Identifying Key Features of Effective Active Learning: The Effects of Writing and Peer Discussion

PubMed Central

Pangle, Wiline M.; Wyatt, Kevin H.; Powell, Karli N.; Sherwood, Rachel E.

2014-01-01

We investigated some of the key features of effective active learning by comparing the outcomes of three different methods of implementing active-learning exercises in a majors introductory biology course. Students completed activities in one of three treatments: discussion, writing, and discussion + writing. Treatments were rotated weekly between three sections taught by three different instructors in a full factorial design. The data set was analyzed by generalized linear mixed-effect models with three independent variables: student aptitude, treatment, and instructor, and three dependent (assessment) variables: change in score on pre- and postactivity clicker questions, and coding scores on in-class writing and exam essays. All independent variables had significant effects on student performance for at least one of the dependent variables. Students with higher aptitude scored higher on all assessments. Student scores were higher on exam essay questions when the activity was implemented with a writing component compared with peer discussion only. There was a significant effect of instructor, with instructors showing different degrees of effectiveness with active-learning techniques. We suggest that individual writing should be implemented as part of active learning whenever possible and that instructors may need training and practice to become effective with active learning. PMID:25185230

Self-Esteem of Junior High and High School Students.

ERIC Educational Resources Information Center

Lee, Kimberly E.

The purpose of this thesis was to investigate the self-esteem of junior high and high school students. The independent variables investigated were quality of family life, birth order, family size, maternal employment, grade level and family structure. The dependent variables were the self-esteem scores from the following sub-scales of the Texas…

High School Students' Motivation to Learn Mathematics: The Role of Multiple Goals

ERIC Educational Resources Information Center

Ng, Chi-hung Clarence

2018-01-01

Using a sample of 310 Year 10 Chinese students from Hong Kong, this survey study examined the effects of multiple goals in learning mathematics. Independent variables were mastery, performance-approach, performance-avoidance, and pro-social goals. Dependent variables included perceived classroom goal structures, teacher's support, learning motives…

Do Teacher Salaries Make a Difference? Tennessee Teachers' Salaries and Student Achievement in the Year 2000.

ERIC Educational Resources Information Center

Miller-Whitehead, Marie

The 2000 Tennessee School Systems Report Card data for 138 Tennessee public school systems were examined to identify variables that predict student performance in reading, language arts, mathematics, science, social studies, writing, high school competency examinations, attendance, and graduation. The dependent variable was school system grade…

Career-Technical Students in Baccalaureate Programs: Predictors of the Intent to Persist and Satisfaction with Educational Pathways

ERIC Educational Resources Information Center

Uranis, Julie

2015-01-01

This research explores the intersections of descriptive attributes, expectations, and influences (independent variables) and the degree to which they predict the intent to persist and satisfaction (dependent variables) of students enrolled in career-technical programs at four-year institutions. Little research exists for this population, and…

High School Teachers Perceptions of School Change and Its Implications for Student Achievement

ERIC Educational Resources Information Center

Mitchell, Anthony J.; Shoho, Alan R.

2017-01-01

This study sought to determine if there was a relationship between teacher perceptions of educational change and student achievement. Teacher perceptions of change represented the independent variable and the dependent variable consisted of eleventh grade math Texas Assessment of Knowledge and Skills scores, cohort completion rates, and math…

The Effects of Three Abstinence Sex Education Programs on Student Attitudes toward Sexual Activity.

ERIC Educational Resources Information Center

Olsen, Joseph A.; And Others

1991-01-01

Examined effects of three abstinence sex education programs on student attitudes toward sexual activity. Administered programs to seventh and tenth graders in three school districts. Independent variables were program, grade level, gender, and pre/posttest. Dependent variable was combined and averaged response to 12 questions. Found four-way…

Predicting 1-Year Change in Body Mass Index among College Students

ERIC Educational Resources Information Center

Adams, Troy; Rini, Angela

2007-01-01

Objective: Despite beliefs about weight gain in college, few researchers have evaluated this phenomenon. Participants: Participants were 18- to 31-year-old students at a midwestern university. The dependent variable was body mass index (BMI) change. Methods: The authors extracted predictor variables from a Health Risk Appraisal. These included…

Four Dimensions of Student Leadership: What Predicts Students' Attitudes toward Leadership Development?

ERIC Educational Resources Information Center

Shertzer, John; Wall, Vernon; Frandsen, Alisa; Guo, Yan; Whalen, Donald F.; Shelley, Mack C., II

2005-01-01

Multiple regression was performed on four dependent variables derived from the results of a student survey measuring attitudes about student leadership: (a) leadership is important to the student, (b) the student considers himself or herself to be a leader, (c) leadership will be important to the student after college, and (d) leaders need to be…

Willingness of Regular and Special Educators to Teach Students with Handicaps.

ERIC Educational Resources Information Center

Gans, Karen Derk

1987-01-01

Regular educators (N=128) and special educators (N=133) in 21 Ohio school districts responded to a questionnaire regarding handicap integration. Willingness of regular educators to teach handicapped students depended more heavily on demographic variables (e.g., total number of years in teaching); willingness of special educators depended more on…

Examining the Relationship That Spiritual Well-Being and Gender Have with the Leadership Practices of College Student Leaders

ERIC Educational Resources Information Center

Christman, Ricky A., Jr.

2012-01-01

This dissertation contributed to the ongoing research surrounding the leadership practices of college student leaders and the variables that contribute to these practices. Data for this research was collected at four private, protestant Christian universities in the Midwest. The dependent variable used in this research was the leadership practices…

Academic Achievement and Perceived Peer Support among Turkish Students: Gender and Preschool Education Impact

ERIC Educational Resources Information Center

Bursal, Murat

2017-01-01

This study was conducted to investigate the academic achievement and perceived peer support levels of 4th-8th grade Turkish elementary and middle school students at low socio-economic status. Factorial design analyses were used to test the statistical effects of gender and preschool education variables on the dependent variables. The findings…

Effects of ICT Assisted Real and Virtual Learning on the Performance of Secondary School Students

ERIC Educational Resources Information Center

Deka, Monisha; Jena, Ananta Kumar

2017-01-01

The study aimed to assess the effect of ICT assisted real and virtual learning performance over the traditional approach of secondary school students. Non-Equivalent Pretest-Posttest Quasi Experimental Design used to assess and relate the effects of independent variables virtual learning on dependent variables (i.e. learning performance).…

Which Are the Determinants of Online Students' Efficiency in Higher Education?

NASA Astrophysics Data System (ADS)

Castillo-Merino, David; Serradell-Lopez, Enric; González-González, Inés

International literature shows that the positive effect on students performance from the adoption of innovations in the technology of teaching and learning do not affect all teaching methods and learning styles equally, as it depends on university strategy and policy towards Information and Communication Technologies (ICT) adoption, students abilities, technology uses in the educational process by teachers and students, or the selection of a methodology that matches with digital uses. This paper provides empirical answers to these questions with data from online students at the Open University of Catalonia (UOC). An empirical model based on structural equations has been defined to explain complex relationships between variables. Our results show that motivation is the main variable affecting online students' performance. It appears as a latent variable influenced by students' perception of efficiency, a driver for indirect positive and significant effect on students' performance from students' ability in ICT uses.

The Relationship between Teacher Immediacy and Student Motivation

ERIC Educational Resources Information Center

Velez, Jonathan J.; Cano, Jamie

2008-01-01

This descriptive correlational study examined the relationships between teacher immediacy and student motivation. Specifically, verbal and nonverbal independent variables were compared with dependent traits of expectancy-value and approach-avoidance motivation. Students self-reported perceived levels of instructor immediacy and self-rated their…

An assessment of the impact of demographic, cognitive, and non-cognitive variables on student success in a community college science course

NASA Astrophysics Data System (ADS)

Mackey, Audrey Leroy

The impact of demographic, cognitive, and non-cognitive variables on academic success among community college science students was studied. Demographic variables included gender, employment status, and ethnicity. Cognitive variables included college grade point average, assessment status, course prerequisites, college course success ratios, final course grade, withdrawal patterns, and curriculum format. Non-cognitive variables included enrollment status, educational objectives, academic expectations, and career goals. The sample population included students enrolled in human anatomy courses (N = 191) at a large metropolitan community college located in central Texas. Variables that potentially influence attrition and achievement in college level science courses were examined. Final course grade and withdrawal phenomena were treated as dependent variables, while all other variables were treated as independent variables. No significant differences were found to exist between any of the demographic variables studied and the numbers of students who withdrew passing or failing. A difference was shown to be associated with the ethnicity variable and achievement levels. Educational objectives and career goals were shown to have an impact on the number of students who withdrew failing. The career goals variable and the academic expectations variable were shown to have an impact on achievement among daytime and evening students. College grade point average and course success ratios were shown to make a difference among students who withdrew passing. None of the other cognitive variables studied were shown to influence the numbers of students who withdrew passing or failing. College grade point average and course prerequisites, however, were shown to make a difference in achievement. The collaborative learning instructional format was found to have no impact on attrition or achievement, however, mean scores earned by students experiencing the collaborative learning format were higher than mean scores among other students. These results are extremely valuable when engaging in the process of developing advising strategies and instructional methodologies for community college science students.

A Quantitative Study on Burnout for Teachers Who Work with Students Who Have Moderate to Severe Disabilities

ERIC Educational Resources Information Center

Dickerson, Elizabeth G.

2017-01-01

Purpose: The purpose of this quantitative research was to examine what relationships, if any, exist between the independent variable of burnout and dependent variables of job satisfaction for special education teachers who work with students who have moderate to severe disabilities ages 5 to 22 in a Southern California school district.…

The Attitudes of Fifth and Sixth Graders in Kuwait Governmental Schools towards Recreational and Academic Reading in English

ERIC Educational Resources Information Center

Al-Adwani, Amel M.; Al-Fadley, Anaam

2017-01-01

The current study is a quantitative research that examined the mean differences of the students' attitude towards reading, based upon several demographic variables (such as gender, grade level and social media devices usage) The researchers used the Students' Reading Attitude Survey (SRAS) as the dependent variable; the sample consisted of 812…

The Effect of Three Cognitive Variables on Students' Understanding of the Particulate Nature of Matter and Its Changes of State

ERIC Educational Resources Information Center

Tsitsipis, Georgios; Stamovlasis, Dimitrios; Papageorgiou, George

2010-01-01

In this study, students' understanding of the structure of matter and its changes of state such as melting, evaporation, boiling, and condensation was investigated in relation to three cognitive variables: logical thinking (LTh), field dependence/independence, and convergence/divergence dimension. The study took place in Greece with the…

Perceptions of Blended Learning Competencies and Obstacles among Educational Technology Students in Light of Different Anxiety Levels and Locus of Control

ERIC Educational Resources Information Center

Aldalalah, Osamah Ahmad; Gasaymeh, Al-Mothana M.

2014-01-01

The purpose of this study was to investigate the effects of locus of control and anxiety level on the Jordanian educational technology students' perceived blended learning competencies and obstacles. The independent variables were the locus of control (Internal, External) and anxiety level (Low, Moderate, High). The dependent variables were the…

Family Distress and Eating Disorders among Undergraduate Students of University of Port Harcourt, Rivers State, Nigeria

ERIC Educational Resources Information Center

Iruloh, Betty-Ruth Ngozi; Wilson, Chukwu Juliet U.

2017-01-01

The study investigated the relative relationship between family distress and eating disorders among undergraduate students of University of Port Harcourt. The study was guided by three research questions and three null hypotheses to test the tenability of the independent variables on the dependent variable at 0.05 level of significance. The study…

Experimental Studies of Discrimination in the Evaluation of Job Applicants' Resumes: I. Relative Importance of Sex, Attractiveness, and Scholastic Standing. Paper No. 430.

ERIC Educational Resources Information Center

Wiback, Kent; And Others

College students and college recruiters rated bogus resumes of twelve senior industrial management students who were allegedly seeking employment. In addition to subject population, three variables were systematically varied in each resume: applicant's sex, physical attractiveness, and scholastic standing. The dependent variable was subjects'…

Using a cross section to train veterinary students to visualize anatomical structures in three dimensions

NASA Astrophysics Data System (ADS)

Provo, Judy; Lamar, Carlton; Newby, Timothy

2002-01-01

A cross section was used to enhance three-dimensional knowledge of anatomy of the canine head. All veterinary students in two successive classes (n = 124) dissected the head; experimental groups also identified structures on a cross section of the head. A test assessing spatial knowledge of the head generated 10 dependent variables from two administrations. The test had content validity and statistically significant interrater and test-retest reliability. A live-dog examination generated one additional dependent variable. Analysis of covariance controlling for performance on course examinations and quizzes revealed no treatment effect. Including spatial skill as a third covariate revealed a statistically significant effect of spatial skill on three dependent variables. Men initially had greater spatial skill than women, but spatial skills were equal after 8 months. A qualitative analysis showed the positive impact of this experience on participants. Suggestions for improvement and future research are discussed.

Examining Student-Adult Relationships during K-12 School Age Years

ERIC Educational Resources Information Center

Lappi, Shelly J.

2012-01-01

This study examined the relationship between dependent and independent variables and the effects relationships have on K-12 students as they struggle through life stressors. Thus, the research study was based upon this over arching question: How does having positive student-adult relationships impact a student's ability to cope with life…

Effects of lifetime tobacco, alcohol and drug use on psychological and behavioral problems among 10th grade students in Istanbul.

PubMed

Evren, Cuneyt; Evren, Bilge; Bozkurt, Muge; Ciftci-Demirci, Arzu

2015-11-01

The aim of this study was to determine the effects of life-time tobacco, alcohol, and substance use on psychological and behavioral variables among 10th grade students in Istanbul/Turkey. This study employed a cross-sectional online self-report survey conducted in 45 schools from the 15 districts in Istanbul. The questionnaire featured a section about use of substances, including tobacco, alcohol, and drugs. The depression, anxiety, anger, assertiveness, sensation seeking and impulsiveness subscales of the Psychological Screening Test for Adolescents (PSTA) were used. The analyses were conducted based on 4957 subjects. Logistic regression analyses were conducted with each school with the related and behavioral variables as the dependent variables. Gender, tobacco, alcohol, and drug use being the independent variables. All four independent variables predicted the dependent variables. Lifetime tobacco and drug use had significant effects on all the subscale score, whereas lifetime alcohol use had significant effects on all the subscale scores other than lack of assertiveness, and male gender was a significant covariant for all the subscale scores. Drug use showed the highest effect on dependent variables. Interaction was found between effects of tobacco and alcohol on anxiety, whereas interactions were found between effects of tobacco and drugs on lack of assertiveness and impulsiveness. The findings suggested that male students with lifetime tobacco, alcohol or drug use have particularly high risk of psychological and behavioral problems. The unique effects of substance clusters on these problems may be useful in developing secondary preventive practices for substance use and abuse problems in Istanbul.

Cigarette smoking and associated health risks among students at five universities.

PubMed

Halperin, Abigail C; Smith, Stevens S; Heiligenstein, Eric; Brown, David; Fleming, Michael F

2010-02-01

While most college students and other young adults who smoke fall into the light and intermittent smoking (LITS) category, they remain at risk for tobacco dependence and other adverse health effects from their smoking. This study examines smoking patterns, tobacco dependence, and other health variables among students at five universities to better understand how to identify and address tobacco use and related risks in a college health clinic setting. A health screening survey was completed by 2,091 college and graduate student volunteers seeking routine care at their university health centers or participating in a health class. Independent health variables were analyzed descriptively and in regression analyses with three levels of smoking (none, non-daily, and daily) and tobacco dependence to determine predictors and associated risks. Nearly a quarter of students reported any current smoking, 41% of whom reported smoking less than 1 cigarette/day (cpd). Of the daily smokers, 80% smoked less than 10 cpd but 45% met criteria for tobacco dependence. Any smoking was associated with high-risk alcohol use, risky driving, relational abuse, depression, less exercise, and utilization of emergency and mental health services. In regression analyses, students who experienced depression had more than double the odds of being dependent smokers (odds ratio [OR] = 2.32), as did those who reported abuse (OR = 2.07) or sought mental health counseling (OR = 2.09). Student health providers should be alerted to the multiple risks and comorbidities that occur among all smokers, including LITS, and intervene concurrently to help prevent or mitigate adverse outcomes that result from these conditions and behaviors.

Cigarette smoking and associated health risks among students at five universities

PubMed Central

Smith, Stevens S.; Heiligenstein, Eric; Brown, David; Fleming, Michael F.

2010-01-01

Introduction: While most college students and other young adults who smoke fall into the light and intermittent smoking (LITS) category, they remain at risk for tobacco dependence and other adverse health effects from their smoking. This study examines smoking patterns, tobacco dependence, and other health variables among students at five universities to better understand how to identify and address tobacco use and related risks in a college health clinic setting. Methods: A health screening survey was completed by 2,091 college and graduate student volunteers seeking routine care at their university health centers or participating in a health class. Independent health variables were analyzed descriptively and in regression analyses with three levels of smoking (none, non-daily, and daily) and tobacco dependence to determine predictors and associated risks. Results: Nearly a quarter of students reported any current smoking, 41% of whom reported smoking less than 1 cigarette/day (cpd). Of the daily smokers, 80% smoked less than 10 cpd but 45% met criteria for tobacco dependence. Any smoking was associated with high-risk alcohol use, risky driving, relational abuse, depression, less exercise, and utilization of emergency and mental health services. In regression analyses, students who experienced depression had more than double the odds of being dependent smokers (odds ratio [OR] = 2.32), as did those who reported abuse (OR = 2.07) or sought mental health counseling (OR = 2.09). Discussion: Student health providers should be alerted to the multiple risks and comorbidities that occur among all smokers, including LITS, and intervene concurrently to help prevent or mitigate adverse outcomes that result from these conditions and behaviors. PMID:20018947

A Longitudinal Study of Financial Difficulties and Mental Health in a National Sample of British Undergraduate Students.

PubMed

Richardson, Thomas; Elliott, Peter; Roberts, Ron; Jansen, Megan

2017-04-01

Previous research has shown a relationship between financial difficulties and poor mental health in students, but most research is cross-sectional. To examine longitudinal relationships over time between financial variables and mental health in students. A national sample of 454 first year British undergraduate students completed measures of mental health and financial variables at up to four time points across a year. Cross-sectional relationships were found between poorer mental health and female gender, having a disability and non-white ethnicity. Greater financial difficulties predicted greater depression and stress cross-sectionally, and also predicted poorer anxiety, global mental health and alcohol dependence over time. Depression worsened over time for those who had considered abandoning studies or not coming to university for financial reasons, and there were effects for how students viewed their student loan. Anxiety and alcohol dependence also predicted worsening financial situation suggesting a bi-directional relationship. Financial difficulties appear to lead to poor mental health in students with the possibility of a vicious cycle occurring.

Developing a Scale to Measure Students' Attitudes toward Chemistry Lessons

ERIC Educational Resources Information Center

Cheung, Derek

2009-01-01

Students' attitudes toward chemistry lessons in school are important dependent variables in curriculum evaluation. Although a variety of instruments have been developed by researchers to evaluate student attitudes, they are plagued with problems such as the lack of theoretical rationale and of empirical evidence to support the construct validity…

Predicting Student Satisfaction with an Emphasis on Campus Recreational Sports and Cultural Facilities in a Turkish University

ERIC Educational Resources Information Center

Çelik, Ali Kemal; Akyol, Kübra

2015-01-01

The main purpose of this paper was to determine the predictors of student satisfaction focusing on campus recreational sports and cultural facilities. The present study utilized data from a written-questionnaire administered to one thousand adult undergraduate students. The dependent variable used in predicting student satisfaction was…

Multinomial logistic regression modelling of obesity and overweight among primary school students in a rural area of Negeri Sembilan

DOE Office of Scientific and Technical Information (OSTI.GOV)

Ghazali, Amirul Syafiq Mohd; Ali, Zalila; Noor, Norlida Mohd

Multinomial logistic regression is widely used to model the outcomes of a polytomous response variable, a categorical dependent variable with more than two categories. The model assumes that the conditional mean of the dependent categorical variables is the logistic function of an affine combination of predictor variables. Its procedure gives a number of logistic regression models that make specific comparisons of the response categories. When there are q categories of the response variable, the model consists of q-1 logit equations which are fitted simultaneously. The model is validated by variable selection procedures, tests of regression coefficients, a significant test ofmore » the overall model, goodness-of-fit measures, and validation of predicted probabilities using odds ratio. This study used the multinomial logistic regression model to investigate obesity and overweight among primary school students in a rural area on the basis of their demographic profiles, lifestyles and on the diet and food intake. The results indicated that obesity and overweight of students are related to gender, religion, sleep duration, time spent on electronic games, breakfast intake in a week, with whom meals are taken, protein intake, and also, the interaction between breakfast intake in a week with sleep duration, and the interaction between gender and protein intake.« less

Multinomial logistic regression modelling of obesity and overweight among primary school students in a rural area of Negeri Sembilan

NASA Astrophysics Data System (ADS)

Ghazali, Amirul Syafiq Mohd; Ali, Zalila; Noor, Norlida Mohd; Baharum, Adam

2015-10-01

Multinomial logistic regression is widely used to model the outcomes of a polytomous response variable, a categorical dependent variable with more than two categories. The model assumes that the conditional mean of the dependent categorical variables is the logistic function of an affine combination of predictor variables. Its procedure gives a number of logistic regression models that make specific comparisons of the response categories. When there are q categories of the response variable, the model consists of q-1 logit equations which are fitted simultaneously. The model is validated by variable selection procedures, tests of regression coefficients, a significant test of the overall model, goodness-of-fit measures, and validation of predicted probabilities using odds ratio. This study used the multinomial logistic regression model to investigate obesity and overweight among primary school students in a rural area on the basis of their demographic profiles, lifestyles and on the diet and food intake. The results indicated that obesity and overweight of students are related to gender, religion, sleep duration, time spent on electronic games, breakfast intake in a week, with whom meals are taken, protein intake, and also, the interaction between breakfast intake in a week with sleep duration, and the interaction between gender and protein intake.

[Licit drugs consumption among nursing students at a private university in Bogotá, Colombia].

PubMed

López-Maldonado, Marta Cecília; Luis, Margarita Antonia Villar; Gherardi-Donato, Edilaine Cristina da Silva

2011-06-01

This cross-sectional study aimed to establish the consumption of licit psychoactive substances in a sample of 237 nursing students at a private university in the city of Bogota, Colombia; and relate it with independent study variables: age, sex, marital status, semester, number of children, work and living together. Fagerström's Tolerance questionnaire was used to evaluate the gravity of nicotine dependence and the AUDIT to evaluate alcohol dependence. Confidentiality was guaranteed through the self administered Questionnaire and anonymous survey. Univariate analysis was used. Relevant data in this population was tobacco consumption in about 24 % and alcohol in 82%. The level of tobacco dependence corresponded to 5 (8.5%) students with slight dependence, 42 (72%) with average dependence and 12 (20%) with high dependence. When relating tobacco and alcohol consumption, 98 % of the students who smoke consume alcohol. The percentage of students who never drink was higher in the group of non smokers (23%) than among smokers (1.72%).

Environmental Literacy in Madeira Island (Portugal): The Influence of Demographic Variables

ERIC Educational Resources Information Center

Spinola, Hélder

2016-01-01

Demographic factors are among those that influence environmental literacy and, particularly, environmentally responsible behaviours, either directly or due to an aggregation effect dependent on other types of variables. Present study evaluates a set of demographic variables as predictors for environmental literacy among 9th grade students from…

A Preliminary Investigation of the Predictors of Tanning Dependence

PubMed Central

Heckman, Carolyn J.; Egleston, Brian L.; Wilson, Diane B.; Ingersoll, Karen S.

2014-01-01

Objectives To investigate possible predictors of tanning dependence including demographic variables, exposure and protective behaviors, and other health-related behaviors. Methods This study consisted of an online survey of 400 students and other volunteers from a university community. Results Twenty-seven percent of the sample was classified as tanning dependent. Tanning dependence was predicted by ethnicity and skin type, indoor and outdoor tanning and burning, and lower skin protective behaviors, as well as smoking and body mass index. Conclusions Young adults are at risk for tanning dependence, which can be predicted by specific demographic and behavioral variables. PMID:18241130

Master's Thesis Supervision: Relations between Perceptions of the Supervisor-Student Relationship, Final Grade, Perceived Supervisor Contribution to Learning and Student Satisfaction

ERIC Educational Resources Information Center

de Kleijn, Renske A. M.; Mainhard, M. Tim; Meijer, Paulien C.; Pilot, Albert; Brekelmans, Mieke

2012-01-01

Master's thesis supervision is a complex task given the two-fold goal of the thesis (learning and assessment). An important aspect of supervision is the supervisor-student relationship. This quantitative study (N = 401) investigates how perceptions of the supervisor-student relationship are related to three dependent variables: final grade,…

Encouraging Students to Engage with Native Speakers during Study Abroad

ERIC Educational Resources Information Center

Cadd, Marc

2012-01-01

Students, their parents, and educators trust that a study-abroad experience is the best way to increase linguistic proficiency. The professional literature, however, shows a much more complex picture. Gains in linguistic proficiency appear to depend on variables such as whether the students experience a homestay or dormitory, the length of time…

The relationship between approaches to study and academic performance among Australian undergraduate occupational therapy students.

PubMed

Brown, Ted; Murdolo, Yuki

2017-06-01

The academic success and degree completion of tertiary students depends on their academic performance (AP), commonly measured by the percentage grades for the units they complete. No research has examined whether occupational therapy students' approaches to study are predictive of their AP. This study investigated whether approaches to study were predictive of the AP among a group of Australian undergraduate occupational therapy students. A total of 376 undergraduate occupational therapy students completed the Approaches and Study Skills Inventory for Students (ASSIST). Regression analysis was conducted using a range of demographic characteristics and the ASSIST scores as independent variables with students' self-reported by their self-reported mean percentage grade range (as a proxy indicator of their AP) as the dependent variable. The deep and the strategic approaches to study were not significantly correlated with occupational therapy students' AP. The ASSIST fear of failure subscale of the surface approach to study had a unique contribution to AP, accounting for 1.3% of its total variance. Occupational therapy students' year level of enrolment made a unique contribution to their AP, accounting for 4.2% of the total variance. Age and gender made a unique contribution to AP as well although their impact was small. Undergraduate occupational therapy students' approaches to study were predictive of their AP to a very limited degree. However, their AP was predicted by a number of demographic variables, including age, gender and year level of enrolment. Further study in this area is recommended. © 2016 Occupational Therapy Australia.

