness, Metacognitive Self-Management, Cognitive Style, Perception-Judgment Style, Attitude toward School Science, Self-Regulation, and Science Achievement in Grades 6-7 Students.

ERIC Educational Resources Information Center

Holden, Trudy G.; Yore, Larry D.

This study explores the learner dimension in learning biological science topics in five elementary school classrooms instructed by different teachers using a common course of study and outcome measures. Specifically, the study addressed the associations among conceptual, metacognitive, cognitive, stylistic, and affective characteristics and…

Affective and Situational Correlates of Foreign Language Proficiency: A Study of Chinese University Learners of English and Japanese

ERIC Educational Resources Information Center

Jin, Yinxing; de Bot, Kees; Keijzer, Merel

2017-01-01

The study explores the effects of teacher support and student cohesiveness on foreign language (FL) learning outcomes and compares their effect with that of FL anxiety. One hundred and forty-six first-year Chinese undergraduates of Japanese, who were also learning English, participated in two surveys that were administered over a 2-month interval.…