Study of the Factors Affecting the Mathematics Achievement of Turkish Students According to Data from the Programme for International Student Assessment (PISA) 2012

ERIC Educational Resources Information Center

Güzeller, Cem Oktay; Eser, Mehmet Taha; Aksu, Gökhan

2016-01-01

This study attempts to determine the factors affecting the mathematics achievement of students in Turkey based on data from the Programme for International Student Assessment 2012 and the correct classification ratio of the established model. The study used mathematics achievement as a dependent variable while sex, having a study room, preparation…

Determinants of Mobility of Students in Europe: Empirical Evidence for the Period 1998-2009

ERIC Educational Resources Information Center

Caruso, Raul; de Wit, Hans

2015-01-01

This article studies the economic determinants of intra-European student mobility. We constructed a panel of 33 European countries for the period 1998-2009. The dependent variable is the inflow of foreign students (International Standard Classification of Education [ISCED] 5-6) from European Union (EU)-27, European Economic Area (EEA), and…

Computer animation in teaching science: Effectiveness in teaching retrograde motion to 9th graders

NASA Astrophysics Data System (ADS)

Klenk, Kristin Elmstrom

The purpose of this study is to determine whether an instructional approach which includes computer animations is more effective than a traditional textbook-only approach in helping ninth grade students learn an abstract concept, in this case planetary retrograde motion. This investigation uses a quasi-experimental design with convenient sampling. The independent variable is the type of instruction provided to students; traditional text-based instruction (control group) compared to traditional instruction which also includes the viewing of 4 computer animations (treatment). Two conditions of the treatment examine the relative advantage of the order of the presentation of the animations and text-based instruction, as well as the quality of understanding and the retention of the learning over time. The dependent variable is student achievement which is measured using an instrument designed specifically for this study. Comparison of the independent variable to the dependent variable based upon the results from a Repeated Measure Factorial Design in ANOVA indicates that the treatment is an effective instructional technique. The posttest1 mean score of the treatment groups was significantly greater than the posttest1 mean score of the control group. Further posthoc tests indicate that there was no significant difference between the two treatments (1 and 2); read/animation versus animation/read. However, there was a significant difference in the mean score depending on the pathway, students enrolled in the A pathway achieved a significantly higher mean score after the treatment than students in the B pathway. The A pathway (n = 185) represent the larger heterogeneous population of students as compared to the B pathway (n=16) which includes students with lower cognitive abilities and special needs. When all of the students are included in the analysis the results indicate that students do not retain their understanding of the concept. However, when the students in the B pathway are removed from the data set the analysis changes, the posttest1 and posttest2 means are not significantly different. Students in the A pathway did retain their understanding of the concept and were able to demonstrate it on the assessment. A detailed item analysis of the multiple choice question suggest that students in the B pathway were much more likely to guess on the multiple choice questions than students in the A pathway who show no evidence of guessing. The outcome of this study suggests that an instructional approach with includes viewing computer animations is an effective strategy for teaching and learning an abstract concept in a ninth grade Earth Science classroom.

Can Dynamic Visualizations with Variable Control Enhance the Acquisition of Intuitive Knowledge?

NASA Astrophysics Data System (ADS)

Wichmann, Astrid; Timpe, Sebastian

2015-10-01

An important feature of inquiry learning is to take part in science practices including exploring variables and testing hypotheses. Computer-based dynamic visualizations have the potential to open up various exploration possibilities depending on the level of learner control. It is assumed that variable control, e.g., by changing parameters of a variable, leads to deeper processing (Chang and Linn 2013; de Jong and Njoo 1992; Nerdel 2003; Trey and Khan 2008). Variable control may be helpful, in particular, for acquiring intuitive knowledge (Swaak and de Jong 2001). However, it bares the risk of mental exhaustion and thus may have detrimental effects on knowledge acquisition (Sweller 1998). Students ( N = 118) from four chemistry classes followed inquiry cycles using the software Molecular Workbench (Xie and Tinker 2006). Variable control was varied across the conditions (1) No-Manipulation group and (2) Manipulation group. By adding a third condition, (3) Manipulation-Plus group, we tested whether adding an active hypothesis phase prepares students before changing parameters of a variable. As expected, students in the Manipulation group and Manipulation-Plus group performed better concerning intuitive knowledge ( d = 1.14) than students in the No-Manipulation group. On a descriptive level, results indicated higher cognitive effort in the Manipulation group and the Manipulation-Plus group than in the No-Manipulation group. Unexpectedly, students in the Manipulation-Plus group did not benefit from the active hypothesis phase (intuitive knowledge: d = .36). Findings show that students benefit from variable control. Furthermore, findings point toward the direction that variable control evokes desirable difficulties (Bjork and Linn 2006).

[Study on correction of data bias caused by different missing mechanisms in survey of medical expenditure among students enrolling in Urban Resident Basic Medical Insurance].

PubMed

Zhang, Haixia; Zhao, Junkang; Gu, Caijiao; Cui, Yan; Rong, Huiying; Meng, Fanlong; Wang, Tong

2015-05-01

The study of the medical expenditure and its influencing factors among the students enrolling in Urban Resident Basic Medical Insurance (URBMI) in Taiyuan indicated that non response bias and selection bias coexist in dependent variable of the survey data. Unlike previous studies only focused on one missing mechanism, a two-stage method to deal with two missing mechanisms simultaneously was suggested in this study, combining multiple imputation with sample selection model. A total of 1 190 questionnaires were returned by the students (or their parents) selected in child care settings, schools and universities in Taiyuan by stratified cluster random sampling in 2012. In the returned questionnaires, 2.52% existed not missing at random (NMAR) of dependent variable and 7.14% existed missing at random (MAR) of dependent variable. First, multiple imputation was conducted for MAR by using completed data, then sample selection model was used to correct NMAR in multiple imputation, and a multi influencing factor analysis model was established. Based on 1 000 times resampling, the best scheme of filling the random missing values is the predictive mean matching (PMM) method under the missing proportion. With this optimal scheme, a two stage survey was conducted. Finally, it was found that the influencing factors on annual medical expenditure among the students enrolling in URBMI in Taiyuan included population group, annual household gross income, affordability of medical insurance expenditure, chronic disease, seeking medical care in hospital, seeking medical care in community health center or private clinic, hospitalization, hospitalization canceled due to certain reason, self medication and acceptable proportion of self-paid medical expenditure. The two-stage method combining multiple imputation with sample selection model can deal with non response bias and selection bias effectively in dependent variable of the survey data.

The Attitudes of First Year Senior Secondary School Students toward Their Science Classes in the Sudan

NASA Astrophysics Data System (ADS)

Lado, Longun Moses

This study examined the influence of a set of relevant independent variables on students' decision to major in math or science disciplines, on the one hand, or arts or humanities disciplines, on the other. The independent variables of interest in the study were students' attitudes toward science, their gender, their socioeconomic status, their age, and the strength and direction of parents' and peers' influences on their academic decisions. The study answered five research questions that concerned students' intention in math or science, the association between students' attitudes and their choice to major in math or science, the extent to which parents' and peers' perspectives influence students' choice of major, and the influence of a combination of relevant variables on students' choice of major. The scholarly context for the study was literature relating to students' attitudes toward science and math, their likelihood of taking courses or majoring in science or math and various conditions influencing their attitudes and actions with respect to enrollment in science or math disciplines. This literature suggested that students' experiences, their gender, parents' and peers' influence, their socio-economic status, teachers' treatment of them, school curricula, school culture, and other variables may influence students' attitudes toward science and math and their decision regarding the study of these subjects. The study used a questionnaire comprised of 28 items to elicit information from students. Based upon cluster sampling of secondary schools, the researcher surveyed 1000 students from 10 secondary schools and received 987 responses. The researcher used SPSS to analyze students' responses. Descriptive statistics, logistic regression, and multiple regression analyses to provide findings that address the study's research questions. The following are the major findings from the study: (1) The instrument used to measure students' attitudes toward science and mathematics was not highly reliable, perhaps contributing to an attenuation of the relationship between attitude toward science and mathematics and choice of a science or mathematics major (rather than an arts or humanities major). (2) Far more students than the researcher had anticipated provided responses indicating that they planned to major in a science or mathematics discipline rather than an arts or humanities discipline. (3) Students' attitudes towards math and science were more favorable than the researcher anticipated based on findings from previous related studies. This result suggests the possibility of social desirability bias in students' responses. (4) Three significant predicator variables contributed to a significant logistic regression equation in which choice of science or mathematics major was the dependent variable: gender (negative association), attitude toward science and math (positive association), and peer influence 1 (positive association). Gender was the strongest predictor. (5) Five significant predictor variables contributed to a significant multiple linear regression equation in which attitude toward science and mathematics was the dependent variable: peer influence 1 (positive association), parent influence 1 (positive association), parent influence 2 (positive association), books in home (positive association), and peer influence 2 (positive association). The results reveal that among the targeted variables (gender, attitude, peer influence 1, peer influence 2, parent influence 1, parent influence 2, books in home, and age) only gender, peer influence 1, and attitude were significant predictors of students' major in math or science.

Moving Beyond Univariate Post-Hoc Testing in Exercise Science: A Primer on Descriptive Discriminate Analysis.

PubMed

Barton, Mitch; Yeatts, Paul E; Henson, Robin K; Martin, Scott B

2016-12-01

There has been a recent call to improve data reporting in kinesiology journals, including the appropriate use of univariate and multivariate analysis techniques. For example, a multivariate analysis of variance (MANOVA) with univariate post hocs and a Bonferroni correction is frequently used to investigate group differences on multiple dependent variables. However, this univariate approach decreases power, increases the risk for Type 1 error, and contradicts the rationale for conducting multivariate tests in the first place. The purpose of this study was to provide a user-friendly primer on conducting descriptive discriminant analysis (DDA), which is a post-hoc strategy to MANOVA that takes into account the complex relationships among multiple dependent variables. A real-world example using the Statistical Package for the Social Sciences syntax and data from 1,095 middle school students on their body composition and body image are provided to explain and interpret the results from DDA. While univariate post hocs increased the risk for Type 1 error to 76%, the DDA identified which dependent variables contributed to group differences and which groups were different from each other. For example, students in the very lean and Healthy Fitness Zone categories for body mass index experienced less pressure to lose weight, more satisfaction with their body, and higher physical self-concept than the Needs Improvement Zone groups. However, perceived pressure to gain weight did not contribute to group differences because it was a suppressor variable. Researchers are encouraged to use DDA when investigating group differences on multiple correlated dependent variables to determine which variables contributed to group differences.

Gender Differences in High School Students' Interests in Physics

ERIC Educational Resources Information Center

Baran, Medine

2016-01-01

The aim of this research was to determine the interests of high school students in Physics and variable of how the influential factors on their interests depending on gender. The research sample included 154 (F:78 M:76) high school students. A structured interview form was used as the data collection tool in the study. The research data were…

The Relationship between Physical Fitness and Academic Achievement in Ninth-Grade Students in Arkansas

ERIC Educational Resources Information Center

Hanna, Shellie Lyne

2009-01-01

Purpose, scope, and method of study. The purpose of this study was to determine if and to what degree a relationship existed between physical fitness and the academic achievement of ninth-grade public school students in Arkansas. A sample of 152 students from four different schools participated in the study. The dependent variable was academic…

Effectiveness of Game and Poem Enhanced Instructional Strategies and Verbal Ability on Students' Interest in Mathematics Learning

ERIC Educational Resources Information Center

Frederick-Jonah, Toinpere Mercy; Igbojinwaekwu, Patrick Chukwuemeka

2015-01-01

This study investigated the effects of game and poem-enhanced instructional strategies on students' interest in mathematics. The moderating effects of verbal ability were also examined on the dependent variable. A quasi-experimental design was adopted. Three hundred and forty four students in the sixth year of their primary education (primary 6…

The Relationship between the Amount of Learning and Time (The Example of Equations)

ERIC Educational Resources Information Center

Kesan, Cenk; Kaya, Deniz; Ok, Gokce; Erkus, Yusuf

2016-01-01

The main purpose of this study is to determine the amount of time-dependent learning of "solving problems that require establishing of single variable equations of the first order" of the seventh grade students. The study, adopting the screening model, consisted of a total of 84 students, including 42 female and 42 male students at the…

An Analysis of the Relationships between South Carolina Department of Education Annual School Report Card Variables of Public Elementary Schools and Student Achievement as Measured by 2008 PACT Data: With an Initial Emphasis on School Size

ERIC Educational Resources Information Center

Minolfo, Salvatore Andrew

2010-01-01

One purpose of this study was to determine whether a relationship exists between the size of South Carolina PreKindergarten-5 or Kindergarten-5 public elementary schools and student achievement while controlling for the effect of socioeconomic status. The independent variable school size, or 135-day average daily membership, the dependent variable…

Identifying key features of effective active learning: the effects of writing and peer discussion.

PubMed

Linton, Debra L; Pangle, Wiline M; Wyatt, Kevin H; Powell, Karli N; Sherwood, Rachel E

2014-01-01

We investigated some of the key features of effective active learning by comparing the outcomes of three different methods of implementing active-learning exercises in a majors introductory biology course. Students completed activities in one of three treatments: discussion, writing, and discussion + writing. Treatments were rotated weekly between three sections taught by three different instructors in a full factorial design. The data set was analyzed by generalized linear mixed-effect models with three independent variables: student aptitude, treatment, and instructor, and three dependent (assessment) variables: change in score on pre- and postactivity clicker questions, and coding scores on in-class writing and exam essays. All independent variables had significant effects on student performance for at least one of the dependent variables. Students with higher aptitude scored higher on all assessments. Student scores were higher on exam essay questions when the activity was implemented with a writing component compared with peer discussion only. There was a significant effect of instructor, with instructors showing different degrees of effectiveness with active-learning techniques. We suggest that individual writing should be implemented as part of active learning whenever possible and that instructors may need training and practice to become effective with active learning. © 2014 D. L. Linton et al. CBE—Life Sciences Education © 2014 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).

The Intersection of Culture and Achievement Motivation

ERIC Educational Resources Information Center

Trumbull, Elise; Rothstein-Fisch, Carrie

2011-01-01

Achievement motivation is something that all members of the school community want to support in students, however few may recognize that it is influenced by culture. The very meaning of "achievement" is culturally variable, and the motives that students have for achieving may be quite different, depending upon their cultural background.…

International students' image of rural Pennsylvania as a travel destination

Treesearch

Po-Ju Chen; Deborah L. Kerstetter

1998-01-01

The purpose of this study was to examine the image international students at Penn State have of rural travel destinations in the state of Pennsylvania. In addition, this study investigated whether destination image differed depending upon travel behavior and socio-demographic variables. Four distinct image dimensions, "tourism infrastructure," "...

Resources, Instruction, and Research

ERIC Educational Resources Information Center

Cohen, David K.; Raudenbush, Stephen W.; Ball, Deborah Loewenberg

2003-01-01

Many researchers who study the relations between school resources and student achievement have worked from a causal model, which typically is implicit. In this model, some resource or set of resources is the causal variable and student achievement is the outcome. In a few recent, more nuanced versions, resource effects depend on intervening…

Work Performance Differences between College Students with and without ADHD

ERIC Educational Resources Information Center

Shifrin, Joshua G.; Proctor, Briley E.; Prevatt, Frances F.

2010-01-01

Objective: This study examines the difference between college students with and without Attention Deficit/ Hyperactivity Disorder (ADHD) in regard to their work performance. Method: A series of ANOVAs analyzed group differences in symptoms experienced at work. The independent variable was group (i.e., ADHD, Controls). The dependent variables…

[Burnout, work disruptions, interpersonal and psychosomatic problems--degree-specific comparison of students at a German university].

PubMed

Gumz, A; Brähler, E; Heilmann, V K; Erices, R

2014-03-01

In the context of the public debate on psychological strain among students, the prevalence of burnout, procrastination, test anxiety, other work disruptions, interpersonal problems and psychic symptoms were analyzed depending on academic degree. The data of 358 college students (of Leipzig University) were examined. The academic degree had only a marginal effect on burnout- and work disruptions-related variables. In terms of interpersonal problems and psychic symptoms, differences between students were identified, depending on the academic degree. Diploma students reported many complaints, whereas undergraduates aspiring for a State Examination, were comparatively less affected. Knowledge of the population-specific psychological load is useful in order to develop preventive and therapeutic measures. © Georg Thieme Verlag KG Stuttgart · New York.

Children's Attitudes toward Physical Activity and Self-Esteem.

ERIC Educational Resources Information Center

Ewy, Stan R.

This study was conducted to investigate attitudes toward physical activity and self-esteem of students (N=82) in grades three through five. The independent variables were gender, grade placement, and physical fitness. The dependent variables were scores from the Grade 3 Children's Attitudes Toward Physical Activity, the Revised Children's…

The Effect of Classroom Walkthroughs on Middle School Teacher Motivation

ERIC Educational Resources Information Center

Dickenson, Karen Nadean

2016-01-01

The purpose of this pretest-posttest control group experimental study was to see the effect of classroom walkthroughs on middle school teacher motivation. The independent variable was; classroom walkthroughs and the four dependent variables were teachers' self-concept of the ability to affect student achievement, teachers' attitude toward the…

Gender-Linked Perceptions and Causal Attributions of Female/Male Competencies.

ERIC Educational Resources Information Center

Major, Harriet; Plake, Barbara S.

Undergraduate students (N=518) rated graduate application materials for males or females applying to traditionally perceived masculine or feminine fields. Independent variables were rater's pro/anti feminism, sex of subject, sex of referent, sex of field, and sex of attributes. Dependent variables were academic competence, personal dynamics,…

Finding the Optimal Scaffoldings for Learners' Epistemological Beliefs during Ill-Structured Problem Solving

ERIC Educational Resources Information Center

Shin, Suhkyung; Song, Hae-Deok

2016-01-01

This study investigates how scaffolding type and learners' epistemological beliefs influence ill-structured problem solving. The independent variables in this study include the type of scaffolding (task-supported, self-monitoring) and the student's epistemological belief level (more advanced, less advanced). The dependent variables include three…

Predictors of Illicit Drug/s Use Among University Students in Northern Ireland, Wales and England

PubMed Central

Ansari, Walid El; Vallentin-Holbech, Lotte; Stock, Christiane

2015-01-01

Introduction: The use of illicit drug/s among university students is a public health concern. Nevertheless, many UK studies investigated a narrow spectrum of variables to explore their association/s with illicit drug/s use. Methods: We assessed the associations between a wide range of socio-demographic, health and wellbeing variables (independent variables) and having used illicit drug/s regularly, occasionally or never in life (dependent variables). Data (3706 students) were collected from seven universities in England, Wales, and Northern Ireland, using a self-administered questionnaire. Results: About 5% of the sample had regularly used illicit drug/s, 25% occasionally, and 70% never. Regular drug use (RDU) was significantly more likely among males aged 21-29 years, daily smokers, those with heavy episodic drinking or possible alcohol dependency (CAGE test), and those who perceived their academic performance better than their peers. RDU was less likely among students with high health awareness and those living with parents. The predictors of occasional drug use (ODU) were similar to those of RDU. However, in addition, students with higher perceived stress were less likely, and students who felt financial burden/s were more likely to report ODU, while no association with academic performance was found. Never use of illicit drug/s was inversely associated with most of the variables listed above, and was positively associated with religiosity. Illicit drug/s use goes along with other substance use (alcohol and smoking). The finding that illicit drug/s use was higher among students reporting good academic performance was surprising and raises the question of whether illicit drug/s may be used as performance enhancing drugs. Conclusion: The factors identified with illicit drug/s use in this study could be utilized to develop appropriate public health policies and preventive measures for the health of students. Multilevel, value based, comprehensive, and strategic long-term intervention plans are required. This could include social interventions aimed at generating recreations alternatives and opportunities for youth, and a critical review for current authorities’ interventions and services. Suggestions for coping with problems of campus illicit drug use/abuse also need to be offered. PMID:25946914

Predictors of illicit drug/s use among university students in Northern Ireland, Wales and England.

PubMed

El Ansari, Walid; Vallentin-Holbech, Lotte; Stock, Christiane

2014-12-16

The use of illicit drug/s among university students is a public health concern. Nevertheless, many UK studies investigated a narrow spectrum of variables to explore their association/s with illicit drug/s use. We assessed the associations between a wide range of socio-demographic, health and wellbeing variables (independent variables) and having used illicit drug/s regularly, occasionally or never in life (dependent variables). Data (3706 students) were collected from seven universities in England, Wales, and Northern Ireland, using a self-administered questionnaire. About 5% of the sample had regularly used illicit drug/s, 25% occasionally, and 70% never. Regular drug use (RDU) was significantly more likely among males aged 21-29 years, daily smokers, those with heavy episodic drinking or possible alcohol dependency (CAGE test), and those who perceived their academic performance better than their peers. RDU was less likely among students with high health awareness and those living with parents. The predictors of occasional drug use (ODU) were similar to those of RDU. However, in addition, students with higher perceived stress were less likely, and students who felt financial burden/s were more likely to report ODU, while no association with academic performance was found. Never use of illicit drug/s was inversely associated with most of the variables listed above, and was positively associated with religiosity. Illicit drug/s use goes along with other substance use (alcohol and smoking). The finding that illicit drug/s use was higher among students reporting good academic performance was surprising and raises the question of whether illicit drug/s may be used as performance enhancing drugs. The factors identified with illicit drug/s use in this study could be utilized to develop appropriate public health policies and preventive measures for the health of students. Multilevel, value based, comprehensive, and strategic long-term intervention plans are required. This could include social interventions aimed at generating recreations alternatives and opportunities for youth, and a critical review for current authorities' interventions and services. Suggestions for coping with problems of campus illicit drug use/abuse also need to be offered.

A discriminant function model for admission at undergraduate university level

NASA Astrophysics Data System (ADS)

Ali, Hamdi F.; Charbaji, Abdulrazzak; Hajj, Nada Kassim

1992-09-01

The study is aimed at predicting objective criteria based on a statistically tested model for admitting undergraduate students to Beirut University College. The University is faced with a dual problem of having to select only a fraction of an increasing number of applicants, and of trying to minimize the number of students placed on academic probation (currently 36 percent of new admissions). Out of 659 new students, a sample of 272 students (45 percent) were selected; these were all the students on the Dean's list and on academic probation. With academic performance as the dependent variable, the model included ten independent variables and their interactions. These variables included the type of high school, the language of instruction in high school, recommendations, sex, academic average in high school, score on the English Entrance Examination, the major in high school, and whether the major was originally applied for by the student. Discriminant analysis was used to evaluate the relative weight of the independent variables, and from the analysis three equations were developed, one for each academic division in the College. The predictive power of these equations was tested by using them to classify students not in the selected sample into successful and unsuccessful ones. Applicability of the model to other institutions of higher learning is discussed.

An Analysis of Some Variables Affecting the Internet Dependency Level of Turkish Adolescents by Using Decision Tree Methods

ERIC Educational Resources Information Center

Kayri, Murat; Gunuc, Selim

2010-01-01

Internet dependency is going to expand into social life in wide area whereas it has been accepted as a pathological and psychological disease. Knowing the basic effects of internet dependency is an inevitable approach to use the internet technology healthy. In this study, internet dependency levels of 754 students were examined with the Internet…

Disadvantaged Adult Learners: Can Career Counseling Enhance Adult Education Program Effectiveness?

ERIC Educational Resources Information Center

Champagne, Delight E.

1987-01-01

The purpose of this study was to assess the long-term impact of career counseling on the career development of educationally disadvantaged adult education students. Eleven dependent variables were examined: educational participation, educational certificate attainment, dependence on public assistance, employment status, self-satisfaction, length…

Variations in the Solution of Linear First-Order Differential Equations. Classroom Notes

ERIC Educational Resources Information Center

Seaman, Brian; Osler, Thomas J.

2004-01-01

A special project which can be given to students of ordinary differential equations is described in detail. Students create new differential equations by changing the dependent variable in the familiar linear first-order equation (dv/dx)+p(x)v=q(x) by means of a substitution v=f(y). The student then creates a table of the new equations and…

The relationship between vertical teaming in science and student achievement as reported in the Academic Excellence Indicator System (AEIS) at selected public schools in Bexar County, Texas

NASA Astrophysics Data System (ADS)

Arteaga, Veronica Hernandez

The purpose of this study was to examine the relationship between vertical teaming in science and student achievement. This study compared student achievement of campuses implementing vertical teaming with schools that do not practice vertical teaming. In addition, this study explored the relationship between selected demographic variables and vertical teaming using Grade 5 Science TAKS results in the Academic Excellence Indicator System (AEIS). Campus demographic variables such as economically disadvantaged, minority students, English language learners, student mobility, and experienced teachers were researched. A call-out yielded 168 responses. With the exclusion of the 12 campuses, a total of 156 participating campuses from 18 traditional school districts remained. Campuses employing vertical teaming were self-identified on the basis of having implemented the process for two or more years. The gain in percent mastered for Science TAKS scores from 2004 to 2007 was used as the Science TAKS score variable. Results indicated that there was no significant difference in student achievement in science for campuses practicing vertical teaming and campuses that did not. The two-way ANOVA was used to measure the relationship between the independent variables (vertical teaming and campus demographic variables) on the dependent variable (student achievement on Science TAKS). The results suggested that campuses having low percentages of economically disadvantaged students statistically gained more on the Science TAKS than campuses that have high percentages of economically disadvantaged students irrespective of vertical teaming practices. In addition, campuses that have low percentages of minority students statistically gained more on the Science TAKS than campuses that have high percentages of minority students despite vertical teaming participation. Recommendations include districts, state, and federal agencies providing campuses with a high percent of economically disadvantaged students with more resources and more flexibility in using those resources. Recommendations for further study included a replication of the study that takes into account the degree of implementation of vertical teaming.

Determination of the High School Students' Attitudes towards Their Teachers

ERIC Educational Resources Information Center

Gelisli, Yücel; Baidrahmanov, Dossym Kh.; Beisenbaeva, Lyazzat; Sultanbek, Malik

2017-01-01

In the current study, the aim is to determine the high school students' attitudes towards their teachers depending on some variables and the relationship between their attitudes and achievements. Thus, the study was designed according to relational survey model. The population of the study, which was specified based on the purposive sampling…

Effects of a Rational-Emotive Mental Health Program on Poorly Achieving, Disruptive High School Students

ERIC Educational Resources Information Center

Block, Joel

1978-01-01

Failure- and misconduct-prone black and Hispanic high school students were given five weekly sessions of rational-emotive education. Comparisons were made with alternate treatment and on-treatment controls. The rational-emotive groups showed greatest improvement on all dependent variables over an extended period of time. (Author/MFD)

The Impact Demographics Has on Nontraditional Students in Graduate School and Their Success in Online Learning

ERIC Educational Resources Information Center

Bingham, Pamela Ann Haynes

2017-01-01

To determine if demography impacted the success of graduate students in the online learning environment, this non-experimental study used age, gender, ethnicity, enrollment status, financial dependency, employment status, program (master's or doctoral), and marital status as the independent variables to determine their impact on four dependent…

An examination of the identity development of African American undergraduate engineering students attending an HBCU

NASA Astrophysics Data System (ADS)

Taylor, Kenneth J.

This study examined the identity development for a sample of 90 African American undergraduate engineering male and female students attending an HBCU. Using the Student Development Task and Lifestyle Assessment (SDTLA), which is based on Chickering and Reisser's identity development theory, differences in identity development were examined with respect to gender, academic classification, and grade point average. Previous research has shown the need to look beyond academic factors to understand and influence the persistence of African American engineering students. Non-cognitive factors, including identity development have proven to be influential in predicting persistence, especially for African American engineering students. Results from the analysis revealed significant means for academic classification and five of the dependent variables to include career planning peer relations, emotional autonomy, educational involvement, and establishing and clarifying purpose. Post hoc analysis confirmed significant differences for four of those dependent variables. However, the analysis failed to confirm statistical significant differences in peer relations due to academic classification. The significant decline in the mean scores for development in these four areas, as students progressed from sophomore to senior year revealed strong implications for the need to provide programming and guidance for those students. Institutions of higher education should provide more attention to the non-cognitive areas of development as a means of understanding identity development and working toward creating support systems for students.

Planning, Supervision and Quality of Instructional Leadership of Girls' Day Secondary Schools in Kaduna State, Nigeria

ERIC Educational Resources Information Center

Duruh, Benjamin C.

2018-01-01

This study investigated the Planning, Supervision and Quality of Instructional Leadership of Girls' Day Secondary Schools in Kaduna State. The research design adopted was a survey design. The independent variables were the respondents which include principals, teachers, students, parents and government officials while dependent variable includes…

Determinants of Mobile Wireless Technology for Promoting Interactivity in Lecture Sessions: An Empirical Analysis

ERIC Educational Resources Information Center

Gan, Chin Lay; Balakrishnan, Vimala

2014-01-01

The aim of this paper is to identify adoption factors of mobile wireless technology to increase interactivity between lecturers and students during lectures. A theoretical framework to ascertain lecturers' intentions to use mobile wireless technology during lectures (dependent variable) is proposed with seven independent variables. The…

Ten-Year Trends in Physical Dating Violence Victimization?among?US?Adolescent?Females

ERIC Educational Resources Information Center

Howard, Donna E.; Debnam, Katrina J.; Wang, Min Q.

2013-01-01

Background: The study provides 10-year trend data on the psychosocial correlates of physical dating violence (PDV) victimization among females who participated in the national Youth Risk Behavior Surveys of US high school students between 1999 and 2009. Methods: The dependent variable was PDV. Independent variables included 4 dimensions: violence,…

The Relationship of the Supportiveness of the Academic Environment to the Self-Confidence and Assertiveness in Academic Work for Men and Women Graduate Students in Science and Engineering.

ERIC Educational Resources Information Center

Stansbury, Kendyll

Situational influences on self-confidence and assertiveness in female and male graduate students in science and engineering were studied, based on responses from 328 Stanford University students (155 males and 173 females). Two dependent variables were used: an index of items measuring an individual's self-confidence in the ability to perform…

Action Research of an Error Self-Correction Intervention: Examining the Effects on the Spelling Accuracy Behaviors of Fifth-Grade Students Identified as At-Risk

ERIC Educational Resources Information Center

Turner, Jill; Rafferty, Lisa A.; Sullivan, Ray; Blake, Amy

2017-01-01

In this action research case study, the researchers used a multiple baseline across two student pairs design to investigate the effects of the error self-correction method on the spelling accuracy behaviors for four fifth-grade students who were identified as being at risk for learning disabilities. The dependent variable was the participants'…

Effectiveness Trial of Community-Based I Choose Life-Africa Human Immunodeficiency Virus Prevention Program in Kenya

PubMed Central

Adam, Mary B.

2014-01-01

We measured the effectiveness of a human immunodeficiency virus (HIV) prevention program developed in Kenya and carried out among university students. A total of 182 student volunteers were randomized into an intervention group who received a 32-hour training course as HIV prevention peer educators and a control group who received no training. Repeated measures assessed HIV-related attitudes, intentions, knowledge, and behaviors four times over six months. Data were analyzed by using linear mixed models to compare the rate of change on 13 dependent variables that examined sexual risk behavior. Based on multi-level models, the slope coefficients for four variables showed reliable change in the hoped for direction: abstinence from oral, vaginal, or anal sex in the last two months, condom attitudes, HIV testing, and refusal skill. The intervention demonstrated evidence of non-zero slope coefficients in the hoped for direction on 12 of 13 dependent variables. The intervention reduced sexual risk behavior. PMID:24957544

Effectiveness trial of community-based I Choose Life-Africa human immunodeficiency virus prevention program in Kenya.

PubMed

Adam, Mary B

2014-09-01

We measured the effectiveness of a human immunodeficiency virus (HIV) prevention program developed in Kenya and carried out among university students. A total of 182 student volunteers were randomized into an intervention group who received a 32-hour training course as HIV prevention peer educators and a control group who received no training. Repeated measures assessed HIV-related attitudes, intentions, knowledge, and behaviors four times over six months. Data were analyzed by using linear mixed models to compare the rate of change on 13 dependent variables that examined sexual risk behavior. Based on multi-level models, the slope coefficients for four variables showed reliable change in the hoped for direction: abstinence from oral, vaginal, or anal sex in the last two months, condom attitudes, HIV testing, and refusal skill. The intervention demonstrated evidence of non-zero slope coefficients in the hoped for direction on 12 of 13 dependent variables. The intervention reduced sexual risk behavior. © The American Society of Tropical Medicine and Hygiene.

Use of Admission Criteria to Predict Performance of Students in an Entry-Level Master's Program on Fieldwork Placements and in Academic Courses.

PubMed

Kirchner, G L; Stone, R G; Holm, M B

2001-01-01

The relationships among clinical outcomes, academic success, and predictors used to screen applicants for entrance into a Master in Occupational Therapy Program (MOT) were examined. The dependent variables were grade point average in occupational therapy courses (OT-GPA), client therapy outcomes at the clinic, and ratings of MOT students by Level II Fieldwork supervisors. Predictor variables included undergraduate GPA, scores on the Graduate Record Examination (GRE), and an essay. Both undergraduate GPA and scores on the GRE were found to predict OT-GPA. The analytical section of the GRE was also positively correlated with fieldwork supervisors' ratings of students.

Influence of an information literacy course on students' information search behavior.

PubMed

Weinert, Daniel J; Palmer, Erin M

2007-01-01

The purpose of this study was to determine the influence of an information literacy course on students' information gathering behavior. Two student groups, consisting of 69 (Group One) and 177 (Group Two) students, were compared in their performance on a literature review assignment. Group one did not have an information literacy course, while group two was the first class to receive a newly introduced course in information literacy. Assignment references served as the dependent variables and included the following categories: total number of references, number and percentage of peer reviewed journal references, number and percentage of non-peer reviewed journal references, number and percentage of website references, number and percentage of authority opinion references, and number and percentage of textbook references. Referenced websites were further divided into the following: .com, .org, .edu, .gov. for both total number and percent utilization.Independent T-tests were performed between the information literacy course status and each of the dependent variables. Descriptive data (prior education, cumulative GPA, average age of student groups) was similar for both groups. Independent T-test analysis revealed a strong association (p < .05) between increasing both the number and percentage of peer reviewed references and having the information literacy course. The introduction of an information literacy course did influence the information gathering behavior of students. Students showed an increased reliance on peer-reviewed references.

Early Adolescents' Enjoyment Experienced in Learning Situations at School and Its Relation to Student Achievement

ERIC Educational Resources Information Center

Hagenauer, Gerda; Hascher, Tina

2014-01-01

While many studies confirm that positive emotions, including enjoyment, lead to better student achievement, less empirical evidence exists about possible mediator variables that link achievement to enjoyment. It is proposed that achievement and enjoyment form a circular dependency; enjoyment in learning leads to higher achievement but a degree of…

A Preliminary Investigation of the Relationship of Transition Preparation and Self-Determination for Students with Disabilities in Postsecondary Educational Settings

ERIC Educational Resources Information Center

Morningstar, Mary E.; Frey, Bruce B.; Noonan, Patricia M.; Ng, Jennifer; Clavenna-Deane, Beth; Graves, Perry; Kellems, Ryan; McCall, Zach; Pearson, Mary; Wade, Diana Bjorkman; Williams-Diehm, Kendra

2010-01-01

This study examined the relationship between high school transition preparation (school and family based) and self-determination among postsecondary students with disabilities. Seventy-six participants from 4-year universities completed a two-part online survey. The first part of the survey measured three dependent variables: psychological…

Sugar-Cube Science: An Economical Inquiry Experiment for High School Chemistry

ERIC Educational Resources Information Center

Smith, Jennifer

2010-01-01

Many first-year chemistry students have memorized the steps of the "scientific method" and can recite them without any prompting. But when introduced to controlled, independent, and dependent variables, they hit a brick wall. Therefore, the author of this article created a lesson that allows students to determine the fastest way to dissolve a…

The Relationships between Cognitive Style of Field Dependence and Learner Variables in E-Learning Instruction

ERIC Educational Resources Information Center

Sozcu, Omer Faruk

2014-01-01

This study examines the relationships between cognitive styles of field dependent learners with their attitudes towards e-learning (distance education) and instructional behavior in e-learning instruction. The Group Embedded Figures Test (GEFT) and the attitude survey (for students' preferences) towards e-learning instruction as distance education…

The Association of Selected Conative Variables to Field-Dependence with Inferences for Reasoning Characteristics in Marketing Education.

ERIC Educational Resources Information Center

Fritz, Robert L.

A study examined the association between field-dependence and its related information processing characteristics, and educational cognitive style as a model of conative influence. Data were collected from 145 secondary marketing education students in nothern Georgia during spring 1991. Descriptive statistics, Pearson product moment correlations,…

Interplay Between Reading Tasks, Reader Variables, and Unknown Word Processing.

ERIC Educational Resources Information Center

Levine, Adina; Reves, Thea

1998-01-01

Examined to what extent readers' word-treatment strategies are task dependent, and to what extent word-treatment strategies are dependent on the reader's reading profile. Subjects were 42 students of English for academic purposes advanced reading-comprehension course. Instruments used in the study included a word-treatment experiment, an open…

Connecting the dots between math and reality: A study of critical thinking in high school physics

NASA Astrophysics Data System (ADS)

Loper, Timothy K.

The purpose of this mixed method study was to discover whether training in understanding relationships between variables would help students read and interpret equations for the purposes of problem solving in physics. Twenty students from two physics classes at a private Catholic high school participated in a one group pretest-posttest unit with the conceptually based mathematical intervention being the independent variable, and the test results being the dependent variable for the quantitative portion of the study. A random sample of students was interviewed pre and post intervention for the qualitative portion of the study to determine both how their understanding of equations changed and how their approach to the problems changed. The paired-sample t test showed a significant improvement on the Physics Critical Thinking test at the p<.01 alpha level; furthermore, the interview data indicated the students displayed a deeper understanding of equations and their purpose as opposed to the superficial understanding they had before the intervention.

Relationships among Reading Performance, Locus of Control and Achievement for Marginal Admission Students.

ERIC Educational Resources Information Center

Pepper, Roger S.; Drexler, John A., Jr.

The first phase of the study was a 2 x 2 factorial design, with locus of control and instructional method (lecture and demonstration) as independent variables and honor point average (HPA) as the dependent variable. The second phase used correlational techniques to test the extent to which reading performance and traditional predictors of…

Efficiency in Reading Comprehension: A Comparison of Students' Competency in Reading Printed and Digital Texts

ERIC Educational Resources Information Center

Duran, Erol

2013-01-01

In this study, survey model was used, for investigating the effect of printed and electronic texts on the reading comprehension levels of teacher candidates. While dependent variable of the research comprises the levels of understanding of the teacher candidates, independent variable comprises the departments of the teacher candidates, types of…

Psychosocial Factors Associated with Reports of Physical Dating Violence Victimization among U.S. Adolescent Males

ERIC Educational Resources Information Center

Howard, Donna E.; Wang, Min Qi; Yah, Fang

2008-01-01

The present study, based upon the national 2005 Youth Risk Behavior Survey of U.S. high school students, provides the most current and representative data on physical dating violence among adolescent males (N = 6,528) The dependent variable was physical dating violence. The independent variables included four dimensions: violence, suicide,…

Teaching Elementary Mathematics through Problem Solving and Its Relationship to Mathematics Achievement

ERIC Educational Resources Information Center

Bullock, Audrey N.

2017-01-01

Problem solving in mathematics has been a goal for students for decades. In the reviewed literature, problem solving was most often treated as the dependent variable and was defined very broadly; however, few studies were found that included problem solving as a treatment or independent variable. The purpose of this study was to investigate the…

Field Independence/Dependence, Hemispheric Specialization, and Attitude in Relation to Pronunciation Accuracy in Spanish as a Foreign Language.

ERIC Educational Resources Information Center

Elliott, A. Raymond

1995-01-01

Sixty-six college students enrolled in an intermediate Spanish course were measured on 12 variables believed to be related to pronunciation accuracy. Variables that related most to pronunciation accuracy included individual concern for pronunciation, subject's degree of field independence, and subject's degree of right hemispheric specialization…

The Effectiveness of Alternative Certification Teachers versus Traditionally Trained Teachers in Three School Districts in Texas on Hispanic Students' Scores in 9th Grade Algebra I: What Leaders Should Know

ERIC Educational Resources Information Center

Trevino, Anysia R.

2013-01-01

The purpose of this quantitative study is to measure the effectiveness of alternative certification teachers versus traditionally trained teachers of 9th grade Hispanic students enrolled in Algebra I. The dependent variable, teacher effectiveness, will be measured by the students' raw score on the Texas Algebra I End Of Course (EOC) Assessment.…

Size and consistency of problem-solving consultation outcomes: an empirical analysis.

PubMed

Hurwitz, Jason T; Kratochwill, Thomas R; Serlin, Ronald C

2015-04-01

In this study, we analyzed extant data to evaluate the variability and magnitude of students' behavior change outcomes (academic, social, and behavioral) produced by consultants through problem-solving consultation with teachers. Research questions were twofold: (a) Do consultants produce consistent and sizeable positive student outcomes across their cases as measured through direct and frequent assessment? and (b) What proportion of variability in student outcomes is attributable to consultants? Analyses of extant data collected from problem-solving consultation outcome studies that used single-case, time-series AB designs with multiple participants were analyzed. Four such studies ultimately met the inclusion criteria for the extant data, comprising 124 consultants who worked with 302 school teachers regarding 453 individual students. Consultants constituted the independent variable, while the primary dependent variable was a descriptive effect size based on student behavior change as measured by (a) curriculum-based measures, (b) permanent products, or (c) direct observations. Primary analyses involved visual and statistical evaluation of effect size magnitude and variability observed within and between consultants and studies. Given the nested nature of the data, multilevel analyses were used to assess consultant effects on student outcomes. Results suggest that consultants consistently produced positive effect sizes on average across their cases, but outcomes varied between consultants. Findings also indicated that consultants, teachers, and the corresponding studies accounted for a significant proportion of variability in student outcomes. This investigation advances the use of multilevel and integrative data analyses to evaluate consultation outcomes and extends research on problem-solving consultation, consultant effects, and meta-analysis of case study AB designs. Practical implications for evaluating consultation service delivery in school settings are also discussed. Copyright © 2015 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Academic Performance of Native and Immigrant Students: A Study Focused on the Perception of Family Support and Control, School Satisfaction, and Learning Environment

PubMed Central

Santos, Miguel A.; Godás, Agustín; Ferraces, María J.; Lorenzo, Mar

2016-01-01

The international assessment studies of key competences, such as the PISA report of the OECD, have revealed that the academic performance of Spanish students is significantly below the OECD average. In addition, it has also been confirmed that the results of immigrant students are consistently lower than those of their native counterparts. Given the context, the first objective of this work is to observe the variables (support, control, school satisfaction, and learning environment) which distinguish between retained and non-retained native and immigrant students. The second objective is to check, by comparing the retained and non-retained native and immigrant students and separating the two levels, in order to find out which of the selected variables clearly differentiate the two groups. A sample of 1359 students was used (79.8% native students and 20.2% immigrant students of Latin American origin), who were enrolled in the 5th and 6th year of Primary Education (aged 10–11 years) and in the 1st and 2nd year of Secondary Education (aged 12–13 years). The measurement scales, which undergo a psychometric analysis in the current work, have been developed in a previous research study (Lorenzo et al., 2009). The construct validity and reliability are reported (obtaining alpha indices between 0.705 and 0.787). Subsequently, and depending on the results of this analysis, inferential analyses are performed, using as independent variables the ethno-cultural origin and being retained or not, whereas, as dependent variables, the indices referring to students' perception of family support and control, as well as the assessment of the school and learning environment. Among other results, the Group × Being retained/Not being retained [F(1, 1315) = 4.67, p < 0.01] interaction should be pointed out, indicating that native non-retained subjects perceive more control than immigrants, as well as the Group × Being retained/Not being retained [F(1, 1200) = 5.49, p < 0.01] interaction, showing that native non-retained students perceive more family support. Given the results obtained, our intention is to provide solid evidence that would facilitate the design of family involvement programs, helping to improve students' educational performance. PMID:27790171

Academic Performance of Native and Immigrant Students: A Study Focused on the Perception of Family Support and Control, School Satisfaction, and Learning Environment.

PubMed

Santos, Miguel A; Godás, Agustín; Ferraces, María J; Lorenzo, Mar

2016-01-01

The international assessment studies of key competences, such as the PISA report of the OECD, have revealed that the academic performance of Spanish students is significantly below the OECD average. In addition, it has also been confirmed that the results of immigrant students are consistently lower than those of their native counterparts. Given the context, the first objective of this work is to observe the variables (support, control, school satisfaction, and learning environment) which distinguish between retained and non-retained native and immigrant students. The second objective is to check, by comparing the retained and non-retained native and immigrant students and separating the two levels, in order to find out which of the selected variables clearly differentiate the two groups. A sample of 1359 students was used (79.8% native students and 20.2% immigrant students of Latin American origin), who were enrolled in the 5th and 6th year of Primary Education (aged 10-11 years) and in the 1st and 2nd year of Secondary Education (aged 12-13 years). The measurement scales, which undergo a psychometric analysis in the current work, have been developed in a previous research study (Lorenzo et al., 2009). The construct validity and reliability are reported (obtaining alpha indices between 0.705 and 0.787). Subsequently, and depending on the results of this analysis, inferential analyses are performed, using as independent variables the ethno-cultural origin and being retained or not, whereas, as dependent variables, the indices referring to students' perception of family support and control, as well as the assessment of the school and learning environment. Among other results, the Group × Being retained/Not being retained [ F (1, 1315) = 4.67, p < 0.01] interaction should be pointed out, indicating that native non-retained subjects perceive more control than immigrants, as well as the Group × Being retained/Not being retained [ F (1, 1200) = 5.49, p < 0.01] interaction, showing that native non-retained students perceive more family support. Given the results obtained, our intention is to provide solid evidence that would facilitate the design of family involvement programs, helping to improve students' educational performance.

Measuring monotony in two-dimensional samples

NASA Astrophysics Data System (ADS)

Kachapova, Farida; Kachapov, Ilias

2010-04-01

This note introduces a monotony coefficient as a new measure of the monotone dependence in a two-dimensional sample. Some properties of this measure are derived. In particular, it is shown that the absolute value of the monotony coefficient for a two-dimensional sample is between |r| and 1, where r is the Pearson's correlation coefficient for the sample; that the monotony coefficient equals 1 for any monotone increasing sample and equals -1 for any monotone decreasing sample. This article contains a few examples demonstrating that the monotony coefficient is a more accurate measure of the degree of monotone dependence for a non-linear relationship than the Pearson's, Spearman's and Kendall's correlation coefficients. The monotony coefficient is a tool that can be applied to samples in order to find dependencies between random variables; it is especially useful in finding couples of dependent variables in a big dataset of many variables. Undergraduate students in mathematics and science would benefit from learning and applying this measure of monotone dependence.

Burnout and Alcohol Abuse/Dependence Among U.S. Medical Students.

PubMed

Jackson, Eric R; Shanafelt, Tait D; Hasan, Omar; Satele, Daniel V; Dyrbye, Liselotte N

2016-09-01

To explore the relationship between alcohol abuse/dependence with burnout and other forms of distress among a national cohort of medical students. In 2012, the authors completed a national survey of medical students from the American Medical Association's Physician Masterfile containing validated items assessing alcohol abuse/dependence, burnout, depression, suicidality, quality of life (QOL), and fatigue. Descriptive and comparative statistical analyses were computed, including chi-square and multivariate logistic regression, to determine relationships between variables. Of the 12,500 students, 4,402 (35.2%) responded. Of these, 1,411 (32.4%) met diagnostic criteria for alcohol abuse/dependence. Students who were burned out (P = .01), depressed (P = .01), or reported low mental (P =.03) or emotional (P = .016) QOL were more likely to have alcohol abuse/dependence. Emotional exhaustion and depersonalization domains of burnout were strongly associated with alcohol abuse/dependence. On multivariate analysis, burnout (OR 1.20; 95% CI 1.05-1.37; P < .01), having $50,000 to $100,000 (OR 1.21 versus < $50,000; CI 1.02-1.44; P < .05) or > $100,000 (OR 1.27 versus < $50,000; CI 1.08-1.48; P < .01) of educational debt, being unmarried (OR 1.89; CI 1.57-2.27; P < .001), and being younger (for every five years, OR 1.15; CI 1.02-1.28; P = .01) were independently associated with increased risk for alcohol abuse/dependence. Burnout was strongly related to alcohol abuse/dependence among sampled medical students and increased educational debt predicted a higher risk. A multifaceted approach addressing burnout, medical education costs, and alcohol use is needed.

Modelling Pre-Service Teachers' Perceived Usefulness of an ICT-Based Student-Centred Learning (SCL) Curriculum: A Singapore Study

ERIC Educational Resources Information Center

Teo, Timothy; Lee, Chwee Beng; Chai, Ching Sing; Choy, Doris

2009-01-01

The purpose of this study is to examine the factors that influence pre-service teachers' perceived usefulness of an Information and Communication Technology (ICT) course that was conducted using the student-centred learning (SCL) approach. In this study, perceived usefulness was used as the dependent variable and perceived competence, course…

The Effect of Interactive e-Book on Students' Achievement at Najran University in Computer in Education Course

ERIC Educational Resources Information Center

Ebied, Mohammed Mohammed Ahmed; Rahman, Shimaa Ahmed Abdul

2015-01-01

The current study aims to examine the effect of interactive e-books on students' achievement at Najran University in computer in education course. Quasi-experimental study design is used in the study and to collect data the researchers built achievement test to measure the dependent variable represented in the achievement affected by experimental…

Selected Factors Related to the Mathematics Academic Achievement of Eighth Grade English Language Learners

ERIC Educational Resources Information Center

Garza, Anthony

2012-01-01

The purpose of this study was to examine selected factors related to the 8th grade mathematics achievement levels of English Language Learner (ELL) students in selected South Texas middle schools. The dependent variable, ELL mathematics achievement, was measured by the ELL student's raw score on the State of Texas Assessment of Academic Readiness…

Relationship between Patterns of Personality of Campus Leaders and Scholastic Achievement in Elementary Schools: A Test of Holland's Theory

ERIC Educational Resources Information Center

Butler, Linda Ann

2010-01-01

The purpose of this study was to examine student achievement as a function of principal personality and assistant principal personality in an elementary school setting. Student achievement, the dependent variable, was fifth grade campus mean scale scores on the Texas Assessment of Academic Skills test for reading, math, and science. Holland's…

Combining Self-Monitoring and an Interdependent Group Contingency to Improve the Behavior of Sixth Graders with EBD

ERIC Educational Resources Information Center

Denune, Hilary; Hawkins, Renee; Donovan, Lauren; Mccoy, Dacia; Hall, Lyndsie; Moeder, Anthony

2015-01-01

A withdrawal design was used to examine the influence of a self-monitoring procedure on the overall effectiveness of an interdependent group contingency intervention implemented in a sixth-grade classroom in an alternative school serving students with emotional and behavioral disorders (EBD). Dependent variables included student on-task, off-task,…

Symptoms and health complaints and their association with perceived stressors among students at nine Libyan universities.

PubMed

El Ansari, Walid; Khalil, Khalid; Stock, Christiane

2014-11-25

University students are exposed to many stressors. We assessed the associations between two stressors (educational related and general overall), socio-demographic characteristics (five variables), health behaviours/lifestyle factors (six variables), as well as religiosity and quality of life as independent variables, with self-reported symptoms/health complaints as dependent variables (eight health complaints). A sample of 2100 undergraduate students from nine institutions (six universities, three colleges) located in seven cities in Libya completed a general health questionnaire. The most prevalent symptoms were headaches, depressive mood, difficulties to concentrate and sleep disorder/insomnia that have been reported by 50%-60% of the students. The majority of students (62%) reported having had three or more symptoms sometimes or very often in the last 12 months. There was a positive association between perceived stressors and health symptoms, which remained significant after adjustment for gender and many other relevant factors for headache (OR 1.52; 95% CI 1.15-2.02), depressive mood (OR 2.20; 95% CI 1.64-2.94) and sleep disorder/ insomnia (OR 1.55, 95% CI 1.19-2.03). Other factors independently associated with most health symptoms were female gender and poor self-perceived health. Stress management programmes and a reduction of educational related stressors might help to prevent stress-related symptoms and health complaints in this student population.

Symptoms and Health Complaints and Their Association with Perceived Stressors among Students at Nine Libyan Universities

PubMed Central

El Ansari, Walid; Khalil, Khalid; Stock, Christiane

2014-01-01

University students are exposed to many stressors. We assessed the associations between two stressors (educational related and general overall), socio-demographic characteristics (five variables), health behaviours/lifestyle factors (six variables), as well as religiosity and quality of life as independent variables, with self-reported symptoms/health complaints as dependent variables (eight health complaints). A sample of 2100 undergraduate students from nine institutions (six universities, three colleges) located in seven cities in Libya completed a general health questionnaire. The most prevalent symptoms were headaches, depressive mood, difficulties to concentrate and sleep disorder/insomnia that have been reported by 50%–60% of the students. The majority of students (62%) reported having had three or more symptoms sometimes or very often in the last 12 months. There was a positive association between perceived stressors and health symptoms, which remained significant after adjustment for gender and many other relevant factors for headache (OR 1.52; 95% CI 1.15–2.02), depressive mood (OR 2.20; 95% CI 1.64–2.94) and sleep disorder/ insomnia (OR 1.55, 95% CI 1.19–2.03). Other factors independently associated with most health symptoms were female gender and poor self-perceived health. Stress management programmes and a reduction of educational related stressors might help to prevent stress-related symptoms and health complaints in this student population. PMID:25429678

Lung Disease, Indigestion, and Two-Way Tables

ERIC Educational Resources Information Center

Watson, Jane; Callingham, Rosemary

2016-01-01

This paper considers the responses of 115 school students to two problems based on information provided in two-way tables. In each case the question asks if one of the variables involved depends on the other. Contextual knowledge might suggest a dependent relationship in both but in one problem the data show independence while in the other the…

Goal orientation, perceived task outcome and task demands in mathematics tasks: effects on students' attitude in actual task settings.

PubMed

Seegers, Gerard; van Putten, Cornelis M; de Brabander, Cornelis J

2002-09-01

In earlier studies, it has been found that students' domain-specific cognitions and personal learning goals (goal orientation) influence task-specific appraisals of actual learning tasks. The relations between domain-specific and task-specific variables have been specified in the model of adaptive learning. In this study, additional influences, i.e., perceived task outcome on a former occasion and variations in task demands, were investigated. The purpose of this study was to identify personality and situational variables that mediate students' attitude when confronted with a mathematics task. Students worked on a mathematics task in two subsequent sessions. Effects of perceived task outcome at the first session on students' attitude at the second session were investigated. In addition, we investigated how differences in task demands influenced students' attitude. Variations in task demands were provoked by different conditions in task-instruction. In one condition, students were told that the result on the test would add to their mark on mathematics. This outcome orienting condition was contrasted with a task-orienting condition where students were told that the results on the test would not be used to give individual grades. Participants were sixth grade students (N = 345; aged 11-12 years) from 14 primary schools. Multivariate and univariate analyses of (co)variance were applied to the data. Independent variables were goal orientation, task demands, and perceived task outcome, with task-specific variables (estimated competence for the task, task attraction, task relevance, and willingness to invest effort) as the dependent variables. The results showed that previous perceived task outcome had a substantial impact on students' attitude. Additional but smaller effects were found for variation in task demands. Furthermore, effects of previous perceived task outcome and task demands were related to goal orientation. The resulting pattern confirmed that, in general, performance-oriented learning goals emphasised the negative impact of failure experiences, whereas task-oriented learning goals had a strengthening effect on how success experiences influenced students' attitude.

The Effects of Observation of Learn Units during Reinforcement and Correction Conditions on the Rate of Learning Math Algorithms by Fifth Grade Students

ERIC Educational Resources Information Center

Neu, Jessica Adele

2013-01-01

I conducted two studies on the comparative effects of the observation of learn units during (a) reinforcement or (b) correction conditions on the acquisition of math objectives. The dependent variables were the within-session cumulative numbers of correct responses emitted during observational sessions. The independent variables were the…

Methodological and Epistemological Issues on Linear Regression Applied to Psychometric Variables in Problem Solving: Rethinking Variance

ERIC Educational Resources Information Center

Stamovlasis, Dimitrios

2010-01-01

The aim of the present paper is two-fold. First, it attempts to support previous findings on the role of some psychometric variables, such as, M-capacity, the degree of field dependence-independence, logical thinking and the mobility-fixity dimension, on students' achievement in chemistry problem solving. Second, the paper aims to raise some…

Pursuing Higher Education: Are There Gender Differences in the Factors That Influence Individuals To Pursue Higher Education?

ERIC Educational Resources Information Center

Harris, Sandra McMeans

This study investigated whether gender differences exist in the factors thought to influence a person's desire to pursue higher education. A 152-item multiple choice questionnaire, completed by 346 students enrolled at a large university during 1998, was the source of the data. The independent variable was gender; dependent variables were…

A comparison of disordered eating attitudes and behaviors among Filipino and American college students.

PubMed

Madanat, H N; Hawks, S R; Novilla, M L

2006-09-01

The purpose of this study was to compare the levels of eating disordered attitudes and behaviors among college students in the United States and the Philippines. A convenience-based cross-sectional survey. General education classes in one college in Manila and another in the Western US. 340 college students. A paper-pencil survey was given to the students in the classroom consisting of Eating Attitudes Test (EAT-26) and demographic variables. Eating disordered attitudes and behaviors (scoring 20 or more on EAT-26) was the dependent variable, while gender and country of residence were the two main independent variables. Frequency distributions, chi-squares, and logistic regression analysis were employed to summarize and analyze the data. Filipino students were 10.9 times (p-value <0.0001) more likely to have eating disordered attitudes and behaviors than their American counterparts controlling for the demographics collected. This relationship remained significant when regression models were done for each gender separately. In addition, married students and more specifically married female students were more likely to have eating disordered attitudes and behaviors than single students or single females. Arguments are made as to why higher levels of eating disordered attitudes and behaviors are observed among Filipino college students. These results provide important information about the levels of eating disordered attitudes and behaviors in the Philippines and may be useful for developing future education programs.

Influence of science and technology magnet middle schools on students' motivation and achievement in science

NASA Astrophysics Data System (ADS)

Allen, David

Some informal discussions among educators regarding motivation of students and academic performance have included the topic of magnet schools. The premise is that a focused theme, such as an aspect of science, positively affects student motivation and academic achievement. However, there is limited research involving magnet schools and their influence on student motivation and academic performance. This study provides empirical data for the discussion about magnet schools influence on motivation and academic ability. This study utilized path analysis in a structural equation modeling framework to simultaneously investigate the relationships between demographic exogenous independent variables, the independent variable of attending a science or technology magnet middle school, and the dependent variables of motivation to learn science and academic achievement in science. Due to the categorical nature of the variables, Bayesian statistical analysis was used to calculate the path coefficients and the standardized effects for each relationship in the model. The coefficients of determination were calculated to determine the amount of variance each path explained. Only five of 21 paths had statistical significance. Only one of the five statistically significant paths (Attended Magnet School to Motivation to Learn Science) explained a noteworthy amount (45.8%) of the variance.

The Effect of Three Cognitive Variables on Students' Understanding of the Particulate Nature of Matter and its Changes of State

NASA Astrophysics Data System (ADS)

Tsitsipis, Georgios; Stamovlasis, Dimitrios; Papageorgiou, George

2010-05-01

In this study, students' understanding of the structure of matter and its changes of state such as melting, evaporation, boiling, and condensation was investigated in relation to three cognitive variables: logical thinking (LTh), field dependence/independence, and convergence/divergence dimension. The study took place in Greece with the participation of 329 ninth-grade junior high school pupils (age 14-15). A stepwise multiple regression analysis revealed that all of the above-mentioned cognitive variables were statistically significant predictors of the students' achievement. Among the three predictors, LTh was found to be the most dominant. In addition, students' understanding of the structure of matter, along with the cognitive variables, was shown to have an effect on their understanding of the changes of states and on their competence to interpret these physical changes. Path analyses were implemented to depict these effects. Moreover, a theoretical analysis is provided that associates LTh and cognitive styles with the nature of mental tasks involved when learning the material concerning the particulate nature of matter and its changes of state. Implications for science education are also discussed.

Implementation of a self-monitoring application to improve on-task behavior: A high school pilot study.

PubMed

Wills, Howard P; Mason, Benjamin A

2014-12-01

Technological innovations offer promise for improving intervention implementation in secondary, inclusive classrooms. A withdrawal design was employed with two high school students in order to assess the effectiveness of a technologically-delivered, self-monitoring intervention in improving on-task behavior in a science classroom. Two students ages 14 and 15 with diagnoses of specific learning disability (student 1) and attention deficit hyperactivity disorder (ADHD: student 2) were selected by case manager referral due to difficulties with on-task behavior despite long-term administration of psychostimulant medication. After baseline data were collected, both students were trained in the use of a self-monitoring application (I-Connect) delivered via a handheld tablet. On-task prompts were delivered at five min intervals in an ABAB withdrawal design. The intervention resulted in positive, stable improvements in the primary dependent variable of on-task behavior for both students and less clear improvement in the generalization variable of disruptive behavior.

The nature and use of prediction skills in a biological computer simulation

NASA Astrophysics Data System (ADS)

Lavoie, Derrick R.; Good, Ron

The primary goal of this study was to examine the science process skill of prediction using qualitative research methodology. The think-aloud interview, modeled after Ericsson and Simon (1984), let to the identification of 63 program exploration and prediction behaviors.The performance of seven formal and seven concrete operational high-school biology students were videotaped during a three-phase learning sequence on water pollution. Subjects explored the effects of five independent variables on two dependent variables over time using a computer-simulation program. Predictions were made concerning the effect of the independent variables upon dependent variables through time. Subjects were identified according to initial knowledge of the subject matter and success at solving three selected prediction problems.Successful predictors generally had high initial knowledge of the subject matter and were formal operational. Unsuccessful predictors generally had low initial knowledge and were concrete operational. High initial knowledge seemed to be more important to predictive success than stage of Piagetian cognitive development.Successful prediction behaviors involved systematic manipulation of the independent variables, note taking, identification and use of appropriate independent-dependent variable relationships, high interest and motivation, and in general, higher-level thinking skills. Behaviors characteristic of unsuccessful predictors were nonsystematic manipulation of independent variables, lack of motivation and persistence, misconceptions, and the identification and use of inappropriate independent-dependent variable relationships.

How Gay and Bisexual Men Compensate for the Lack of Meaningful Sex Education in a Socially Conservative State

ERIC Educational Resources Information Center

Currin, Joseph M.; Hubach, Randolph D.; Durham, André R.; Kavanaugh, Katherine E.; Vineyard, Zachary; Croff, Julie M.

2017-01-01

The information shared in schools on sex education in the USA is highly variable depending on the state and sometimes city in which a student lives. Gay and bisexual students living in a socially conservative, primarily rural state such as Oklahoma often receive little information about sexual health information that pertains to their behaviours…

Comparing the Pre- and Posttest Scores in Relations to the Emporium and the Hands-on Instructional Approaches of Teaching Science in Prekindergarten

NASA Astrophysics Data System (ADS)

Headen, Patricia Ann

This quantitative, quasi-experimental research investigated if two instructional approaches, the Emporium Computer-Based (Group 2) versus the hands-on approach (Group 1), resulted any difference in student achievement in science for four-year-old prekindergarten students at a private childcare facility in North Carolina. Three research questions hypothesized these relationships: (a) Group 2 versus Group 1 assessed student achievement as theoretically based on Piaget and Vygotsky's perspectives of child development, (b) the instructional approaches related to gender, and (c) the instructional approaches interrelated to ethnicity. Using a two-factor ANOVA and ANCOVA techniques, involved a convenience sample of 126 four-year-old prekindergarten students of which a convenience sample of 126 participated. The Assessment of Measurements for Pre-K (AMP-K), pretest and posttest scores of each group of 63 students measured student achievement. The t tests determined if a significant difference in student achievement existed (dependent variable) with the Emporium Computer-Based versus hands-on instructional approaches (independent variables). The posttest scores of Group 2 (p = 0.00), indicated a significant difference in student achievement. However, gender and ethnicity variables had no effect on student achievement, male (M = 36.14, SD = 19.61) and female (M = 42.91, SD = 18.99) with (p = 0.49), and ethnicity resulted, F (1,125) = 1.65, (p = 0.20). These results suggested that further research on the Emporium Computer-Based instructional approach could improve students' intellectual abilities through more innovative practices.

Undergraduate research internships: veterinary students' experiences and the relation with internship quality.

PubMed

Jaarsma, Debbie A D C; Muijtjens, Arno M M; Dolmans, Diana H J M; Schuurmans, Eva M; Van Beukelen, Peter; Scherpbier, Albert J J A

2009-05-01

The learning environment of undergraduate research internships has received little attention, compared to postgraduate research training. This study investigates students' experiences with research internships, particularly the quality of supervision, development of research skills, the intellectual and social climate, infrastructure support, and the clarity of goals and the relationship between the experiences and the quality of students' research reports and their overall satisfaction with internships. A questionnaire (23 items, a 5-point Likert scale) was administered to 101 Year five veterinary students after completion of a research internship. Multiple linear regression analyses were conducted with quality of supervision, development of research skills, climate, infrastructure and clarity of goals as independent variables and the quality of students' research reports and students' overall satisfaction as dependent variables. The response rate was 79.2%. Students' experiences are generally positive. Students' experiences with the intellectual and social climate are significantly correlated with the quality of research reports whilst the quality of supervision is significantly correlated with both the quality of research reports and students' overall satisfaction with the internship. Both the quality of supervision and the climate are found to be crucial factors in students' research learning and satisfaction with the internship.

Influence of Strategy of Learning and Achievement Motivation of Learning Achievement Class VIII Students of State Junior High School in District Blitar

ERIC Educational Resources Information Center

Ayundawati, Dyah; Setyosari, Punaji; Susilo, Herawati; Sihkabuden

2016-01-01

This study aims for know influence of problem-based learning strategies and achievement motivation on learning achievement. The method used in this research is quantitative method. The instrument used in this study is two fold instruments to measure moderator variable (achievement motivation) and instruments to measure the dependent variable (the…

The Motive to Avoid Success Studied as a Function of Sex, Age, and Sex of Cue Variables.

ERIC Educational Resources Information Center

Talcott, Lou Ann W.

This thesis describes an experimental study of the "motive to avoid success," as described by Matina Horner (1968), using sex, age, and sex of cues as independent variables. School-aged subjects (5th, 8th, 11th grade and college students) wrote stories in response to one of two written thematic apperceptive cues. The dependent measure was the…

Student Use of Scaffolding Software: Relationships with Motivation and Conceptual Understanding

NASA Astrophysics Data System (ADS)

Butler, Kyle A.; Lumpe, Andrew

2008-10-01

This study was designed to theoretically articulate and empirically assess the role of computer scaffolds. In this project, several examples of educational software were developed to scaffold the learning of students performing high level cognitive activities. The software used in this study, Artemis, focused on scaffolding the learning of students as they performed information seeking activities. As 5th grade students traveled through a project-based science unit on photosynthesis, researchers used a pre-post design to test for both student motivation and student conceptual understanding of photosynthesis. To measure both variables, a motivation survey and three methods of concept map analysis were used. The student use of the scaffolding features was determined using a database that tracked students' movement between scaffolding tools. The gain scores of each dependent variable was then correlated to the students' feature use (time and hits) embedded in the Artemis Interface. This provided the researchers with significant relationships between the scaffolding features represented in the software and student motivation and conceptual understanding of photosynthesis. There were a total of three significant correlations in comparing the scaffolding use by hits (clicked on) with the dependent variables and only one significant correlation when comparing the scaffold use in time. The first significant correlation ( r = .499, p < .05) was between the saving/viewing features hits and the students' task value. This correlation supports the assumption that there is a positive relationship between the student use of the saving/viewing features and the students' perception of how interesting, how important, and how useful the task is. The second significant correlation ( r = 0.553, p < 0.01) was between the searching features hits and the students' self-efficacy for learning and performance. This correlation supports the assumption that there is a positive relationship between the student use of the searching features and the students' perception of their ability to accomplish a task as well as their confidence in their skills to perform that task. The third significant correlation ( r = 0.519, p < 0.05) was between the collaborative features hits and the students' essay performance scores. This correlation supports the assumption that there is a positive relationship between the student use of the collaborative features and the students' ability to perform high cognitive tasks. Finally, the last significant correlation ( r = 0.576, p < 0.01) was between the maintenance features time and the qualitative analysis of the concept maps. This correlation supports the assumption that there is a positive relationship between the student use of the maintenance features and student conceptual understanding of photosynthesis.

Students’ Covariational Reasoning in Solving Integrals’ Problems

NASA Astrophysics Data System (ADS)

Harini, N. V.; Fuad, Y.; Ekawati, R.

2018-01-01

Covariational reasoning plays an important role to indicate quantities vary in learning calculus. This study investigates students’ covariational reasoning during their studies concerning two covarying quantities in integral problem. Six undergraduate students were chosen to solve problems that involved interpreting and representing how quantities change in tandem. Interviews were conducted to reveal the students’ reasoning while solving covariational problems. The result emphasizes that undergraduate students were able to construct the relation of dependent variables that changes in tandem with the independent variable. However, students faced difficulty in forming images of continuously changing rates and could not accurately apply the concept of integrals. These findings suggest that learning calculus should be increased emphasis on coordinating images of two quantities changing in tandem about instantaneously rate of change and to promote conceptual knowledge in integral techniques.

Predictors of student success in entry-level science courses

NASA Astrophysics Data System (ADS)

Singh, Mamta K.

Although the educational evaluation process is useful and valuable and is supported by the Higher Education Act, a strong research base for program evaluation of college entry-level science courses is still lacking. Studies in science disciplines such as, biology, chemistry, and physics have addressed various affective and demographic factors and their relationships to student achievement. However, the literature contains little information that specifically addresses student biology content knowledge skills (basics and higher order thinking skills) and identifies factors that affect students' success in entry-level college science courses. These gate-keeping courses require detailed evaluation if the goal of an institution is to increase students' performance and success in these courses. These factors are, in fact, a stepping stone for increasing the number of graduates in Science, Technology, Engineering, and Mathematics (STEM) majors. The present study measured students' biology content knowledge and investigated students' performance and success in college biology, chemistry, and physics entry-level courses. Seven variables---gender, ethnicity, high school Grade Point Average (GPA), high school science, college major, school financial aid support, and work hours were used as independent variables and course final performance as a dichotomous dependent variable. The sample comprised voluntary student participants in entry-level science courses. The study attempted to explore eight research questions. Content knowledge assessments, demographic information analysis, multiple regression analysis, and binary logistic regression analysis were used to address research questions. The results suggested that high school GPA was a consistently good predictor of students' performance and success in entry-level science courses. Additionally, high school chemistry was a significant predictor variable for student success in entry-level biology and chemistry courses. Similarly, students' performance and success in entry-level physics courses were influenced by high school physics. Finally, the study developed student success equation with high school GAP and high school chemistry as good predictors of students' success in entry-level science courses.

Reasoning strategies used by students to solve stoichiometry problems and its relationship to alternative conceptions, prior knowledge, and cognitive variables

NASA Astrophysics Data System (ADS)

de Astudillo, Luisa Rojas; Niaz, Mansoor

1996-06-01

Achievement in science depends on a series of factors that characterize the cognitive abilities of the students and the complex interactions between these factors and the environment that intervenes in the formation of students' background. The objective of this study is to: a) investigate reasoning strategies students use in solving stoichiometric problems; b) explore the relation between these strategies and alternative conceptions, prior knowledge and cognitive variables; and c) interpret the results within an epistemological framework. Results obtained show how stoichiometric relations produce conflicting situations for students, leading to conceptual misunderstanding of concepts, such as mass, atoms and moles. The wide variety of strategies used by students attest to the presence of competing and conflicting frameworks (progressive transitions, cf. Lakatos, 1970), leading to greater conceptual understanding. It is concluded that the methodology developed in this study (based on a series of closely related probing questions, generally requiring no calculations, that elicit student conceptual understanding to varying degrees within an intact classroom context) was influential in improving student performance. This improvement in performance, however, does not necessarily affect students' hard core of beliefs.

Factors associated with the specialty choice of Korean medical students: a cross-sectional survey.

PubMed

Kim, Yeon-Yong; Kim, Un-Na; Kim, Yon Su; Lee, Jin-Seok

2016-07-22

An imbalance of physician supply by medical specialty has been observed in most countries. In Korea, there is a greater tendency to avoid surgical specialties and specialty choices in nonclinical medicine, such as the basic science of medicine. In this study, we identified factors affecting the specialty choice of physicians in order to provide a basis for policies to address this problem. We used the results of a 2013 nationwide survey of 12 709 medical students (82.7 % responded) to analyze the data of 9499 students after excluding missing data. Descriptive analyses of all students' specialty choice were performed. Logistic regression was performed by selecting gender, age, grade level, type of medical school, hometown, and the location of the medical school as the independent variables. Medical specialty was the dependent variable. The dependent variable, or specialty of medicine, was categorized into three groups: nonclinical/clinical medicine, surgical-medical specialty, and controllable lifestyle specialty. The order of preferred medical specialties was internal medicine, psychiatry, and pediatrics; for surgical specialties, the order was orthopedic surgery, general surgery, and ophthalmology. Medical specialties were most favored by women and students in the third (men) and second (women) year of the medical program, whereas surgical specialties were most preferred by men and students in the first year of the program. Students in the third year mostly favored nonclinical medicine. Medical college students had a stronger preference for nonclinical medicine (odds ratio [OR] 1.625, 95 % confidence interval [CI] 1.139-2.318) than graduate medical school students. Surgical specialties were more favored by men (OR 2.537, 95 % CI 2.296-2.804) than by women. However, they were favored less by medical college students (OR 0.885, 95 % CI 0.790-0.991) than by graduate medical school students and by medical students in metropolitan areas (OR 0.892, 95 % CI 0.806-0.988) than by medical students in nonmetropolitan areas. A controllable lifestyle specialty was less favored by men (OR 0.802, 95 % CI 0.730-0.881) than by women. Based on these results, we can evaluate the effectiveness of the government's educational policies for solving the imbalance of physician supply and provide empirical evidence to understand and solve this problem.

Compassion Fatigue and Mindfulness: Comparing Mental Health Professionals and MSW Student Interns.

PubMed

Brown, Jodi L Constantine; Ong, Jacqueline; Mathers, Jessica M; Decker, James T

2017-01-01

The relationship between compassion fatigue and mindfulness in mental health professionals compared to Master of Social Work (MSW) students is explored. A convenience sample of mental health professionals (n = 40) and MSW students (n = 111) completed the Five Facet Mindfulness Questionnaire and Professional Quality of Life Scale. Results indicate a medium, negative correlation between compassion fatigue and mindfulness, with high levels of compassion fatigue associated with lower levels of mindfulness. There was no statistically significant difference between mental health workers and MSW students on the combined dependent variables. Results suggest that mindfulness protects against compassion fatigue regardless of professional or student status.

Examination of Science Achievement in the 8th Grade Level in Turkey in Terms of National and International Exams Depending upon Various Variables

ERIC Educational Resources Information Center

Atalmis, Erkan H.; Avgin, Sakine S.; Demir, Papatya; Yildirim, Bilal

2016-01-01

The aim of the present study is to examine the effect of demographic characteristics of students in Turkey upon their performance in TIMSS, an international assessment exam and Secondary Education Transition Examination which is a national exam (OGS). One of the fields of sciences, biology is taken into account as student performance. As a result…

Differences in Learning Strategies, Goal Orientations, and Self-Concept between Overachieving, Normal-Achieving, and Underachieving Secondary Students.

PubMed

Castejón, Juan L; Gilar, Raquel; Veas, Alejandro; Miñano, Pablo

2016-01-01

The aims of this work were to identify and establish differential characteristics in learning strategies, goal orientations, and self-concept between overachieving, normal-achieving and underachieving secondary students. A total of 1400 Spanish first and second year high school students from the South-East geographical area participated in this study. Three groups of students were established: a group with underachieving students, a group with a normal level of achievement, and a third group with overachieving students. The students were assigned to each group depending on the residual punctuations obtained from a multiple regression analysis in which the punctuation of an IQ test was the predictor and a measure composed of the school grades of nine subjects was the criteria. The results of one-way ANOVA and the Games-Howell post-hoc test showed that underachieving students had significantly lower punctuations in all of the measures of learning strategies and learning goals, as well as all of the academic self-concept, personal self-concept, parental relationship, honesty, and personal stability factors. In contrast, overachieving students had higher punctuations than underachieving students in the same variables and higher punctuations than normal-achieving students in most of the variables in which significant differences were detected. These results have clear educational implications.

Differences in Learning Strategies, Goal Orientations, and Self-Concept between Overachieving, Normal-Achieving, and Underachieving Secondary Students

PubMed Central

Castejón, Juan L.; Gilar, Raquel; Veas, Alejandro; Miñano, Pablo

2016-01-01

The aims of this work were to identify and establish differential characteristics in learning strategies, goal orientations, and self-concept between overachieving, normal-achieving and underachieving secondary students. A total of 1400 Spanish first and second year high school students from the South-East geographical area participated in this study. Three groups of students were established: a group with underachieving students, a group with a normal level of achievement, and a third group with overachieving students. The students were assigned to each group depending on the residual punctuations obtained from a multiple regression analysis in which the punctuation of an IQ test was the predictor and a measure composed of the school grades of nine subjects was the criteria. The results of one-way ANOVA and the Games-Howell post-hoc test showed that underachieving students had significantly lower punctuations in all of the measures of learning strategies and learning goals, as well as all of the academic self-concept, personal self-concept, parental relationship, honesty, and personal stability factors. In contrast, overachieving students had higher punctuations than underachieving students in the same variables and higher punctuations than normal-achieving students in most of the variables in which significant differences were detected. These results have clear educational implications. PMID:27729879

Violence Exposure and Mental Health of College Students in the United States.

PubMed

Assari, Shervin; Moghani Lankarani, Maryam

2018-05-24

Background : Despite the well-established link between exposure to violence and mental health problems, less is known about this association among college students. The current study aimed to investigate the association between history of exposure to violence and mental health of American college students. Methods : Healthy Mind Study (HMS, 2016⁻2017) is a national online survey of 41,898 adult college students. The independent variable was lifetime history of exposure to violence (psychological, physical, and sexual). The dependent variables were anxiety, depression, and suicidality. Race, age, gender, sexual orientation, parental education, financial stress, transfer status, enrollment status, and graduate status were covariates. Linear and logistic regression models were used for data analysis. Results : History of exposure to violence was associated with all three aspects of poor mental health, namely general anxiety, depression, and suicidality. These associations were independent of covariates and type of abuse. Conclusions : There is a need to address various mental health needs of college students who have experienced various forms of violence. College students who screen positive for history of violence exposure should be evaluated for anxiety, depression, and suicidal behaviors.

Factors in the development of proportional reasoning strategies by concrete operational college students

NASA Astrophysics Data System (ADS)

Roth, Wolff-Michael; Milkent, Marlene M.

This study was designed as a test for two neo-Piagetian theories. More specifically, this research examined the relationships between the development of proportional reasoning strategies and three cognitive variables from Pascual-Leone's and Case's neo-Piagetian theories. A priori hypotheses linked the number of problems students worked until they induced a proportional reasoning strategy to the variables of M-space, degree of field dependence, and short-term storage space. The subjects consisted of students enrolled in Physical Science I, a science course for nonscience majors at the University of Southern Mississippi. Of the 34 subjects in the study, 23 were classified as concrete operational on the basis of eight ratio tasks. Problems corresponding to five developmental levels of proportional reasoning (according to Piagetian and neo-Piagetian theory), were presented by a microcomputer to the 23 subjects who had been classified as concrete operational. After a maximum of 6 hours of treatment, 17 of the 23 subjects had induced ratio schemata at the upper formal level (IIIB), while the remaining subjects used lower formal level (IIIA) schemata. The data analyses showed that neither M-space and degree of field-dependence, either alone or in combination, nor short-term storage predicted the number of problems students need to do until they induce an appropriate problem-solving strategy. However, there were significant differences in the short-term storage space of those subjects who mastered ratio problems at the highest level and those who did not. Also, the subjects' degree of field-dependence was not a predictor of either the ability to transfer problem-solving strategies to a new setting or the reuse of inappropriate strategies. The results of this study also suggest that short-term storage space is a variable with high correlations to a number of aspects of learning such as transfer and choice of strategy after feedback.

Effectiveness of classroom response systems within an active learning environment.

PubMed

Welch, Susan

2013-11-01

In nursing education, the inclusion of pedagogical tools is necessary to transform Millennial classrooms. One such pedagogical tool currently offered is classroom response systems (CRS). The purpose of this study was to evaluate the effectiveness of CRS as a pedagogical tool in improving nursing students' examination performance within an active learning environment. A pretest-posttest design was used to determine whether there was a relationship between the use of CRS (independent variable) and nursing students' examination performance in a first-year Professional Practice course (dependent variable). Paired t tests revealed no greater improvement in posttest scores. Therefore, the use of CRS technology was not effective in increasing nursing students' examination scores in the Professional Practice course. Additional research is needed to provide adequate understanding of the effectiveness of CRS within the nursing education classroom. Copyright 2013, SLACK Incorporated.

[Discriminating power of socio-demographic and psychological variables on addictive use of cellular phones among middle school students].

PubMed

Lee, Haejung; Kim, Myoung Soo; Son, Hyun Kyung; Ahn, Sukhee; Kim, Jung Soon; Kim, Young Hae

2007-10-01

The purpose of this study was to examine the degrees of cellular phone usage among middle school students and to identify discriminating factors of addictive use of cellular phones among sociodemographic and psychological variables. From 123 middle schools in Busan, potential participants were identified through stratified random sampling and 747 middle school students participated in the study. The data was collected from December 1, 2004 to December 30, 2004. Descriptive and discriminant analyses were used. Fifty seven percent of the participants were male and 89.7% used cellular phones at school. The participants were grouped into three groups depending on the levels of the cellular phone usage: addicted (n=117), dependent (n=418), non-addicted (n=212). Within the three groups, two functions were produced and only one function was significant, discriminating the addiction group from non-addiction group. Additional discriminant analysis with only two groups produced one function that classified 81.2% of the participants correctly into the two groups. Impulsiveness, anxiety, and stress were significant discriminating factors. Based on the findings of this study, developing intervention programs focusing on impulsiveness, anxiety and stress to reduce the possible addictive use of cellular phones is suggested.

Teaching quality: High school students' autonomy and competence.

PubMed

León, Jaime; Medina-Garrido, Elena; Ortega, Miriam

2018-05-01

How teachers manage class learning and interact with students affects students’ motivation and engagement. However, it could be that the effect of students’ representation of teaching quality on the students’ motivation varies between classes. Students from 90 classes participated in the study. We used multilevel random structural equation modeling to analyze whether the relationship of the students’ perception of teaching quality (as an indicator of the students’ mental representation) and students’ motivation varies between classes, and if this variability depends on the class assessment of teaching quality (as an indicator of teaching quality). The effect of teachers’ structure on the regression slope of student perception of student competence was .127. The effect of teachers’ autonomy support on the regression slope of student perception of student autonomy was .066. With this study we contribute a more detailed description of the relationship between teaching quality, competence and autonomy.

Feeling Healthy? A Survey of Physical and Psychological Wellbeing of Students from Seven Universities in the UK

PubMed Central

Ansari, Walid El; Stock, Christiane; Snelgrove, Sherrill; Hu, Xiaoling; Parke, Sian; Davies, Shân; John, Jill; Adetunji, Hamed; Stoate, Mary; Deeny, Pat; Phillips, Ceri; Mabhala, Andi

2011-01-01

University students’ physical and psychological health and wellbeing are important and comprise many variables. This study assessed perceived health status in addition to a range of physical and psychological wellbeing indicators of 3,706 undergraduate students from seven universities in England, Wales and Northern Ireland. We compared differences in these variables across males and females, and across the participating universities. The data was collected in 2007–2008. A self-administered questionnaire assessed socio-demographic information (e.g., gender, age), self-reported physical and psychological health data, as well as questions on health awareness, health service use, social support, burdens and stressors and university study related questions. While females generally reported more health problems and psychological burdens, male students felt that they received/had fewer persons to depend on for social support. The comparisons of health and wellbeing variables across the different universities suggested some evidence of ‘clustering’ of the variables under study, whereby favourable situations would be exhibited by a cluster of the variables that is encountered at some universities; and conversely, the clustering of less favourable variables as exhibited at other universities. We conclude that the level of health complaints and psychological problems/burdens is relatively high and calls for increased awareness of university administrators, leaders and policy makers to the health and well-being needs of their students. The observed clustering effects also indicated the need for local (university-specific) health and wellbeing profiles as basis and guidance for relevant health promotion programmes at universities. PMID:21655121

Predicting Success in ISCS Level II.

ERIC Educational Resources Information Center

McDuffie, Thomas E., Jr.

1979-01-01

Investigates a method to predict best and least suited students for the ISCS instructional approach. Aptitude-treatment interactions associated with ISCS instruction and a set of aptitude, attitude, and skill factors were utilized to make and verify predictions on two dependent variables--achievement and success. (Author/GA)

How Do We Match Instructional Effectiveness with Learning Curves?

ERIC Educational Resources Information Center

Branum-Martin, Lee; Mehta, Paras D.; Taylor, W. Patrick; Carlson, Coleen D.; Lei, Xiaoxuan; Hunter, C. Vincent; Francis, David J.

2015-01-01

In order to examine the effectiveness of instruction, the authors confront formidable statistical problems, including multivariate structure of classroom observations, longitudinal dependence of both classroom observations and student outcomes. As the authors begin to examine instruction, classroom observations involve multiple variables for which…

Personality, Motivation, and Math Achievement Among Turkish Students.

PubMed

Akben-Selcuk, Elif

2017-04-01

Using the Turkish portion of the Programme for International Student Assessment dataset ( N = 4,848; 51% boys, 49% girls; age, M = 15.81 years, SD = 0.28), this study investigated factors associated with mathematics achievement among Turkish students. Three different models were estimated using the method of balanced repeated replication with Fay's method and taking into account the presence of five plausible values of the dependent variable. Results showed that male students and older students had better mathematics proficiency. Socio-economic status and school resources also played a significant role in explaining student achievement in mathematics. Finally, students who were more open to problem solving, who attributed their failure to external factors, and who were intrinsically motivated to learn mathematics achieved higher scores. Policy implications are provided.

An analysis of job placement patterns of black and non-black male and female undergraduates at the University of Virginia and Hampton Institute. Ph.D. Thesis - Virginia Univ.

NASA Technical Reports Server (NTRS)

Anderson, A. F.

1974-01-01

Research questions were proposed to determine the relationship between independent variables (race, sex, and institution attended) and dependent variables (number of job offers received, salary received, and willingness to recommend source of employer contact). The control variables were academic major, grade point average, placement registration, nonemployment activity, employer, and source of employer contact. An analysis of the results revealed no statistical significance of the institution attended as a predictor of job offers or salary, although significant relationships were found between race and sex and number of job offers received. It was found that academic major, grade point average, and source of employer contact were more useful than race in the prediction of salary. Sex and nonemployment activity were found to be the most important variables in the model. The analysis also indicated that Black students received more job offers than non-Black students.

Liquid Assets: Increasing Students' Mathematical Capital.

ERIC Educational Resources Information Center

Winter, Mary Jean; Carlson, Ronald J.

2000-01-01

Describes a laboratory-type activity, liquid assets, used to illustrate, develop, or reinforce central concepts in first-year algebra. These include linear function, slope, intercept, and dependent and independent variables. Presents a group activity for collecting data, transition from group to individual activity in plotting data points, and…

The Comparative Effects of Prediction/Discussion-Based Learning Cycle, Conceptual Change Text, and Traditional Instructions on Student Understanding of Genetics

NASA Astrophysics Data System (ADS)

Yilmaz, Diba; Tekkaya, Ceren; Sungur, Semra

2011-03-01

The present study examined the comparative effects of a prediction/discussion-based learning cycle, conceptual change text (CCT), and traditional instructions on students' understanding of genetics concepts. A quasi-experimental research design of the pre-test-post-test non-equivalent control group was adopted. The three intact classes, taught by the same science teacher, were randomly assigned as prediction/discussion-based learning cycle class (N = 30), CCT class (N = 25), and traditional class (N = 26). Participants completed the genetics concept test as pre-test, post-test, and delayed post-test to examine the effects of instructional strategies on their genetics understanding and retention. While the dependent variable of this study was students' understanding of genetics, the independent variables were time (Time 1, Time 2, and Time 3) and mode of instruction. The mixed between-within subjects analysis of variance revealed that students in both prediction/discussion-based learning cycle and CCT groups understood the genetics concepts and retained their knowledge significantly better than students in the traditional instruction group.

Postgraduate students experience in research supervision

NASA Astrophysics Data System (ADS)

Mohamed, Hazura; Judi, Hairulliza Mohamad; Mohammad, Rofizah

2017-04-01

The success and quality of postgraduate education depends largely on the effective and efficient supervision of postgraduate students. The role of the supervisor becomes more challenging with supervisory expectations rising high quality graduates. The main objective of this study was to examine the experiences of postgraduate students towards supervisory services for the duration of their studies. It also examines whether supervisory experience varies based on demographic variables such as level of study and nationality. This study uses a quantitative approach in the form of survey. Questionnaires were distributed to 96 postgraduate students of the Faculty of Information Science and Technology, Universiti Kebangsaan Malaysia. Data collected were analyzed using Statistical Package for the Social Science (SPSS 23.0) to get the frequency, mean and standard deviation. T-test was used to find the difference between demographic variables and supervisory experience. The findings overall showed that postgraduate students gave positive response to the supervisory services. However, there were differences supervisory experiences based on the level of study and nationality. The results of this study hope the parties involved could provide a better support to improve the quality of supervision.

Angular position of the cleat according to torsional parameters of the cyclist's lower limb.

PubMed

Ramos-Ortega, Javier; Domínguez, Gabriel; Castillo, José Manuel; Fernández-Seguín, Lourdes; Munuera, Pedro V

2014-05-01

The aim of this work was to study the relationship of torsional and rotational parameters of the lower limb with a specific angular position of the cleat to establish whether these variables affect the adjustment of the cleat. Correlational study. Motion analysis laboratory. Thirty-seven male cyclists of high performance. The variables studied of the cyclist's lower limb were hip rotation (internal and external), tibial torsion angle, Q angle, and forefoot adductus angle. The cleat angle was measured through a photograph of the sole and with an Rx of this using the software AutoCAD 2008. The variables were photograph angle (photograph), the variable denominated cleat-tarsus minor angle, and a variable denominated cleat-second metatarsal angle (Rx). Analysis included the intraclass correlation coefficient for the reliability of the measurements, Student's t test performed on the dependent variables to compare side, and the multiple linear regression models were calculated using the software SPSS 15.0 for Windows. The Student's t test performed on the dependent variables to compare side showed no significant differences (P = 0.209 for the photograph angle, P = 0.735 for the cleat-tarsus minor angle, and P = 0.801 for the cleat-second metatarsal angle). Values of R and R2 for the photograph angle model were 0.303 and 0.092 (P = 0.08), the cleat/tarsus minor angle model were 0.683 and 0.466 (P < 0.001), and the cleat/second metatarsal angle model were 0.618 and 0.382, respectively (P < 0.001). The equation given by the model was cleat-tarsus minor angle = 75.094 - (0.521 × forefoot adductus angle) + (0.116 × outward rotation of the hips) + (0.220 × Q angle).

Assessment of blood donation intention among medical students in Pakistan--An application of theory of planned behavior.

PubMed

Faqah, Anadil; Moiz, Bushra; Shahid, Fatima; Ibrahim, Mariam; Raheem, Ahmed

2015-12-01

Theory of Planned Behavior proposes a model which can measure how human actions are guided. It has been successfully utilized in the context of blood donation. We employed a decision-making framework to determine the intention of blood donation among medical students who have never donated blood before the study. Survey responses were collected from 391 medical students from four various universities on a defined questionnaire. The tool composed of 20 questions that were formulated to explain donation intention based on theory of planned behavior. The construct included questions related to attitude, subjective norm and perceived behavior control, descriptive norm, moral norm, anticipated regret, donation anxiety and religious norm. Pearson's correlational relationships were measured between independent and dependent variables of intention to donate blood. ANOVA was applied to observe the model fit; a value of 0.000 was considered statistically significant. A multiple regression analysis was conducted to explore the relative importance of the main independent variables in the prediction of intention. Multi-collinearity was also evaluated to determine that various independent variables determine the intention. The reliability of measures composed of two items was assessed using inter-item correlations. Three hundred and ninety-one medical students (M:F; 1:2.2) with mean age of 21.96 years ± 1.95 participated in this study. Mean item score was 3.8 ± 0.83. Multiple regression analysis suggested that perceived behavioral control, anticipated regret and attitude were the most influential factors in determining intention of blood donation. Donation anxiety was least correlated and in fact bore a negative correlation with intention. ANOVA computed an F value of 199.082 with a p-value of 0.000 indicating fitness of model. The value of R square and adjusted R square was 0.811 and 0.807 respectively indicating strong correlation between various independent and dependent variables. Medical students as novice blood donors showed a positive attitude toward blood donation. Theory of planned behavior can be successfully utilized in determining the antecedents toward blood donation behavior. Copyright © 2015 Elsevier Ltd. All rights reserved.

Anxiety, affect, self-esteem, and stress: mediation and moderation effects on depression.

PubMed

Nima, Ali Al; Rosenberg, Patricia; Archer, Trevor; Garcia, Danilo

2013-01-01

Mediation analysis investigates whether a variable (i.e., mediator) changes in regard to an independent variable, in turn, affecting a dependent variable. Moderation analysis, on the other hand, investigates whether the statistical interaction between independent variables predict a dependent variable. Although this difference between these two types of analysis is explicit in current literature, there is still confusion with regard to the mediating and moderating effects of different variables on depression. The purpose of this study was to assess the mediating and moderating effects of anxiety, stress, positive affect, and negative affect on depression. Two hundred and two university students (males  = 93, females  = 113) completed questionnaires assessing anxiety, stress, self-esteem, positive and negative affect, and depression. Mediation and moderation analyses were conducted using techniques based on standard multiple regression and hierarchical regression analyses. The results indicated that (i) anxiety partially mediated the effects of both stress and self-esteem upon depression, (ii) that stress partially mediated the effects of anxiety and positive affect upon depression, (iii) that stress completely mediated the effects of self-esteem on depression, and (iv) that there was a significant interaction between stress and negative affect, and between positive affect and negative affect upon depression. The study highlights different research questions that can be investigated depending on whether researchers decide to use the same variables as mediators and/or moderators.

Method Improving Reading Comprehension In Primary Education Program Students

NASA Astrophysics Data System (ADS)

Rohana

2018-01-01

This study aims to determine the influence of reading comprehension skills of English for PGSD students through the application of SQ3R learning method. The type of this research is Pre-Experimental research because it is not yet a real experiment, there are external variables that influence the formation of a dependent variable, this is because there is no control variable and the sample is not chosen randomly. The research design is used is one-group pretest-post-test design involving one group that is an experimental group. In this design, the observation is done twice before and after the experiment. Observations made before the experiment (O1) are called pretests and the post-experimental observation (O2) is called posttest. The difference between O1 and O2 ie O2 - O1 is the effect of the treatment. The results showed that there was an improvement in reading comprehension skills of PGSD students in Class M.4.3 using SQ3R method, and better SQ3R enabling SQ3R to improve English comprehension skills.

Motivation as an independent and a dependent variable in medical education: a review of the literature.

PubMed

Kusurkar, R A; Ten Cate, Th J; van Asperen, M; Croiset, G

2011-01-01

Motivation in learning behaviour and education is well-researched in general education, but less in medical education. To answer two research questions, 'How has the literature studied motivation as either an independent or dependent variable? How is motivation useful in predicting and understanding processes and outcomes in medical education?' in the light of the Self-determination Theory (SDT) of motivation. A literature search performed using the PubMed, PsycINFO and ERIC databases resulted in 460 articles. The inclusion criteria were empirical research, specific measurement of motivation and qualitative research studies which had well-designed methodology. Only studies related to medical students/school were included. Findings of 56 articles were included in the review. Motivation as an independent variable appears to affect learning and study behaviour, academic performance, choice of medicine and specialty within medicine and intention to continue medical study. Motivation as a dependent variable appears to be affected by age, gender, ethnicity, socioeconomic status, personality, year of medical curriculum and teacher and peer support, all of which cannot be manipulated by medical educators. Motivation is also affected by factors that can be influenced, among which are, autonomy, competence and relatedness, which have been described as the basic psychological needs important for intrinsic motivation according to SDT. Motivation is an independent variable in medical education influencing important outcomes and is also a dependent variable influenced by autonomy, competence and relatedness. This review finds some evidence in support of the validity of SDT in medical education.

Evaluaton of healthy lifestyle behaviors of female students in a public accommodation center from kırsehir, Turkey.

PubMed

Babaoglu, Ulken Tunga; Cevizci, Sibel; Ozdenk, Gülcan Demir

2014-12-01

This study is a descriptive analysis aiming to determine the healthy lifestyle behaviors of students staying in a female dormitory in the Central Anatolia region. A total of 295 students staying in a state-run female dormitory were included in the study. Data was collected with a personal information form and a "Healthy Lifestyle Behavior Scale" between March and May 2014. The dependent variables of the study were the HLBS points and subscales. The independent variables were age, class, department, family structure, place of longest residence, family education and occupation, perception of income, sport, academic success, BMI and nutrition. The average age of students participating in the study was 19.92±1.39 (17-26) years. The average HLBS points of the students in the study were determined to be 120.24±16.99 (85-170). There was a statistically significant difference found between the students' regular participation in sport, use of cigarettes, department they studied in and academic success levels with healthy lifestyle behavior and subscales (p<0.05). We determined that student' scores taken from healthy lifestyle behaviors scale was moderate level. We consider that regular and continuous education to develop healthy lifestyle behavior during undergraduate education will benefit students who will become the health professionals of the future.

Family influence: key to fruit and vegetable consumption among fourth- and fifth-grade students.

PubMed

Gross, Susan M; Pollock, Elizabeth Davenport; Braun, Bonnie

2010-01-01

To assess social and familial environmental influences on fruit and vegetable (FV) consumption of fourth- and fifth-graders living in a culturally diverse, urban setting. In 2006, students from 9 fourth- and fifth-grade classrooms from a public school in the Washington-Baltimore Metropolitan Region were recruited as part of the Food Stamp Nutrition Education's initiative to increase FV consumption among school-aged children in low-income schools. This intervention was conducted in partnership with the school. Ninety-three fourth- and fifth-grade students and their parents. The average daily FV consumption of elementary school students was the dependent variable. Home engagement (eg, student participation in menu planning and food selection at home), parental modeling, school environment, peer influences, and individual characteristics were the independent variables. Multiple regression analysis. Family and home environment factors explained more than 50% of the variance in students' FV consumption. Interventions designed to influence school-aged children's FV consumption should target family members and consider incorporating strategies to reach families and promote meal planning activities with the children in their homes. Copyright 2010 Society for Nutrition Education. Published by Elsevier Inc. All rights reserved.

Gender Differences in Field-Dependence and Educational Style.

ERIC Educational Resources Information Center

Fritz, Robert L.

1994-01-01

Secondary marketing students (n=144) completed the Group Embedded Figures Test and Educational Style Preference Inventory. Gender differences were found in information processing strategies and on 12 of 19 conative variables representing the way moods and emotions act as filters to produce selective attention. These differences could be most…

Emotion Regulation in Mathematics Homework: An Empirical Study

ERIC Educational Resources Information Center

Xu, Jianzhong

2018-01-01

The author examined 2 distinctive aspects of emotion regulation in mathematics homework, including emotion management and cognitive reappraisal. Participants were 1,799 high school students from 46 classes in China. Two multilevel models were run, 1 with emotion management and another with cognitive reappraisal as the dependent variable. Both…

[Possibility and predictors of successful cigarette purchase attempts by 201 primary school students in Guangzhou, China].

PubMed

Wen, Xiao-zhong; Huang, Jian-hua; Chen, Wei-qing; Liang, Cai-hua; Han, Ke; Ling, Wen-hua

2007-01-01

To explore the access to tobacco and exam the predictors of successful tobacco purchase attempts among Chinese minors. A simulative trial of purchasing cigarettes was participated by 201 sixth grade students to assess the prevalence of illegal cigarette sales to minors in Guangzhou. Methods of Chi-square and unconditional logistic regression were used to identify the significant predictors,with the result of tobacco purchase as the dependent variable and the characteristics of stores, retailers and minors as the independent variables. A total of 165 students succeeded in purchasing cigarettes but 36 failed, and the percentage of successful purchase attempts was 82. 1% . Data from univariate analysis indicated that 9 factors were significantly associated with students' success in purchasing cigarettes. They were age and height of the purchasers, types of stores, seller's gender and age, posting cigarette advertisements,showing warning signs of 'no cigarette selling to minors' ,asking buyer's age,and asking whom you buy the cigarettes for. The results of multivariable analysis showed that only three variables entering the final logistic regression: the age of students, the type of stores, and showing warning signs of 'no cigarette selling to minors'. Chinese minors have easy access to purchasing cigarettes, especially in groceries and small markets. Selling cigarettes by sellers to minors should be monitored and managed in the future.

What is rate? Does context or representation matter?

NASA Astrophysics Data System (ADS)

Herbert, Sandra; Pierce, Robyn

2011-12-01

Rate is an important, but difficult, mathematical concept. Despite more than 20 years of research, especially with calculus students, difficulties are reported with this concept. This paper reports the results from analysis of data from 20 Australian Grade 10 students. Interviews targeted students' conceptions of rate, focussing on the influence of representation and context on their expression of their understanding of rate. This analysis shows that different representations of functions provide varying levels of rate-related information for individual students. Understandings of rate in one representation or context are not necessarily transferred to another representation or context. Rate is an important, but commonly misunderstood, mathematical concept with many everyday applications (Swedosh, Dowsey, Caruso, Flynn, & Tynan, 2007). It is a complicated concept comprising many interwoven ideas such as the ratio of two numeric, measurable quantities but in a context where both quantities are changing. In mathematics classes, this is commonly expressed as change in the dependent variable resulting from a unit change in the independent variable, and variously described as constant or variable rate; average or instantaneous rate. In addition, rate may be seen as a purely abstract mathematical notion or embedded in the understanding of real-world applications. This paper explores the research question: Are students' expressions of their conceptions of rate affected by either context or mathematical representation? This question was part of a larger study (Herbert, 2010) conducted with Grade 10 students from the Australian state of Victoria.

An Analysis of the Relationship Between High School Students' Tendency Toward Violence, Self-Esteem, and Competitive Attitude.

PubMed

Karayagiz Muslu, Gonca; Coşkun Cenk, Sibel; Sarlak, Deniz

2017-08-01

This study analyzes the relationship among high school students' tendencies toward violence, self-esteem, and competitive attitudes. It was conducted in Fethiye, Muğla, between September 2013 and January 2014. The population of the study consisted of 6,531 students from 11 high schools. The participants were determined using stratified random sampling, and the study data were collected from 1,600 students. A personal information form, the Violence Tendency Scale, the Competitive Attitude Scale, and the Coopersmith Self-Esteem Scale were used as data collection tools. In this study, the rate of the participants who were exposed to violence was 15.4%. Of them, 46.2% said that one of their family members was violent toward them, while 27.3% said that their teachers had been violent toward them. Of the participants that were exposed to violence, 55.8% reported psychological violence, 27.3% reported physical violence, and 10.8% reported sexual violence. In the study, tendency toward violence is a dependent variable, while competitive attitude and self-esteem are independent variables. Family type, exposure to violence, and demographics are control variables. Age, class, school, family attitude, and exposure to violence are the variables that created significant differences in the tendency for violence. The present study showed that there was an inverse and weak yet significant relationship between the students' tendencies toward violence and competitiveness ( r = -.169), and a positive and weak relationship between tendency toward violence and self-esteem ( r = .238). Also, there was an inverse and low-level significant relationship between competitiveness and self-esteem ( r = -.121). The variables which affect the tendency toward violence are gender, exposure to violence, competitiveness, age, self-esteem, and extended family type in a descending order regarding their importance. The predictive power of the variables on the tendency toward violence was 16.8%, which is not statistically significant.

Identification of cognitive and non-cognitive predictive variables related to attrition in baccalaureate nursing education programs in Mississippi

NASA Astrophysics Data System (ADS)

Hayes, Catherine

2005-07-01

This study sought to identify a variable or variables predictive of attrition among baccalaureate nursing students. The study was quantitative in design and multivariate correlational statistics and discriminant statistical analysis were used to identify a model for prediction of attrition. The analysis then weighted variables according to their predictive value to determine the most parsimonious model with the greatest predictive value. Three public university nursing education programs in Mississippi offering a Bachelors Degree in Nursing were selected for the study. The population consisted of students accepted and enrolled in these three programs for the years 2001 and 2002 and graduating in the years 2003 and 2004 (N = 195). The categorical dependent variable was attrition (includes academic failure or withdrawal) from the program of nursing education. The ten independent variables selected for the study and considered to have possible predictive value were: Grade Point Average for Pre-requisite Course Work; ACT Composite Score, ACT Reading Subscore, and ACT Mathematics Subscore; Letter Grades in the Courses: Anatomy & Physiology and Lab I, Algebra I, English I (101), Chemistry & Lab I, and Microbiology & Lab I; and Number of Institutions Attended (Universities, Colleges, Junior Colleges or Community Colleges). Descriptive analysis was performed and the means of each of the ten independent variables was compared for students who attrited and those who were retained in the population. The discriminant statistical analysis performed created a matrix using the ten variable model that was able to correctly predicted attrition in the study's population in 77.6% of the cases. Variables were then combined and recombined to produce the most efficient and parsimonious model for prediction. A six variable model resulted which weighted each variable according to predictive value: GPA for Prerequisite Coursework, ACT Composite, English I, Chemistry & Lab I, Microbiology & Lab I, and Number of Institutions Attended. Results of the study indicate that it is possible to predict attrition among students enrolled in baccalaureate nursing education programs and that additional investigation on the subject is warranted.

Country, School and Students Factors Associated with Extreme Levels of Science Literacy Across 25 Countries

NASA Astrophysics Data System (ADS)

Alivernini, F.; Manganelli, S.

2015-08-01

A huge gap in science literacy is between students who do not show the competencies that are necessary to participate effectively in life situations related to science and technology and students who have the skills which would give them the potential to create new technology. The objective of this paper is to identify, for 25 countries, distinct subgroups of students with characteristics that appear to be associated with this proficiency gap. Data were based on the answers of 46,131 PISA 2006 students with scores classified below level 2 or above level 4, as well as the answers of their principals to school questionnaire and the OECD indicators of the financial and human resources invested in education at the national level for secondary school. The dependent variable of the analysis was a dichotomous variable the values of which represent the two different groups of students. The independent variables were the OECD indicators, and the items and indices derived from the student and school questionnaires. The analysis was based on classification trees and the findings were replicated and extended by the means of a multilevel logistic regression model. The results show that very specific levels of teachers' salaries, parental pressure on schools, school size, awareness of environmental issues, science self-efficacy and socio-economic status have a very important role in predicting whether 15 year olds in OECD countries will belong to the lower or the highest proficiency groups as regards their aptitude in the context of life situations involving problems of a scientific nature.

Effects of Curriculum and Nonacademic Factors on Undergraduate Electronic Engineering Program Retention

NASA Astrophysics Data System (ADS)

Sulaiman, Munir

Science, technology, engineering, and mathematics (STEM) programs in higher education institutions, particularly engineering programs, face challenges related to recruitment, retention, and graduation rates. The purpose of this study was to determine whether there are significant relationships among students' major preference, academic skills, nonacademic characteristics and perceptions, and retention to year 2 among students in electronic engineering, other STEM, and non STEM majors. The academic skills considered were study habits, intellectual interest, verbal and writing confidence, and academic assistance. The non-academic factors included academic support, family support, financial support, and student social integration into the campus environment. Tinto's theory of retention served as the theoretical framework. The research design was quantitative with a general linear method of analysis using responses to the College Student Inventory (CSI) survey as secondary data to determine the relationships among the independent variables (major and academic and non-academic factors) and dependent variable (retention). Participants were 3,575 first year undergraduate full-time students from three entering classes, 2012 to 2014. Findings suggested that student major and non-academic factors had no effect on student retention, but student study habits and seeking academic assistance were predictors of retention in each of the three groups of majors: engineering, other STEM majors, and nonSTEM majors. Strategies to help increase undergraduate students' study skills and help seeking behaviors may contribute to positive social change at HBCU institutions.

Does dependency make a difference? The role of convenience, social influence, facilitating condition and self-efficacy on student's purchase behaviour of smartphone

NASA Astrophysics Data System (ADS)

Jaganathan, Mathivannan; Mustapa, Azrain Nasyrah; Hasan, Wan Azlina Wan; Mat, Nik Kamariah Nik; Alekam, Jamal Mohammed Esmail

2014-12-01

It is an undeniable fact that penetration level and usage and sales of Smartphone dramatically increased past few years, whereby; it has increased to almost 60 percent of total population. Despite the high penetration of smartphone, previous studies have exhibited inconsistent findings towards understanding the behavioural intention to use smartphone especially among university students. Thus, the purpose of this study is to examine purchasing behaviour of Smartphone among students. From the literature, five antecedents of purchasing behaviour were identified. Each variable is measured using 7-point Likert scale: convenience (10 items), social influence (6 items), self-efficacy (10 items), facilitating condition (11 items), dependency (14 items) and purchasing behaviour (4 items). Using the primary data collection method, 400 questionnaires were distributed to the target respondents of one of the public higher education in the northern region. The responses collected were 350 completed questionnaires representing 87.5 percent response rate. The data were analysed using Structural Equation Modeling (SEM) using AMOS. Confirmatory factor analysis of measurement models indicates adequate goodness or fit after few items were eliminated through modification indices verifications. Therefore, goodness of fit for the generated structural model shows the adequate fit. This study has established four direct significant causal effects and two significant mediating effects: (1) convenience and dependency, (2) social influence and dependency, (3) facilitating condition and purchase behaviour, (4), dependency and purchase behaviour. The significant mediating results are: (1). Dependency mediates the relationship between convenience and purchase behaviour; (2) dependency mediates social influence and purchase behaviour. Thus, findings suggested that convenience, social influence and dependency play a role in determining students purchase behaviour of smartphone. The researchers hope the findings of this study will contribute theoretically and practically to scholars, marketers and smartphone manufacturers.

Analysis of College Students' Personal Health Information Activities: Online Survey.

PubMed

Kim, Sujin; Sinn, Donghee; Syn, Sue Yeon

2018-04-20

With abundant personal health information at hand, individuals are faced with a critical challenge in evaluating the informational value of health care records to keep useful information and discard that which is determined useless. Young, healthy college students who were previously dependents of adult parents or caregivers are less likely to be concerned with disease management. Personal health information management (PHIM) is a special case of personal information management (PIM) that is associated with multiple interactions among varying stakeholders and systems. However, there has been limited evidence to understand informational or behavioral underpinning of the college students' PHIM activities, which can influence their health in general throughout their lifetime. This study aimed to investigate demographic and academic profiles of college students with relevance to PHIM activities. Next, we sought to construct major PHIM-related activity components and perceptions among college students. Finally, we sought to discover major factors predicting core PHIM activities among college students we sampled. A Web survey was administered to collect responses about PHIM behaviors and perceptions among college students from the University of Kentucky from January through March 2017. A total of 1408 college students were included in the analysis. PHIM perceptions, demographics, and academic variations were used as independent variables to predict diverse PHIM activities using a principal component analysis (PCA) and hierarchical regression analyses (SPSS v.24, IBM Corp, Armonk, NY, USA). Majority of the participants were female (956/1408, 67.90%), and the age distribution of this population included an adequate representation of college students of all ages. The most preferred health information resources were family (612/1408, 43.47%), health care professionals (366/1408, 26.00%), friends (27/1408, 1.91%), and the internet (157/1408, 11.15%). Organizational or curatorial activities such as Arranging, Labeling, Categorizing, and Discarding were rated low (average=3.21, average=3.02, average=2.52, and average=2.42, respectively). The PCA results suggested 3 components from perception factors labeled as follows: Assistance (alpha=.85), Awareness (alpha=.716), and Difficulty (alpha=.558). Overall, the Demographics and Academics variables were not significant in predicting dependent variables such as Labeling, Categorizing, Health Education Materials, and Discarding, whereas they were significant for other outcome variables such as Sharing, Collecting, Knowing, Insurance Information, Using, and Owning. College years are a significant time for students to learn decision-making skills for maintaining information, a key aspect of health records, as well as for educators to provide appropriate educational and decision aids in the environment of learning as independent adults. Our study will contribute to better understand knowledge about specific skills and perceptions for college students' practice of effective PHIM throughout their lives. ©Sujin Kim, Donghee Sinn, Sue Yeon Syn. Originally published in the Journal of Medical Internet Research (http://www.jmir.org), 20.04.2018.

Gaming in the Classroom: An Innovative Way to Teach Factorial Designs

ERIC Educational Resources Information Center

Stansbury, Jessica A.; Munro, Geoffrey D.

2013-01-01

This study tested the effectiveness of video game use for instruction of factorial designs in a research methods course. Students designed and conducted a mini study, playing "Dance, Dance, Revolution", using video game scores as the dependent variable. A mixed-design analysis of variance revealed a significantly greater increase from pretest to…

Science 101: How Do We Determine: "Cause and Effect?"

ERIC Educational Resources Information Center

Robertson, Bill

2014-01-01

At first glance it seems easy to attribute cause and effect when it's not applicable, either through mistakenly taking every correlation as a cause and effect relationship, misinterpreting the meaning of independent and dependent variables, or not focusing on direct causes. Sometimes it's easy to help students understand where…

A Palatable Introduction to and Demonstration of Statistical Main Effects and Interactions

ERIC Educational Resources Information Center

Christopher, Andrew N.; Marek, Pam

2009-01-01

Because concrete explanations in a familiar context facilitate understanding, we illustrate the concept of an interaction via a baking analogy to provide students with food for thought. The demonstration initially introduces the concepts of independent and dependent variables using a chocolate chip cookie recipe. The demonstration provides an…

School Teachers' Knowledge about Autism in Saudi Arabia

ERIC Educational Resources Information Center

Haimour, Abdulhade I.; Obaidat, Yahia F.

2013-01-01

The purpose of this study was to find out what school teachers know about Autism. In addition, this study attempted to find out if there any significant differences in school teachers' knowledge about Autism depending on teachers' (gender, position, education level, teaching experience, and contact with students with Autism) variables. A total of…

Comparing Standard Deviation Effects across Contexts

ERIC Educational Resources Information Center

Ost, Ben; Gangopadhyaya, Anuj; Schiman, Jeffrey C.

2017-01-01

Studies using tests scores as the dependent variable often report point estimates in student standard deviation units. We note that a standard deviation is not a standard unit of measurement since the distribution of test scores can vary across contexts. As such, researchers should be cautious when interpreting differences in the numerical size of…

Research on Flipping College Algebra: Lessons Learned and Practical Advice for Flipping Multiple Sections

ERIC Educational Resources Information Center

Overmyer, Jerry

2015-01-01

This quantitative research compares five sections of College Algebra using flipped classroom methods with six sections using the traditional lecture/homework structure and its effect on student achievement as measured through a common final exam. Common final exam scores were the dependent variables. Instructors of flipped sections who had…

The Relationships among Students' Commitment, Self-Esteem, Organisational Citizenship Behaviour and Academic Performance

ERIC Educational Resources Information Center

Khaola, Peter P.

2014-01-01

As one of the most important dependent variables in education and work research, performance has been operationalised either as the proficiency with which core tasks are performed (task performance), or as extra-role behaviours that support core activities (organisational citizenship behaviours). Relative to academic performance (core academic…

A Descriptive Study of Individual and Cross-Cultural Differences in Statistics Anxiety

ERIC Educational Resources Information Center

Baloglu, Mustafa; Deniz, M. Engin; Kesici, Sahin

2011-01-01

The present study investigated individual and cross-cultural differences in statistics anxiety among 223 Turkish and 237 American college students. A 2 x 2 between-subjects factorial multivariate analysis of covariance (MANCOVA) was performed on the six dependent variables which are the six subscales of the Statistical Anxiety Rating Scale.…

The Technology Adoption Process Model and Self-Efficacy of Distance Education Students

ERIC Educational Resources Information Center

Olson, Joel D.; Appunn, Frank D.

2017-01-01

The technology adoption process model (TAPM) is applied to a new synchronous conference technology with 27 asynchronous courses involving 520 participants and 17 instructors. The TAPM resulted from a qualitative study reviewing webcam conference technology adoption. The TAPM is now tested using self-efficacy as the dependent variable. The…

Outcome evaluation results of school-based cybersafety promotion and cyberbullying prevention intervention for middle school students.

PubMed

Roberto, Anthony J; Eden, Jen; Savage, Matthew W; Ramos-Salazar, Leslie; Deiss, Douglas M

2014-01-01

Guided largely by the Extended Parallel Process Model, the Arizona Attorney General's Social Networking Safety Promotion and Cyberbullying Prevention presentation attempts to shape, change, and reinforce middle school students' perceptions, attitudes, and intentions related to these important social issues. This study evaluated the short-term effects of this presentation in a field experiment using a posttest-only control-group design with random assignment to conditions. A total of 425 sixth, seventh, and eighth graders at a public middle school in a large Southwestern city participated in this study. Results reveal several interesting trends across grade levels regarding cyberbullying perpetration and victimization, and concerning access to various communication technologies. The intervention had the hypothesized main effect on eight of the dependent variables under investigation. Examination of condition by grade interaction effects offered further support for an additional four hypotheses (i.e., the intervention positively affected or reversed a negative trend on four dependent variables in at least one grade). Ideas and implications for future social networking safety promotion and cyberbullying prevention interventions are discussed.

Anxiety, Affect, Self-Esteem, and Stress: Mediation and Moderation Effects on Depression

PubMed Central

Nima, Ali Al; Rosenberg, Patricia; Archer, Trevor; Garcia, Danilo

2013-01-01

Background Mediation analysis investigates whether a variable (i.e., mediator) changes in regard to an independent variable, in turn, affecting a dependent variable. Moderation analysis, on the other hand, investigates whether the statistical interaction between independent variables predict a dependent variable. Although this difference between these two types of analysis is explicit in current literature, there is still confusion with regard to the mediating and moderating effects of different variables on depression. The purpose of this study was to assess the mediating and moderating effects of anxiety, stress, positive affect, and negative affect on depression. Methods Two hundred and two university students (males  = 93, females  = 113) completed questionnaires assessing anxiety, stress, self-esteem, positive and negative affect, and depression. Mediation and moderation analyses were conducted using techniques based on standard multiple regression and hierarchical regression analyses. Main Findings The results indicated that (i) anxiety partially mediated the effects of both stress and self-esteem upon depression, (ii) that stress partially mediated the effects of anxiety and positive affect upon depression, (iii) that stress completely mediated the effects of self-esteem on depression, and (iv) that there was a significant interaction between stress and negative affect, and between positive affect and negative affect upon depression. Conclusion The study highlights different research questions that can be investigated depending on whether researchers decide to use the same variables as mediators and/or moderators. PMID:24039896

Learning a novel phonological contrast depends on interactions between individual differences and training paradigm design

PubMed Central

Perrachione, Tyler K.; Lee, Jiyeon; Ha, Louisa Y. Y.; Wong, Patrick C. M.

2011-01-01

Studies evaluating phonological contrast learning typically investigate either the predictiveness of specific pretraining aptitude measures or the efficacy of different instructional paradigms. However, little research considers how these factors interact—whether different students learn better from different types of instruction—and what the psychological basis for any interaction might be. The present study demonstrates that successfully learning a foreign-language phonological contrast for pitch depends on an interaction between individual differences in perceptual abilities and the design of the training paradigm. Training from stimuli with high acoustic-phonetic variability is generally thought to improve learning; however, we found high-variability training enhanced learning only for individuals with strong perceptual abilities. Learners with weaker perceptual abilities were actually impaired by high-variability training relative to a low-variability condition. A second experiment assessing variations on the high-variability training design determined that the property of this learning environment most detrimental to perceptually weak learners is the amount of trial-by-trial variability. Learners’ perceptual limitations can thus override the benefits of high-variability training where trial-by-trial variability in other irrelevant acoustic-phonetic features obfuscates access to the target feature. These results demonstrate the importance of considering individual differences in pretraining aptitudes when evaluating the efficacy of any speech training paradigm. PMID:21786912

The impact of sub-skills and item content on students' skills with regard to the control-of-variables strategy

NASA Astrophysics Data System (ADS)

Schwichow, Martin; Christoph, Simon; Boone, William J.; Härtig, Hendrik

2016-01-01

The so-called control-of-variables strategy (CVS) incorporates the important scientific reasoning skills of designing controlled experiments and interpreting experimental outcomes. As CVS is a prominent component of science standards appropriate assessment instruments are required to measure these scientific reasoning skills and to evaluate the impact of instruction on CVS development. A detailed review of existing CVS instruments suggests that they utilize different, and only a few of the four, critical CVS sub-skills in the item development. This study presents a new CVS assessment instrument (CVS Inventory, CVSI) and investigates the validity of student measures derived from this instrument utilizing Rasch analyses. The results indicate that the CVSI produces reliable and valid student measures with regard to CVS. Furthermore, the results show that the item difficulty depends on the CVS sub-skills utilized in item development, but not on the item content. Accordingly, previous instruments that are restricted to a few CVS sub-skills tend to over- or underestimate students' CVS skills. In addition, these results indicate that students are able to use CVS as a domain general strategy in multiple content areas. Consequences for science instruction and assessment are discussed.

[Intersection between gender and socioeconomic status in medical sciences career choice].

PubMed

Gallardo-Hernández, Georgina; Ortiz-Hernández, Luis; Compeán-Dardón, Sandra; Verde-Flota, Elizabeth; Delgado-Sáncnchez, Guadalupe; Tamez-González, Silivia

2006-01-01

Analyze the relationship between gender identity and socioeconomic level associated with career choice among undergraduate students selecting the area of health sciences. Our sample was comprised of first year medical nutrition, dentistry and nursing students (n=637) admitted to the Universidad Autonoma Metropolitana - Xochimilco. A self administered questionnaire was used. The dependent variable was career choice. Independent variables included socioeconomic status, gender norms in student's homes, and gender stereotype internalization. More female nursing students came from low socioeconomic strata, while medical students had a higher socioeconomic status. Among males, more nursing and medical students belonged to a higher socioeconomicstrata. Nutrition and dentistry students belonged to a medium strata. In comparison with males from high socioeconomic strata more male participants reported that household chores were divided among men and women. For women, as the socioeconomic level increased, the participation of men and women also increased. In the indicators of internalization of gender stereotypes, nursing students had the highest rates in the submission scale, but the lowest for masculinity and machismo. As the socioeconomic strata increased, the characteristics of masculinity and machismo also increased. The present results seem to indicate that among women of low socioeconomic strata more traditional gender stereotypes prevail which lead them to seek career choices considered femenine. Among men, there is a clear relationship between career choice, socioeconomic level and internalization of gender stereotypes.

A study of the effects of gender and different instructional media (computer-assisted instruction tutorials vs. textbook) on student attitudes and achievement in a team-taught integrated science class

NASA Astrophysics Data System (ADS)

Eardley, Julie Anne

The purpose of this study was to determine the effect of different instructional media (computer assisted instruction (CAI) tutorial vs. traditional textbook) on student attitudes toward science and computers and achievement scores in a team-taught integrated science course, ENS 1001, "The Whole Earth Course," which was offered at Florida Institute of Technology during the Fall 2000 term. The effect of gender on student attitudes toward science and computers and achievement scores was also investigated. This study employed a randomized pretest-posttest control group experimental research design with a sample of 30 students (12 males and 18 females). Students had registered for weekly lab sessions that accompanied the course and had been randomly assigned to the treatment or control group. The treatment group used a CAI tutorial for completing homework assignments and the control group used the required textbook for completing homework assignments. The Attitude toward Science and Computers Questionnaire and Achievement Test were the two instruments administered during this study to measure students' attitudes and achievement score changes. A multivariate analysis of covariance (MANCOVA), using hierarchical multiple regression/correlation (MRC), was employed to determine: (1) treatment versus control group attitude and achievement differences; and (2) male versus female attitude and achievement differences. The differences between the treatment group's and control group's homework averages were determined by t test analyses. The overall MANCOVA model was found to be significant at p < .05. Examining research factor set independent variables separately resulted in gender being the only variable that significantly contributed in explaining the variability in a dependent variable, attitudes toward science and computers. T test analyses of the homework averages showed no significant differences. Contradictory to the findings of this study, anecdotal information from personal communication, course evaluations, and homework assignments indicated favorable attitudes and higher achievement scores for a majority of the students in the treatment group.

Personality, emotion-related variables, and media pressure predict eating disorders via disordered eating in Lebanese university students.

PubMed

Sanchez-Ruiz, Maria Jose; El-Jor, Claire; Abi Kharma, Joelle; Bassil, Maya; Zeeni, Nadine

2017-04-18

Disordered eating behaviors are on the rise among youth. The present study investigates psychosocial and weight-related variables as predictors of eating disorders (ED) through disordered eating (DE) dimensions (namely restrained, external, and emotional eating) in Lebanese university students. The sample consisted of 244 undergraduates (143 female) aged from 18 to 31 years (M = 20.06; SD = 1.67). Using path analysis, two statistical models were built separately with restrained and emotional eating as dependent variables, and all possible direct and indirect pathways were tested for mediating effects. The variables tested for were media influence, perfectionism, trait emotional intelligence, and the Big Five dimensions. In the first model, media pressure, self-control, and extraversion predicted eating disorders via emotional eating. In the second model, media pressure and perfectionism predicted eating disorders via restrained eating. Findings from this study provide an understanding of the dynamics between DE, ED, and key personality, emotion-related, and social factors in youth. Lastly, implications and recommendations for future studies are advanced.

Definitions of and beliefs about wife abuse among undergraduate students of social work.

PubMed

Haj-Yahia, Muhammad M; Schiff, Miriam

2007-04-01

The article focuses on definitions of and beliefs about wife abuse among undergraduate social work students in Israel. Data were collected through self-administered questionnaires. The vast majority of students in Study 1 acknowledged acts thought to constitute wife assault and disapproved of a husband's use of force against his wife. The majority of students in Study 2 did not justify wife abuse nor tend to believe that battered women benefit from beating, although they tended to blame the violent husband for his behavior. Significant amounts of the variance in dependent variables were explained by the students' marital role expectations (Study 1) and their attitudes toward women and sex role stereotypes (Study 2). The students' year of study and participation in family violence or wife abuse courses did not contribute toward explaining the variance in their beliefs. Results are discussed in light of the students' patriarchal ideology, and implications for future research are presented.

Motivation in medical students: a PhD thesis report.

PubMed

Kusurkar, Rashmi

2012-08-01

The aims of this thesis were to gather insights and investigate the factors influencing, outcomes and applications of medical students' motivation. This thesis consists of three literature reviews, four research papers and two application papers. Two research studies investigated the relationships of student motivation with study strategy, effort and academic performance through structural equation modelling and cluster analysis. The relationships of age, maturity, gender and educational background with motivation were investigated through multiple regression analysis. The results of this thesis were 1. Developments in medical education appear to have undervalued student motivation. 2. Motivation is an independent variable in medical education; intrinsic motivation is significantly associated with deep study strategy, high study effort and good academic performance. 3. Motivation is a dependent variable in medical education and is significantly affected by age, maturity, gender, educational background; intrinsic motivation is enhanced by providing students with autonomy, feedback and emotional support. 4. Strength of motivation for medical school can be reliably measured by Strength of Motivation for Medical School questionnaire. The conclusion of this thesis was that it is important to give consideration to motivation in medical education because intrinsic motivation leads to better learning and performance and it can be enhanced through giving students autonomy in learning, feedback about competence and emotional support.

Body weight concerns: Cross-national study and identification of factors related to eating disorders.

PubMed

Silva, Wanderson Roberto da; Santana, Moema de Souza; Maroco, João; Maloa, Benvindo Felismino Samuel; Campos, Juliana Alvares Duarte Bonini

2017-01-01

Body weight concerns are common among individuals with eating disorders, and this construct can be assessed using psychometric instruments. The Weight Concerns Scale (WCS) is commonly used to assess body weight concerns. To evaluate the psychometric properties of the WCS with Brazilian, Portuguese, and Mozambican female college students; to estimate body weight concerns; and to identify factors related to eating disorders. Confirmatory factor analysis was performed. Factorial, convergent, concurrent, and divergent validity, as well as reliability, were assessed. Cross-national invariance was tested by means of multigroup analysis. Structural models were tested using the WCS as the dependent variable, while demographic and academic variables and body mass index were used as independent variables. Logistic models were tested to estimate the likelihood of eating disorders being developed in specific groups. Participants were 2,068 female students. The psychometric properties of the WCS were adequate for the Portuguese sample; however, for the Brazilian and Mozambican samples, it was necessary to correlate the errors of two items to improve model fit. The WCS did not show cross-national invariance. The variables "thoughts about dropping out of college," "medication use because of studies," "medication and supplements use for body change," "body mass index," "socioeconomic status," "age," and "performance in course" were significant predictors of body weight concerns. Overall, 24.4% (95% confidence interval = 22.9-26.7) of the students were likely to develop eating disorders. Students under 21 years old, who use medication and supplements for body change, and who were classified as overweight/obese have increased likelihood of developing eating disorders. The WCS showed good psychometric properties with Brazilian, Portuguese, and Mozambican students; however, it did not show cross-national invariance. We identified important aspects for investigating body weight concerns and factors related to eating disorders.

Analysis of College Students’ Personal Health Information Activities: Online Survey

PubMed Central

Sinn, Donghee; Syn, Sue Yeon

2018-01-01

Background With abundant personal health information at hand, individuals are faced with a critical challenge in evaluating the informational value of health care records to keep useful information and discard that which is determined useless. Young, healthy college students who were previously dependents of adult parents or caregivers are less likely to be concerned with disease management. Personal health information management (PHIM) is a special case of personal information management (PIM) that is associated with multiple interactions among varying stakeholders and systems. However, there has been limited evidence to understand informational or behavioral underpinning of the college students’ PHIM activities, which can influence their health in general throughout their lifetime. Objective This study aimed to investigate demographic and academic profiles of college students with relevance to PHIM activities. Next, we sought to construct major PHIM-related activity components and perceptions among college students. Finally, we sought to discover major factors predicting core PHIM activities among college students we sampled. Methods A Web survey was administered to collect responses about PHIM behaviors and perceptions among college students from the University of Kentucky from January through March 2017. A total of 1408 college students were included in the analysis. PHIM perceptions, demographics, and academic variations were used as independent variables to predict diverse PHIM activities using a principal component analysis (PCA) and hierarchical regression analyses (SPSS v.24, IBM Corp, Armonk, NY, USA). Results Majority of the participants were female (956/1408, 67.90%), and the age distribution of this population included an adequate representation of college students of all ages. The most preferred health information resources were family (612/1408, 43.47%), health care professionals (366/1408, 26.00%), friends (27/1408, 1.91%), and the internet (157/1408, 11.15%). Organizational or curatorial activities such as Arranging, Labeling, Categorizing, and Discarding were rated low (average=3.21, average=3.02, average=2.52, and average=2.42, respectively). The PCA results suggested 3 components from perception factors labeled as follows: Assistance (alpha=.85), Awareness (alpha=.716), and Difficulty (alpha=.558). Overall, the Demographics and Academics variables were not significant in predicting dependent variables such as Labeling, Categorizing, Health Education Materials, and Discarding, whereas they were significant for other outcome variables such as Sharing, Collecting, Knowing, Insurance Information, Using, and Owning. Conclusions College years are a significant time for students to learn decision-making skills for maintaining information, a key aspect of health records, as well as for educators to provide appropriate educational and decision aids in the environment of learning as independent adults. Our study will contribute to better understand knowledge about specific skills and perceptions for college students’ practice of effective PHIM throughout their lives. PMID:29678798

Instructional development for teachers in higher education: effects on students' perceptions of the teaching-learning environment.

PubMed

Stes, Ann; De Maeyer, Sven; Gijbels, David; Van Petegem, Peter

2012-09-01

Although instructional development for teachers has become an important topic in higher education, little is known about its actual impact. In particular, evidence regarding the impact of teachers' instructional development on students' perceptions of the teaching-learning environment is scarce. The impact of an instructional development programme for beginning university teachers on students' perceptions of the teaching and learning environment was investigated. We also explored whether this impact is dependent on class size and student level (first years vs. non-first years). Quantitative data were gathered from more than 1,000 students at pre- and post-tests, using a quasi-experimental design. A multi-level analysis was conducted in which five models were estimated. A basic model made clear that teachers did differ from each other with respect to the dependent variables concerned; however, differences in scale scores also resulted to a large extent from differences between students. A second model, in which the moderating impact by way of teacher characteristics, context, and student characteristics was not taken into account, reported no significant effect of training. A third model, examining the net impact of instructional development revealed some impact, which was, remarkably, negative. A first interaction model proved a differential impact of instructional development for teachers teaching first years and those teaching non-first years. A second one showed that the impact of training depended on the number of students one teaches. Instructional development for teachers in higher education does not easily result in effects on students' perceptions of the teaching and learning environment. Perspectives for further research into instructional development are discussed. ©2011 The British Psychological Society.

Students’ Factors Affecting Undergraduates’ Perceptions of their Teaching and Learning Process within ECTS Experience

PubMed Central

la Fuente, Jesús De; Cardelle-Elawar, María; Peralta, F. Javier; Sánchez, M. Dolores; Martínez-Vicente, José Manuel; Zapata, Lucía

2010-01-01

Introduction: In the present study, we investigated the potential factors that influenced the level of students satisfaction with the teaching–learning process (TLP), from the perspective of students participating in the European Credit Transfer System (ECTS) experience. Method: A total of 1490 students from the Universities of Almería and Granada (Spain) participated in an evaluation of their class discipline area. They completed the new revised protocol for evaluating the ECTS experience. Analyses of variance were carried out, taking the following factors as independent variables: student's grade average, year in school, study discipline, credit load in terms of ECTS credits assigned to a subject, the e-learning approach. Perception of the TLP was used as the dependent variable. Results: The data analyses showed variability of the degree of statistically significance among the factors that influenced students’ perceptions of the TLP. These factors included: Student's grade average (in favor of high performers), year in school (in favor of earlier years), ECTS load (in favor of subjects with a medium load of credits), and e-learning (in favor of its use). These research findings provided evidence to explore the delineation of a potential profile of factors that trigger a favorable perception of the TLP. Discussion and Conclusion: The present findings certainly have implications to deepen our understanding of the core beliefs, commitment, and the experience in shaping the implementation of the European Higher Education Area through the ECTS. PMID:21713171

Waterpipe dependence in university students and effect of normative beliefs: a cross-sectional study.

PubMed

Salameh, P; Salamé, J; Waked, M; Barbour, B; Zeidan, N; Baldi, I

2014-02-14

The objective of this study was to measure the correlates, including normative beliefs, associated with waterpipe (WP) and cigarette smoking prevalence and dependence. A cross-sectional study was carried out using a proportionate cluster sample of Lebanese students in 17 public and private universities. Of the 4900 distributed questionnaires, 3384 (69.1%) were returned to the field worker. All available students during break times were approached, with no exclusion criteria. sociodemographic variables, detailed active and passive smoking, in addition to items of the tobacco dependence scales were all evaluated. Correlates to WP smoking were studying in a private university (adjusted OR, aOR=1.50 (1.26 to 1.79); p<0.001) and ever smoking cigarettes (aOR=1.80(1.44 to 2.26); p<0.001); friends' and societal influence were found on smoking behaviour and dependence. Although the role of parents was not visible in decreasing the risk of smoking WP, their protective influence seemed more important on WP dependence (β=-1.09(-1.79 to -0.28); p<0.001), a behaviour that is considered more deleterious for health. Parents' and friends' disagreement with smoking had a protective effect on cigarette smoking and dependence (aOR<1; p<0.01), while thinking that idols and successful people smoke increased the risk of both cigarette smoking and dependence (aOR>1; p<0.01). In conclusion, WP smoking and dependence are influenced by parents' and friends' opinions, and idols' smoking status. Future research is necessary to further improve our understanding of motives for WP smoking and dependence.

Attitudes towards informed consent, confidentiality, and substitute treatment decisions in southern African medical students: a case study from Zimbabwe.

PubMed

Hipshman, L

1999-08-01

This study explored the attitudes of biomedical science students (medical students) in a non-Western setting towards three medical ethics concepts that are based on fundamental Western culture ethical principles. A dichotomous (agree/disagree) response questionnaire was constructed using Western ethnocentric culture (WEC) based perspectives of informed consent, confidentiality, and substitute decision-making. Hypothesized WEC-Biased responses were assigned to the questionnaire's questions or propositions. A number of useful responses (169) were obtained from a large, cross-sectional, convenience sample of the MBChB students at the University of Zimbabwe Medical School. Statistical analysis described the differences in response patterns between the student's responses compared to the hypothesized WEC-Biased response. The effect of the nine independent variables on selected dependent variables (responses to certain questionnaire questions) was analyzed by stepwise logistic regression. Students concurred with the hypothesized WEC-Biased responses for two-thirds of the questionnaire items. This agreement included support for the role of legal advocacy in the substitute decision-making process. The students disagreed with the hypothesized WEC-Biased responses in several important medical ethics aspects. Most notably, the students indicated that persons with mental dysfunctions, as a class, were properly considered incompetent to make treatment decisions. None of the studied independent variables was often associated with students' responses, but training year was more frequently implicated than either ethnicity or gender. In order to develop internationally and culturally relevant medical ethics standards, non-Western perspectives ought to be acknowledged and incorporated. Two main areas for further efforts include: curriculum development in ethics reasoning and related clinical (medico-legal) decision-making processes that would be relevant to medical students from various cultures, and; the testing of models that could increase legal system input in the clinical process in societies with limited jurisprudence resources.

Predictors of health of pre-registration nursing and midwifery students: Findings from a cross-sectional survey.

PubMed

Deasy, Christine; Coughlan, Barry; Pironom, Julie; Jourdan, Didier; Mannix-McNamara, Patricia

2016-01-01

Student nurses/midwives evidence less than exemplary lifestyle habits and poor emotional health, despite exposure to health education/promotion during their educational preparation. Knowledge of the factors that predict nursing/midwifery students' health could inform strategies to enhance their health and increase their credibility as future health promoters/educators. To establish the predictors of nursing/midwifery student emotional health. Cross-sectional survey. The research took place at a university in Ireland. We involved a total sample (n=473) student nurses/midwives. Participants completed the General Health Questionnaire, Lifestyle Behaviour Questionnaire and Ways of Coping Questionnaire to determine their self-reported emotional health, lifestyle behaviour and coping processes. Multivariate regression was performed to identify the predictors of student emotional health (dependent variable). The independent variables were demographics, coping, lifestyle behaviour and students' perceptions of determinants of their health. Many respondents reported significant emotional distress (48.71%) and unhealthy lifestyle behaviours including smoking (27.94%), physical inactivity (34.29%), alcohol consumption (91.7%) and unhealthy diet (28.05%). Multivariate regressions indicated that the predictors of emotional distress included gender, year of study, smoking, passive coping and beliefs that their student life was stressful or/and that worry stress and boredom adversely impacted their diet. Targeting student's beliefs regarding influences upon their health, promotion of positive lifestyles and adaptive coping is necessary to facilitate health gain of future health professionals. Copyright © 2015 Elsevier Ltd. All rights reserved.

The Impact of Public Feedback on Three Recycling-Related Behaviors in South Korea

ERIC Educational Resources Information Center

Kim, Sungbum; Oah, Shezeen; Dickinson, Alyce M.

2005-01-01

The effectiveness of posted feedback on recycling in a lounge area at a South Korean university was studied. Participants were college students, professors, and staff members. The dependent variables were the percentage and number of correctly separated aluminum cans, the percentage and number of correctly separated paper cups, and the weight of…

Effects of Subliminal Symbiotic Stimulation on Academic Performance: Further Evidence on the Adaptation-Enhancing Effects of Oneness Fantasies.

ERIC Educational Resources Information Center

Parker, Kenneth A.

1982-01-01

College students (N=60), divided into three matched groups, received subliminal stimulation. The main dependent variable was the final examination grade. Results indicated that both experimental groups earned significantly higher grades than the control group and that the stimulation of oneness fantasies has an adaptation-enhancing effect on…

The Effects of Self-Monitoring on Safe Posture Performance

ERIC Educational Resources Information Center

Gravina, Nicole; Austin, John; Schoedtder, Lori; Loewy, Shannon

2008-01-01

The purpose of the present study was to examine the effects of self-monitoring on safe positioning of individuals performing a typing task and an assembly task using a multiple baseline design across behaviors and tasks. The study took place in an analogue office setting with seven college student participants. The dependent variable was the…

Reducing the White-Nonwhite Achievement Gap.

ERIC Educational Resources Information Center

Ramey, Madelaine

It is well documented that there continues to be a gap between white and nonwhite student achievement. A study develops and tests a measure of white-nonwhite achievement gap reduction. The ultimate purpose is to use the measure as the dependent variable in a qualitative study of what works in reducing the gap. The strategy used in addressing this…

Improving the Questions Students Ask

ERIC Educational Resources Information Center

Donohue-Smith, Maureen

2006-01-01

Teachers often tell their classes that "there is no such thing as a stupid question." But this is not completely honest. Questions aren't asked in a vacuum; their intelligence or stupidity depends on a variety of contextual variables. The ideal question is the right one, posed to the right source in the right way at the right time for the right…

Colour in Learning: Its Effect on the Retention Rate of Graduate Students

ERIC Educational Resources Information Center

Olurinola, Oluwakemi; Tayo, Omoniyi

2015-01-01

Cognitive psychologists have discovered different design principles to enhance memory performance. It has been said that retrieving process depends on many variables and one of them is colour. This paper provides an overview of research on colour and learning. It includes the effect of colour on attention, retention and memory performance, and…

Investigation the Relationship between Goal Orientation and Parenting Styles among Sample of Jordanian University Students

ERIC Educational Resources Information Center

Mahasneh, Ahmad M.

2014-01-01

The primary purpose of this study is to examine the relationship between goal orientation and parenting styles. Participants of the study completed 650 goal orientation and parenting styles questionnaires. Means, standard deviations, regression and correlation analysis were used for data in establishing the dependence of the two variables. Results…

Testing the Acceleration Hypothesis: Fluency Outcomes Utilizing Still- versus Accelerated-Text in Sixth-Grade Students with Reading Disabilities

ERIC Educational Resources Information Center

Paige, David D.

2011-01-01

The acceleration hypothesis views reading rate simultaneously as both an independent and dependent variable that can be manipulated to encourage increases in reading indicators (Breznitz, 2006). Within this conceptualization, reading rate represents all the component sub-processes required for proficient reading and presents the opportunity for a…

Effects of Cognitive Styles on an MSN Virtual Learning Companion System as an Adjunct to Classroom Instructions

ERIC Educational Resources Information Center

Hsieh, Sheng-Wen

2011-01-01

This study designed a chatbot system, Confucius, as a MSN virtual learning companion to examine how specific application design variables within educational software affect the learning process of subjects as defined by the cognitive continuum of field-dependent and field-independent learners. 104 college students participated in a 12 week…

A randomized control trial: training program of university students as health promoters.

PubMed

Mendoza-Núñez, Víctor Manuel; Mecalco-Herrera, Cecilia; Ortega-Ávila, Cosme; Mecalco-Herrera, Laura; Soto-Espinosa, Juan Luis; Rodríguez-León, Mario Alfredo

2013-02-22

Several studies have reported the following as determining factors for the adoption of healthy lifestyles among undergraduate students: gender, socioeconomic level, prior lifestyles, environment, parental lifestyles and health status, career choice, and healthy support networks. However, these factors are influenced by students' knowledge about healthy lifestyles. We will carry out a randomized trial in a sample of 280 new undergraduate students at the National Autonomous University of Mexico's Faculty of Higher Studies-Zaragoza (FES-Zaragoza, UNAM). There will be an experimental group (n = 140), comprising 20 students from each of the seven university departments (careers); these students will receive training as university student health promoters through an e-learning course. This course will allow the topics necessary for such promoters to be reviewed. There will be a control group (n = 140), comprising 20 students from each of the seven departments (careers); these students will not undergo the training. Later, the students who comply satisfactorily with the e-learning course will replicate the course to 10 of their classmates. A healthy-lifestyle questionnaire will be given to all the participants, and the parameters established in the self-care card will be recorded before and after the training. The study variables are as follows: (i) independent variable-compliance with the e-learning course; (ii) dependent variables-lifestyles changes prior to the educative intervention (including healthy eating, physical activity, and addiction prevention) and parameters related to health status established in self-care (including weight, body mass index, waist circumference, and hip circumference). Data will be analyzed using Student's t test and logistic regression analysis odds ratios with 95% confidence intervals. The analysis of the open answers will be carried out with ATLAS. ti 5.5 software. Health promotion among university students should incorporate options that are feasible for and attractive to students. Thus, as proposed in the present protocol, e-learning courses offer excellent possibilities because they allow students to program their learning in their available time without affecting their academic studies. http://ISRCTN77787889.

Ability of admissions criteria to predict early academic performance among students of health science colleges at King Saud University, Saudi Arabia.

PubMed

Alhadlaq, Adel M; Alshammari, Osama F; Alsager, Saleh M; Neel, Khalid A Fouda; Mohamed, Ashry G

2015-06-01

The aim of this study was to evaluate the ability of admissions criteria at King Saud University (KSU), Riyadh, Saudi Arabia, to predict students' early academic performance at three health science colleges (medicine, dentistry, and pharmacy). A retrospective cohort study was conducted with data from the records of students enrolled in the three colleges from the 2008-09 to 2010-11 academic years. The admissions criteria-high school grade average (HSGA), aptitude test (APT) score, and achievement test (ACT) score-were the independent variables. The dependent variable was the average of students' first- and second-year grade point average (GPA). The results showed that the ACT was a better predictor of the students' early academic performance than the HSGA (β=0.368, β=0.254, respectively). No significant relationship was found between the APT and students' early academic performance (β=-0.019, p>0.01). The ACT was most predictive for pharmacy students (β=0.405), followed by dental students (β =0.392) and medical students (β=0.195). Overall, the current admissions criteria explained only 25.5% of the variance in the students' early academic performance. While the ACT and HSGA were found to be predictive of students' early academic performance in health colleges at KSU, the APT was not a strong predictor. Since the combined current admissions criteria for the health science colleges at KSU were weak predictors of the variance in early academic performance, it may be necessary to consider noncognitive evaluation methods during the admission process.

Analysis of the Characteristics of Discussion Materials that Promote Group Discussion in the Medical Humanities.

PubMed

Ahn, Jae Hee; Jeon, Woo Taek

2011-12-01

This study aims to analyze the characteristics of discussion materials that promote student participation in discussions, satisfaction with student instruction, and tutor intervention in the medical humanities. We surveyed 117 premedical students and 7 tutors who attended 4-week group discussions in the medical humanities in 2010. We described the discussion materials using the following 4 characteristics as independent variables: material type, level of understanding, interest, and quantity. Dependent variables were: student participation in the discussion, student instruction satisfaction, and tutor intervention. Correlation analysis, multiple regression analysis, and crosstab were performed using SPSS 15.0. The correlation between the characteristics of the discussion materials differed by grade. When the books were chosen as the discussion material in the instruction of first-year premedical students, the correlation between level of understanding, interest, and quantity was negative. Higher levels of understanding of the material and interest in the material led to an increase in discussion participation among both first- and second-year premedical students. Higher levels of understanding and interest of the discussion material also increased student satisfaction with the instruction, regardless of grade. Finally, levels of understanding of the material affected the degree of tutor intervention. Tutors intervened more often in discussions with first-year premedical students than with second-year premedical students. Differences in grades and the understanding of the discussion material should be considered when choosing discussion materials. Further study is required to continue the development of the discussion model and improve methods of facilitate discussion among students in the medical humanities.

High school students' science academic achievement: The effect of the Lemov positive framing trust-building technique

NASA Astrophysics Data System (ADS)

Gigliette, Linda Marie

The purpose of this research was to investigate the effect of a trust-building technique called "positive-framing" (Lemov, 2010, p. 204) on the level of student-teacher trust and students' science academic achievement. The existing literature was reviewed under the constructs of trust, types of trust, trust-building strategies, and student academic achievement. The identified problem is a lack of research into the effect of trust from the high school student perspective and the effect of trust on student academic achievement in science. In addition, there is no empirical evidence to support the effectiveness of the "positive-framing" (Lemov, 2010, p. 204) trust-building intervention. The study involved a volunteer, convenience sample of 9th-grade science students at one high school in Northern California (N=240). The study employed a quasi-experimental, pretest, posttest non-equivalent control group design to examine the level of student trust in the teacher, using the "Student trust in faculty scale" (Forsyth, Adams, & Hoy, 2011, p. 180), and the students' academic achievement, according to the Integrated Process Skills Test II (Okey, Wise, & Burns, 1982). The independent variable was the "positive-framing" (Lemov, 2010, p. 204) trust-building intervention; the two dependent variables were the level of student-teacher trust and student academic achievement. The composite data from the "Student trust in faculty scale" and the academic achievement test were evaluated by a multivariate analysis of covariance (MANCOVA). Results of this study indicated that the null hypothesis was accepted. The "positive-framing" (Lemov, 2010, p. 204) trust-building intervention did not have a significant effect on either the student-teacher trust level or academic achievement in science.

The effect of learning style on academic student success

NASA Astrophysics Data System (ADS)

Stackhouse, Omega N.

The problem addressed in this study was that little was known about the impact on student academic achievement, when grouped by learning style, in a multiple intelligence based science curriculum. The larger problem was that many students were frequently unengaged and, consequently, low achieving in their science courses. This quantitative study used an ex post facto research design to better understand the impact of student learning style on the academic success of students in a Multiple Intelligence Theory based course room. Gardner's work on Multiple Intelligence served as the conceptual framework for this study. The research question for this study asked if academic instruction that employs multiple intelligence theories has a relationship with students' academic achievement differently according to their learning style group (auditory, visual, and kinesthetic). Existing data from 85 students were placed into 1 of 3 groups: (a) Auditory, (b) Visual, or (c) Kinesthetic Learning Style) using existing data from a student inventory instrument. The independent variable was existing data from student inventories of learning style and the dependent variable was existing student scores from the Physical Science End of Course Test. Existing data were taken from students that were all taught with the same strategies in similar classroom environments. The Physical Science End of Course Test was developed with stringent measures to protect validity by the developer, McGraw-Hill. Cronbach's Alpha was conducted to determine the internal reliability coefficient of the student inventory. The impact for social change is that adding to the body of knowledge regarding student learning style and science curriculum provides valuable information for teachers, administrators, and school policy makers. This will allow teachers to better prepare to engage their students' and to prepare them for their place in society.

Effects of induced social roles on the High School Personality Questionnaire.

PubMed

Merydith, S P; Wallbrown, F H

1995-08-01

A one-way multivariate analysis of variance design with a control group (regular directions) and three treatment groups using induced social roles (Faking Good, Teacher, and Ideal Teacher) as independent variables and the High School Personality Questionnaire primary scores as dependent variables was used. Subjects were 384 male high school students from Grades 9 through 12. Within each classroom, students were randomly assigned to the four groups noted above. A broad pattern of differences in scores on primary and secondary personality dimensions were obtained. Significant differences between the control (standard directions) and the Faking Good, Teacher, and Ideal Teacher roles were obtained on three secondary and most of the primary personality dimensions. In several cases the ideal social role and neutral social role showed distinct differences from the more pervasive favorable impression role.

The Effect of Teacher Performance in Implementation of The 2013 Curriculum Toward Chemistry Learning Achievement

NASA Astrophysics Data System (ADS)

Dewi, L. P.; Djohar, A.

2018-04-01

This research is a study about implementation of the 2013 Curriculum on Chemistry subject. This study aims to determine the effect of teacher performance toward chemistry learning achievement. The research design involves the independent variable, namely the performance of Chemistry teacher, and the dependent variable that is Chemistry learning achievement which includes the achievement in knowledge and skill domain. The subject of this research are Chemistry teachers and High School students in Bandung City. The research data is obtained from questionnaire about teacher performance assessed by student and Chemistry learning achievement from the students’ report. Data were analyzed by using MANOVA test. The result of multivariate significance test shows that there is a significant effect of teacher performance toward Chemistry learning achievement in knowledge and skill domain with medium effect size.

Pathological motivations for exercise and eating disorder specific health-related quality of life.

PubMed

Cook, Brian; Engel, Scott; Crosby, Ross; Hausenblas, Heather; Wonderlich, Stephen; Mitchell, James

2014-04-01

To examine associations among pathological motivations for exercise with eating disorder (ED) specific health-related quality of life (HRQOL). Survey data assessing ED severity (i.e., Eating Disorder Diagnostic Survey), ED specific HRQOL (i.e., Eating Disorders Quality of Life Instrument), and pathological motivations for exercise (i.e., Exercise Dependence Scale) were collected from female students (N = 387) at seven universities throughout the United States. Regression analyses were conducted to examine the associations among exercise dependence, ED-specific HRQOL and ED severity, and the interaction of exercise dependence and ED severity on HRQOL scores. The overall model examining the impact of ED severity and exercise dependence (independent variables) on HRQOL (dependent variable) was significant and explained 16.1% of the variance in HRQOL scores. Additionally, the main effects for ED severity and exercise dependence and the interaction among ED severity and exercise dependence were significant, suggesting that the combined effects of ED severity and exercise dependence significantly impacts HRQOL. Our results suggest that pathological motivations for exercise may exacerbate ED's detrimental impact on HRQOL. Our results offer one possible insight into why exercise may be associated with deleterious effects on ED HRQOL. Future research is needed to elucidate the relationship among psychological aspects of exercise, ED, and HRQOL. Copyright © 2013 Wiley Periodicals, Inc.

Learning a novel phonological contrast depends on interactions between individual differences and training paradigm design.

PubMed

Perrachione, Tyler K; Lee, Jiyeon; Ha, Louisa Y Y; Wong, Patrick C M

2011-07-01

Studies evaluating phonological contrast learning typically investigate either the predictiveness of specific pretraining aptitude measures or the efficacy of different instructional paradigms. However, little research considers how these factors interact--whether different students learn better from different types of instruction--and what the psychological basis for any interaction might be. The present study demonstrates that successfully learning a foreign-language phonological contrast for pitch depends on an interaction between individual differences in perceptual abilities and the design of the training paradigm. Training from stimuli with high acoustic-phonetic variability is generally thought to improve learning; however, we found high-variability training enhanced learning only for individuals with strong perceptual abilities. Learners with weaker perceptual abilities were actually impaired by high-variability training relative to a low-variability condition. A second experiment assessing variations on the high-variability training design determined that the property of this learning environment most detrimental to perceptually weak learners is the amount of trial-by-trial variability. Learners' perceptual limitations can thus override the benefits of high-variability training where trial-by-trial variability in other irrelevant acoustic-phonetic features obfuscates access to the target feature. These results demonstrate the importance of considering individual differences in pretraining aptitudes when evaluating the efficacy of any speech training paradigm. © 2011 Acoustical Society of America

Sleeping with technology: cognitive, affective, and technology usage predictors of sleep problems among college students.

PubMed

Rosen, Larry; Carrier, Louis M; Miller, Aimee; Rokkum, Jeffrey; Ruiz, Abraham

2016-03-01

Sleep problems related to technology affect college students through several potential mechanisms including displacement of sleep due to technology use, executive functioning abilities, and the impact of emotional states related to stress and anxiety about technology availability. In the present study, cognitive and affective factors that influence technology usage were examined for their impact upon sleep problems. More than 700 US college students completed an online questionnaire addressing technology usage, anxiety/dependence, executive functioning, nighttime phone usage, bedtime phone location, and sleep problems. A path model controlling for background variables was tested using the data. The results showed that executive dysfunction directly predicted sleep problems as well as affected sleep problems through nighttime awakenings. In addition, anxiety/dependence increased daily smartphone usage and also increased nighttime awakenings, which, in turn, affected sleep problems. Thus, both the affective and cognitive factors that influence technology usage affected sleep problems. Copyright © 2016 National Sleep Foundation. Published by Elsevier Inc. All rights reserved.

Using Art to Teach Students Science Outdoors: How Creative Science Instruction Influences Observation, Question Formation, and Involvement

NASA Astrophysics Data System (ADS)

Cone, Christina Schull

Elementary education has become increasingly divided into subjects and focused on the demand for high math and reading scores. Consequently, teachers spend less time devoted to science and art instruction. However, teaching art and science is crucial to developing creative and rational thinking, especially for observation and questioning skills. In this study, third grade students attending an urban school in Portland, Oregon received instruction of an art strategy using observational and quantifying drawing techniques. This study examines, "Will an art strategy observing the local environment help students make observations and ask questions?" and "In what ways are student learning and perspectives of science affected by the art strategy?" The independent variable is the art strategy developed for this study. There are three dependent variables: quality of student observations, quality of questions, and themes on student learning and perspectives of science. I predicted students would develop strong observation and questioning skills and that students would find the strategy useful or have an increased interest in science. The art scores were high for relevance and detail, but not for text. There were significant correlations between art scores and questions. Interviews revealed three themes: observations create questions, drawing is helpful and challenging, and students connected to science. By examining science through art, students were engaged and created strong observations and questions. Teachers need to balance unstructured drawing time with scaffolding for optimal results. This study provides an integrated science and art strategy that teachers can use outdoors or adapt for the classroom.

Pre-admission factors and utilization of tutoring services in health professions educational programs.

PubMed

Olivares-Urueta, Mayra; Williamson, Jon W

2013-01-01

Pre-admission factors tend to serve as indicators of student success in health professions educational programs, but less is known about the effects that academic assistance programs have on student success. This study sought to determine whether specific pre-admission factors could help to identify students who may require academic support during their health professions education. This retrospective analysis aimed to identify differences in pre-admission variables between those students requiring tutoring and a matched sample of students who did not require tutoring. One-way ANOVA was used to assess differences for dependent variables-age, cumulative GPA (cGPA), science GPA (sGPA), verbal graduate record examination (GRE) score, quantitative GRE score, analytical GRE score and combined GRE score, community college hours, average credit hours per semester, and highest semester credit hour load-across three groups of students who received no tutoring (NT 0 hrs), some tutoring (ST <8 hrs), and more tutoring (MT >8 hrs). Total GRE and average semester hours differentiated NT from ST from MT (p<0.05). A linear regression model with these pre-admission factors found only four of the independent variables to be significant (r2=0.41; p<0.05) in predicting hours of tutoring: quantitative GRE, sGPA, cGPA and average semester hours taken. The combination of lower GRE scores and lighter average semester course load were most predictive of the need for academic assistance as defined by hours of tutoring. While the value of the GRE in admissions processes is generally accepted, the average semester hour load in college can also provide important information regarding academic preparation and the need for tutoring services.

Use of a Technology-Enhanced Version of the Good Behavior Game in an Elementary School Setting

ERIC Educational Resources Information Center

Lynne, Shauna; Radley, Keith C.; Dart, Evan H.; Tingstrom, Daniel H.; Barry, Christopher T.; Lum, John D. K.

2017-01-01

The purpose of this study was to investigate the effectiveness of a variation of the Good Behavior Game (GBG) in which teachers used ClassDojo to manage each team's progress. ClassDojo is a computer-based program that enables teachers to award students with points for demonstrating target behaviors. Dependent variables included class-wide…

The Effect of Spanish Classroom Reading Instruction on Pronunciation Ability during the First Week of Instruction.

ERIC Educational Resources Information Center

Guymon, Ronald E.

An innovative classroom-based approach to reading instruction in the context of Spanish instruction was proposed. The effects of this instruction on the pronunciation ability of students were analyzed. The subjects were 30 adult missionary trainees who had no previous exposure to Spanish. The dependent variable was measured using two instruments.…

Enhancing Literacy in the Second Grade: Five Related Studies Using the Register Music/Reading Curriculum

ERIC Educational Resources Information Center

Darrow, Alice-Ann; Cassidy, Jane W.; Flowers, Patricia J.; Register, Dena; Sims, Wendy; Standley, Jayne M.; Menard, Elizabeth; Swedberg, Olivia

2009-01-01

The purpose of these five related studies was to ascertain the effects of a music curriculum designed to enhance reading skills of second-grade students. The dependent variables were subtest scores on the Gates-MacGinitie Reading Test administered pre and post the music/reading intervention. Results showed that the total test gain scores of…

Using an iPad Application to Promote Early Literacy Development in Young Children with Disabilities

ERIC Educational Resources Information Center

Chai, Zhen; Vail, Cynthia O.; Ayres, Kevin M.

2015-01-01

This investigation evaluated the effects of using an iPad application to teach young children with developmental delays to receptively identify initial phonemes through 0- to 5-s constant time delay procedures in the context of a multiple-probe design across three sets of behaviors and replicated across three students. The dependent variable was…

The Effect of Scaffolded Think-Group-Share Learning on Indonesian Elementary Schooler Satisfaction and Learning Achievement in English Classes

ERIC Educational Resources Information Center

Mantik, Octavia; Choi, Hee Jun

2017-01-01

The purpose of this study was to examine whether or not "Scaffolded Think-Group-Share" learning can have a positive effect on student satisfaction and learning achievement in English classes of an Indonesian elementary school. To achieve this purpose, this study compared the findings from the two dependent variables (i.e., student…

Predictors of At-Risk Intoxication in a University Field Setting: Social Anxiety, Demographics, and Intentions

ERIC Educational Resources Information Center

Smith, Ryan C.; Bowdring, Molly A.; Geller, E. Scott

2015-01-01

Objective: The determinants of alcohol consumption among university students were investigated in a downtown field setting with blood alcohol content (BAC) as the dependent variable. Participants: In total, 521 participants completed a brief survey and had their BAC assessed during April 2013. Methods: Between 10:00 pm and 2:00 am, teams of…

Pursuit of STEM: Factors shaping degree completion for African American females in STEM

NASA Astrophysics Data System (ADS)

Wilkins, Ashlee N.

The primary purpose of the study was to examine secondary data from the Cooperative Institutional Research Program (CIRP) Freshman and College Senior Surveys to investigate factors shaping degree aspirations for African American female undergraduates partaking in science, technology, engineering, and mathematics (STEM) majors. Hierarchical multiple regression was used to analyze the data and identify relationships between independent variables in relation to the dependent variable. The findings of the study reveal four key variables that were predictive of degree completion for African American females in STEM. Father's education, SAT composite, highest degree planned, and self-perception were positive predictors for females; while independent variable overall sense of community among students remained a negative predictor. Lastly implications for education and recommendations for future research were discussed.

Variations on an Expectancy-Value Model of Motivation in Science.

PubMed

DeBacker; Nelson

1999-04-01

Relationships among motivational variables from goal theory and expectancy-value theory were investigated in this correlational study of high school students. Self-report surveys of motivation in science were collected during biology classes from 69 males and 80 females. Outcome measures were effort, persistence, and achievement. Gender differences were noted in the pattern of zero-order correlations. Internal motivation variables were related to achievement in males but not females. Regression analyses indicated that the motivation variables explained large proportions of variance in the outcomes. However, the contribution of individual variables differed by gender. Most notable was perceived ability, which contributed significantly to predicting outcome measures for females but not males. Findings suggest that interventions may need to focus on different motivational aspects depending on gender. Copyright 1999 Academic Press.

Mental health treatment needs for medical students: a national longitudinal study.

PubMed

Midtgaard, Mirim; Ekeberg, Øivind; Vaglum, Per; Tyssen, Reidar

2008-10-01

We aimed to study the occurrence and predictors of medical students' mental health problems that required treatment. Medical students from all Norwegian universities (N=421) were surveyed in their first term (T1), and 3 (T2) and 6 (T3) years later. The dependent variable was "Mental health problems in need of treatment". Predictor variables included personality traits, medical school stress and negative life events. The lifetime prevalence of mental health problems was 15% at T1. At T2, of the 31% who reported problems during the first 3years, a majority had not sought help. At T3, 14% reported problems during the preceding year. Adjusted predictors of problems at T2 were previous mental health problems (p<.001), low level of intensity personality trait (extraversion) (p<.01), reality weakness personality trait (p<.01), perceived medical school stress (p<.05) and negative life events (p<.05). Mental health problems during the first 3years were predicted by previous problems, personality, medical school stress and negative life events. A third of the students reported mental health problems during the first 3years. Intervention should focus on both individual problems and contextual stress.

The effect of teacher quality on the achievement of students in Integrated Physics and Chemistry

NASA Astrophysics Data System (ADS)

Alexander, Rima

For many years, researchers, policy makers, and the education community have explored various school variables and their impact on student achievement (Darling-Hammond, 2000; Ferguson and Womack 1993; Ferguson and Ladd 1996; Rice, 2003; Rockoff, 2003; Rowan, Chiang, and Miller 1997; Sanders and Horn, 1996; Wright Horn and Sanders, 1997). Invariably, the issue of teacher quality arises. Teacher quality is the single most influential factor under school control that affects student achievement (Darling-Hammond, 2000; Rice, 2003; Rockoff, 2003; Sanders and Horn, 1996; Wright Horn and Sanders, 1997). Generally, students taught by highly qualified teachers perform better on standardized tests than students with less qualified teachers (Ferguson and Womack 1993; Ferguson and Ladd 1996; Rowan, Chiang, and Miller 1997). Previous research indicates that teachers indeed matter for the improvement of student achievement, but getting good measures of what is meant by teacher quality is a continuing challenge (Goldhaber, 2002). The purpose of this study was to describe the effect of teacher quality on the achievement of students in Integrated Physics and Chemistry (IPC). In order to achieve this purpose, this study addressed the following research question: chemistry and physics teachers compare to the achievement of students taught by less-qualified IPC teachers? A causal-comparative methodology was employed to address this research question. The independent variable was teacher quality---highly-qualified or less qualified. The teacher attributes that were examined in this study are: (1) teachers' educational background; (2) content knowledge; (3) pedagogical knowledge; and (4) certification. The dependent variable was student achievement in integrated physics and chemistry, as measured by an end-of-course IPC District Assessment of Curriculum, IPC DAC. Descriptive statistics were computed for the independent variable in the study. A Chi Square was performed on the data, utilizing SPSS version 12.0.1 software. Next a test of statistical significance was done to determine whether the null hypothesis could be rejected; and whether or not the research hypothesis could be accepted. Since this is a causal comparative design with only two groups in which student achievement was measured by a test that will yield raw scores, a Chi Square was conducted to determine whether the pass rates of the two groups of students based on obtained and expected percentages were statistically significantly different A Chi Square value of 4.29 was obtained, which indicates that the pass rate for students of highly-qualified teachers was statistically significantly higher than for students of less-qualified teachers. For the purpose of this study a criterion value of (p<.05) was used.

Relationship between affect and achievement in science and mathematics in Malaysia and Singapore

NASA Astrophysics Data System (ADS)

Thoe Ng, Khar; Fah Lay, Yoon; Areepattamannil, Shaljan; Treagust, David F.; Chandrasegaran, A. L.

2012-11-01

Background : The Trends in International Mathematics and Science Study (TIMSS) assesses the quality of the teaching and learning of science and mathematics among Grades 4 and 8 students across participating countries. Purpose : This study explored the relationship between positive affect towards science and mathematics and achievement in science and mathematics among Malaysian and Singaporean Grade 8 students. Sample : In total, 4466 Malaysia students and 4599 Singaporean students from Grade 8 who participated in TIMSS 2007 were involved in this study. Design and method : Students' achievement scores on eight items in the survey instrument that were reported in TIMSS 2007 were used as the dependent variable in the analysis. Students' scores on four items in the TIMSS 2007 survey instrument pertaining to students' affect towards science and mathematics together with students' gender, language spoken at home and parental education were used as the independent variables. Results : Positive affect towards science and mathematics indicated statistically significant predictive effects on achievement in the two subjects for both Malaysian and Singaporean Grade 8 students. There were statistically significant predictive effects on mathematics achievement for the students' gender, language spoken at home and parental education for both Malaysian and Singaporean students, with R 2 = 0.18 and 0.21, respectively. However, only parental education showed statistically significant predictive effects on science achievement for both countries. For Singapore, language spoken at home also demonstrated statistically significant predictive effects on science achievement, whereas gender did not. For Malaysia, neither gender nor language spoken at home had statistically significant predictive effects on science achievement. Conclusions : It is important for educators to consider implementing self-concept enhancement intervention programmes by incorporating 'affect' components of academic self-concept in order to develop students' talents and promote academic excellence in science and mathematics.

Using "big data" to guide implementation of a web and mobile adaptive learning platform for medical students.

PubMed

Menon, Ashwin; Gaglani, Shiv; Haynes, M Ryan; Tackett, Sean

2017-09-01

Adaptive learning platforms (ALPs) can revolutionize medical education by making learning more efficient, but their potential has not been realized because students do not use them persistently. We applied educational data mining methods to study United States medical students who used an ALP called Osmosis ( www.osmosis.org ) from 1 August 2014 to 31 July 2015. Multivariate logistic regressions modeled persistence on Osmosis as the dependent variable and Osmosis-collected variables as predictors. The 6787 students included in our analysis responded to a total of 887,193 items, with 2138 (31.5%) using Osmosis persistently. Number of items per student, mobile device use, subscription payment, and group membership were independently associated with persisting (p < 0.001 in all models). Persistent users rated quality more favorably (p < 0.01) but were not more confident in answer selections (p = 0.80). While persisters were more accurate than non-persisters (55% (SD 18%) vs 52% (SD 22%), p < 0.001), after adjusting for number of items, lower accuracy was associated with persistent use (OR 0.93 [95% CI 0.90-0.97], p < 0.01). Our study of a large sample of U.S. medical students illustrates big data medical education research and provides guidance for improving implementation of ALPs and further investigation.

Factors Influencing Fluid Milk Waste in a Breakfast in the Classroom School Breakfast Program.

PubMed

Blondin, Stacy A; Goldberg, Jeanne P; Cash, Sean B; Griffin, Timothy S; Economos, Christina D

2018-04-01

To determine predictors of fluid milk waste in a Breakfast in the Classroom School Breakfast Program. Cross-sectional with 3 repeated measures/classroom. Elementary schools in a medium-sized, low-income, urban school district. Twenty third- through fourth-grade classrooms across 6 schools. Dependent variables include percentage of total and served milk wasted. Independent variables included observed daily menu offerings, program factors, and teacher and student behavior. Descriptive statistics were used to characterize variables across classrooms and schools. Multilevel mixed-effects models were used to test associations between predictors and outcomes of interest. P ≤ .05 was considered statistically significant. Total milk waste increased 12% when juice was offered and 3% for each additional carton of unserved milk. Teacher encouragement to take and/or consume breakfast was associated with a 5% and 9% increase in total and served milk waste, respectively. When students were engaged in other activities in addition to eating breakfast, total milk waste decreased 10%. Beverage offerings were predictive of greater total milk waste. Teacher and student behavior also appeared to influence milk consumption. Findings suggest that specific changes to School Breakfast Program implementation policies and practices could have an important role in waste mitigation. Copyright © 2018 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

¿Y ahora qué? Anticipated immigration status barriers and Latina/o high school students' future expectations.

PubMed

McWhirter, Ellen Hawley; Ramos, Karina; Medina, Cynthia

2013-07-01

Latina/o high school students without documentation face a challenging situation when they graduate from high school, with pathways to work and postsecondary education stymied by their immigration status. We examined the effects of anticipated barriers associated with immigration status, age, and sex on the dependent variables of vocational outcome expectations, anticipated external and internal barriers, and postsecondary schooling plans in a sample of 475 Latina/o high school students. Findings include that students anticipating immigration status problems had lower vocational outcome expectations and anticipated more external barriers to pursuing their postsecondary plans. Latina girls and older high school students anticipating immigration status problems were more likely to plan to attend 2-year rather than 4-year colleges, and less likely to plan on postsecondary education, respectively. Implications for practice, policy, and research are discussed. PsycINFO Database Record (c) 2013 APA, all rights reserved.

A study to ascertain the effect of structured student tutorial support on student stress, self-esteem and coping.

PubMed

Gammon, John; Morgan-Samuel, Heulwen

2005-05-01

The overall aim of this intervention study was to investigate, and measure quantitatively, the psychological effects of structured student tutorial support, on undergraduate students' level of stress, self-esteem and cognitive coping. A quantitative research approach was adopted using a quasi-experimental design (post-test only, non-equivalent control group design) in order to ascertain whether there were any significant differences between the experimental conditions (n=25) and a control group (n=25). The independent variable was structured student tutorial support and the dependent variables were student stress, self-esteem and cognitive coping. A total of 50 subjects were randomly assigned to either the experimental or control group. Quantitative data were collected using: the Student Nurse Stress Index (Jones, M.C., Johnston, D.W., 1997a. The derivation of a 22 item Student Nurse Stress Index, using exploratory, confirmatory and multi-sample confirmatory factor analytic techniques. In: Paper Presented at the Annual Nursing Research Conference, 18-20th April, University of Wales, Swansea; Jones, M. C. Johnston, D.W., 1999. Derivation of a brief Student Nurse Stress Index. Work and Stress 13(2), 162-181), the Self Esteem Scale (Rosenberg, M., 1965. Society and the Adolesent Self Image. Princeton University Press, Princeton, NJ) and a Linear Analogue Coping Scale (Gammon, J., 1998. Analysis of the stressful effects of hospitalisation and source isolation on coping and psychological constructs. International Journal of Nursing Practice 4(2), 84-97). The methods of data analysis were the application of the t-test and descriptive statistics. The results indicated a significantly lower level of stress in the experimental group (t=-3.85, p=0.001) and a significantly higher self esteem (t=4.11, p=0.001). Results also suggested that students who were provided with structured tutorial support perceived they coped more effectively with their studies (t=4.65, p=0.001). The study concluded that structured tutorial support was an influential variable in reducing student stress, promoting self-esteem and facilitating more effective coping, suggests further interventional research is needed to evaluate this further.

Emotional Intelligence and Personality Traits as Predictors of Occupational Therapy students' Practice Education Performance: A Cross-Sectional Study.

PubMed

Brown, Ted; Williams, Brett; Etherington, Jamie

2016-12-01

This study investigated whether occupational therapy students' emotional intelligence and personality traits are predictive of specific aspects of their fieldwork performance. A total of 114 second and third year undergraduate occupational therapy students (86.6% response rate) completed the Genos Emotional Intelligence Inventory (Genos EI) and the Ten-Item Personality Inventory (TIPI). Fieldwork performance scores were obtained from the Student Practice Evaluation Form Revised (SPEF-R). Linear regressions were completed with the SPEF-R domains being the dependent variables and the Genos EI and TIPI factors being the independent variables. Regression analysis results revealed that the Genos EI subscales of Emotional Management of Others (EMO), Emotional Awareness of Others (EAO), Emotional Expression (EEX) and Emotional Reasoning (ERE) were significant predictors of various domains of students' fieldwork performance. EAO and ERE were significant predictors of students' Communication Skills accounting for 4.6% of its variance. EMO, EAO, EEX and ERE were significant predictors of students' Documentation Skills explaining 6.8% of its variance. EMO was a significant predictor of students' Professional Behaviour accounting for 3.2% of its variance. No TIPI factors were found to be significant predictors of the SPEF-R domains. Occupational therapy students' emotional intelligence was a significant predictor of components of their fieldwork performance while students' personality traits were not. The convenience sampling approach used, small sample size recruited and potential issue of social desirability of the self-reported Genos EI and TIPI data are acknowledged as study limitations. It is recommended that other studies be completed to investigate if any other relevant constructs or factors are predictive of occupational therapy students' fieldwork performance. Copyright © 2016 John Wiley & Sons, Ltd. Copyright © 2016 John Wiley & Sons, Ltd.

Impact of schoolchildren's involvement in the design process on the effectiveness of healthy food promotion materials.

PubMed

Gustafson, Christopher R; Abbey, Bryce M; Heelan, Kate A

2017-06-01

Marketing techniques may improve children's vegetable consumption. However, student participation in the design of marketing materials may increase the material's salience, while also improving children's commitment and attitudes towards healthy eating. The impact of student-led design of vegetable promotional materials on choice and consumption was investigated using 1614 observations of students' vegetable choice and plate waste in four public elementary schools in Kearney, Nebraska. Data were collected on children's vegetable choice and consumption in four comparison groups: 1) control; 2) students designed materials only; 3) students were exposed to promotional materials only; and 4) students designed materials that were then posted in the lunchroom. Vegetable choice and consumption data were collected through a validated digital photography-based plate-waste method. Multivariate linear regression was used to estimate average treatment effects of the conditions at various time periods. Dependent variables were vegetable choice and consumption, and independent variables included the condition, time period, and interaction terms, as well as controls for gender and grade. Relative to baseline, students in group 4 doubled their vegetable consumption ( p  < 0.001) when materials were posted. Vegetable consumption remained elevated at a follow-up 2-3 months later ( p  < 0.05). Students in group 3 initially increased the quantity of vegetables selected ( p  < 0.05), but did not increase consumption. In the follow-up period, however, students in group 3 increased their vegetable consumption ( p  < 0.01). Involving elementary-aged students in the design of vegetable promotional materials that were posted in the lunchroom increased the amount of vegetables students consumed.

A National Study of the Relationship between Home Access to a Computer and Academic Performance Scores of Grade 12 U.S. Science Students: An Analysis of the 2009 NAEP Data

NASA Astrophysics Data System (ADS)

Coffman, Mitchell Ward

The purpose of this dissertation was to examine the relationship between student access to a computer at home and academic achievement. The 2009 National Assessment of Educational Progress (NAEP) dataset was probed using the National Data Explorer (NDE) to investigate correlations in the subsets of SES, Parental Education, Race, and Gender as it relates to access of a home computer and improved performance scores for U.S. public school grade 12 science students. A causal-comparative approach was employed seeking clarity on the relationship between home access and performance scores. The influence of home access cannot overcome the challenges students of lower SES face. The achievement gap, or a second digital divide, for underprivileged classes of students, including minorities does not appear to contract via student access to a home computer. Nonetheless, in tests for significance, statistically significant improvement in science performance scores was reported for those having access to a computer at home compared to those not having access. Additionally, regression models reported evidence of correlations between and among subsets of controls for the demographic factors gender, race, and socioeconomic status. Variability in these correlations was high; suggesting influence from unobserved factors may have more impact upon the dependent variable. Having access to a computer at home increases performance scores for grade 12 general science students of all races, genders and socioeconomic levels. However, the performance gap is roughly equivalent to the existing performance gap of the national average for science scores, suggesting little influence from access to a computer on academic achievement. The variability of scores reported in the regression analysis models reflects a moderate to low effect, suggesting an absence of causation. These statistical results are accurate and confirm the literature review, whereby having access to a computer at home and the predictor variables were found to have a significant impact on performance scores, although the data presented suggest computer access at home is less influential upon performance scores than poverty and its correlates.

Framing of feedback impacts student's satisfaction, self-efficacy and performance.

PubMed

van de Ridder, J M Monica; Peters, Claudia M M; Stokking, Karel M; de Ru, J Alexander; Ten Cate, Olle Th J

2015-08-01

Feedback is considered important to acquire clinical skills. Research evidence shows that feedback does not always improve learning and its effects may be small. In many studies, a variety of variables involved in feedback provision may mask either one of their effects. E.g., there is reason to believe that the way oral feedback is framed may affect its effect if other variables are held constant. In a randomised controlled trial we investigated the effect of positively and negatively framed feedback messages on satisfaction, self-efficacy, and performance. A single blind randomised controlled between-subject design was used, with framing of the feedback message (positively-negatively) as independent variable and examination of hearing abilities as the task. First year medical students' (n = 59) satisfaction, self-efficacy, and performance were the dependent variables and were measured both directly after the intervention and after a 2 weeks delay. Students in the positively framed feedback condition were significantly more satisfied and showed significantly higher self-efficacy measured directly after the performance. Effect sizes found were large, i.e., partial η (2) = 0.43 and η (2) = 0.32 respectively. They showed a better performance throughout the whole study. Significant performance differences were found both at the initial performance and when measured 2 weeks after the intervention: effects were of medium size, respectively r = -.31 and r = -.32. Over time in both conditions performance and self-efficacy decreased. Framing the feedback message in either a positive or negative manner affects students' satisfaction and self-efficacy directly after the intervention be it that these effects seem to fade out over time. Performance may be enhanced by positive framing, but additional studies need to confirm this. We recommend using a positive frame when giving feedback on clinical skills.

[Management of the risks associated with allergens in school canteens in Barcelona (Spain)].

PubMed

Caballé-Gavaldà, Laura; García-Cid, Ester; Fontcuberta-Famadas, Mireia; Balfagón-Marzal, Pere; Durán-Neira, Julia

2014-01-01

To determine demand for special meals and their types for students with food allergies or intolerances (FAI) in school canteens in Barcelona (Spain) during the 2011-12 school year, and to ascertain the degree of implementation of self-assessment plans and preventive measures for the management of allergens, and the relationships between the application of such measures and other variables. A descriptive study was performed of a representative sample of schools (n=129). The dependent variables collected data on the schools and students, the level of demand for special meals, and the implementation of preventive measures. Independent variables consisted of canteen management, the number of users, and whether self-assessment plans were implemented. For those schools that prepared meals (n=92), an index was calculated from the questions on preventive measures. Student t-tests were used to compare the means of the indices with stratification by the independent variables. A total of 89% of schools served special meals for students with FAI (1,507 special meals per day, 5% of all meals) and 65% had no allergen control plan. The mean of the indices was 11.6 out of 17. Externally managed canteens, with more users and with self-assessment plans, implemented more preventive measures for allergen management (p<0.05). A high proportion of schools report carrying out preventive measures in the process of preparing and serving special meals. Those with self-assessment plans have better preventive practices. To manage this food-related risk, food hygiene inspection services should promote the implementation of allergen control plans in school canteens. Copyright © 2014 SESPAS. Published by Elsevier Espana. All rights reserved.

Quality assessment of medical education at faculty of medicine of sarajevo university - comparison of assessment between students in bologna process and old system of studying.

PubMed

Masic, Izet

2013-01-01

NONE DECLARED. The quality of the teaching-learning process at the universities in Bosnia and Herzegovina and abroad depends mainly of infrastructure that includes an optimal teaching space, personnel and equipment, in accordance with existing standards and norms. For the assessment of teaching at the faculties, the opinion of students is very important (4, 5). Students are often unhappy with the educational process. To compare the results of the teaching process evaluation between students studying according to the Bologna system and the old system of education. We used the questionnaire as a carrier of data created with variables relevant for assessing the success of the educational process at the Medical Faculty in Sarajevo. The survey was conducted among students of the sixth year of the Medical Faculty in Sarajevo. There were 103 students surveyed, of which 32 were studying according to the Bologna and 71 by the old concept of studies. Results of survey which measured students satisfaction with the educational process (theoretical and practical instruction, interactive learning, testing, use of IT and technical aids in teaching, availability of instructional literature etc.) lead us to the conclusion that the lowest satisfaction is associated with factors depending on financial resources, specifically related to library funds and the degree of computerization of educational process, and also with the level of teachers capability to convey knowledge to students with the application of modern medical information technology and technical teaching aids.

Mock juror sampling issues in jury simulation research: A meta-analysis.

PubMed

Bornstein, Brian H; Golding, Jonathan M; Neuschatz, Jeffrey; Kimbrough, Christopher; Reed, Krystia; Magyarics, Casey; Luecht, Katherine

2017-02-01

The advantages and disadvantages of jury simulation research have often been debated in the literature. Critics chiefly argue that jury simulations lack verisimilitude, particularly through their use of student mock jurors, and that this limits the generalizabilty of the findings. In the present article, the question of sample differences (student v. nonstudent) in jury research was meta-analyzed for 6 dependent variables: 3 criminal (guilty verdicts, culpability, and sentencing) and 3 civil (liability verdicts, continuous liability, and damages). In total, 53 studies (N = 17,716) were included in the analysis (40 criminal and 13 civil). The results revealed that guilty verdicts, culpability ratings, and damage awards did not vary with sample. Furthermore, the variables that revealed significant or marginally significant differences, sentencing and liability judgments, had small or contradictory effect sizes (e.g., effects on dichotomous and continuous liability judgments were in opposite directions). In addition, with the exception of trial presentation medium, moderator effects were small and inconsistent. These results may help to alleviate concerns regarding the use of student samples in jury simulation research. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Exploring the Associations Among Nutrition, Science, and Mathematics Knowledge for an Integrative, Food-Based Curriculum.

PubMed

Stage, Virginia C; Kolasa, Kathryn M; Díaz, Sebastián R; Duffrin, Melani W

2018-01-01

Explore associations between nutrition, science, and mathematics knowledge to provide evidence that integrating food/nutrition education in the fourth-grade curriculum may support gains in academic knowledge. Secondary analysis of a quasi-experimental study. Sample included 438 students in 34 fourth-grade classrooms across North Carolina and Ohio; mean age 10 years old; gender (I = 53.2% female; C = 51.6% female). Dependent variable = post-test-nutrition knowledge; independent variables = baseline-nutrition knowledge, and post-test science and mathematics knowledge. Analyses included descriptive statistics and multiple linear regression. The hypothesized model predicted post-nutrition knowledge (F(437) = 149.4, p < .001; Adjusted R = .51). All independent variables were significant predictors with positive association. Science and mathematics knowledge were predictive of nutrition knowledge indicating use of an integrative science and mathematics curriculum to improve academic knowledge may also simultaneously improve nutrition knowledge among fourth-grade students. Teachers can benefit from integration by meeting multiple academic standards, efficiently using limited classroom time, and increasing nutrition education provided in the classroom. © 2018, American School Health Association.

Social anxiety, alcohol expectancies, and self-efficacy as predictors of heavy drinking in college students.

PubMed

Gilles, Donna M; Turk, Cynthia L; Fresco, David M

2006-03-01

Burke and Stephens (1999) [Burke, R.S., Stephens, R.S. Social anxiety and drinking in college students: A social cognitive theory analysis. Clinical Psychology Review, 19, (1999) 513-530.] proposed a social cognitive theory of heavy drinking in college students. According to this theory, alcohol expectancies for social facilitation and self-efficacy for refusing heavy drinking in anxiety-producing social situations moderate the relationship between social anxiety and drinking. In the current study, a significant three-way interaction was observed among social anxiety, expectancies, and self-efficacy when amount and frequency of drinking was the dependent variable. As predicted by the model, socially anxious college students with low self-efficacy for avoiding heavy drinking in social situations and high positive expectancies for social facilitation reported more alcohol consumption than other socially anxious individuals.

Student and Tutor Variables Related to Student Progress in a Reading Tutorial Program.

ERIC Educational Resources Information Center

Willey, Diane L.

This study was conducted to identify student and tutor variables related to student progress in a structured summer reading tutorial program. High school and college students and adults tutored individually 121 elementary and junior high school students for six weeks. Criterion variables were number of tutoring books completed, residual gain…

Pre-test data and lessons learned from a group research project examining changes in physical activity behavior following construction of a rails-to-trails facility.

PubMed

Chatfield, Sheryl L; Mumaw, Elizabeth; Davis, T; Hallam, Jeffrey S

2014-04-01

Built environments in rural settings may provide greater challenges than those in urban settings due to physical characteristics inherent to low-density population areas. Multiuse recreational trails, such as those that repurpose abandoned railroad lines, may provide a physical activity resource that is well suited to rural areas. However, the direct impact of trail availability on physical activity behavior is not generally known because it is unclear whether activity reported in most trail research represents increases in physical activity or displacement of activity in individuals who previously exercised in other locations. This research, initiated by a group of students in a graduate seminar, represents to our knowledge, the first instance in which PA was assessed prior to the availability of an entirely new rails-to-trails facility. The research was implemented using a nonequivalent dependent variable design to counter the lack of a control group; the nonequivalent dependent variable chosen was weekly servings of fruit and vegetables. Participants responding to intercept interviews classified days of activity during the prior week as mild, moderate or vigorous. Baseline results for 244 participants suggested generally low levels of activity prior to trail availability; number of reported days of activity decreased with described intensity. We also discuss several issues encountered in planning and implementing this group project including those related to data collection, variable levels of commitment among student members, and inconsistent project management, and offer potential solutions to these concerns.

Personality correlates of caffeine dependence: the role of sensation seeking, impulsivity, and risk taking.

PubMed

Jones, Heather A; Lejuez, C W

2005-08-01

The consumption of caffeine has become a growing concern, partially because of the withdrawal properties of the drug. The current study examined personality correlates of caffeine consumption and dependence in 60 university students. Self-report and behavioral measures of sensation seeking, impulsivity, and risk taking were administered to 2 groups, identified as caffeine dependent-high consuming or caffeine nondependent-low consuming. Scores on self-report measures of sensation seeking and impulsivity were related to group status, and only sensation seeking evidenced a significant relationship with group status when both variables were considered in a regression analysis. Implications of these findings and future directions are discussed. ((c) 2005 APA, all rights reserved).

Body weight concerns: Cross-national study and identification of factors related to eating disorders

PubMed Central

da Silva, Wanderson Roberto; Santana, Moema de Souza; Maroco, João; Maloa, Benvindo Felismino Samuel

2017-01-01

Background Body weight concerns are common among individuals with eating disorders, and this construct can be assessed using psychometric instruments. The Weight Concerns Scale (WCS) is commonly used to assess body weight concerns. Aims To evaluate the psychometric properties of the WCS with Brazilian, Portuguese, and Mozambican female college students; to estimate body weight concerns; and to identify factors related to eating disorders. Methods Confirmatory factor analysis was performed. Factorial, convergent, concurrent, and divergent validity, as well as reliability, were assessed. Cross-national invariance was tested by means of multigroup analysis. Structural models were tested using the WCS as the dependent variable, while demographic and academic variables and body mass index were used as independent variables. Logistic models were tested to estimate the likelihood of eating disorders being developed in specific groups. Results Participants were 2,068 female students. The psychometric properties of the WCS were adequate for the Portuguese sample; however, for the Brazilian and Mozambican samples, it was necessary to correlate the errors of two items to improve model fit. The WCS did not show cross-national invariance. The variables “thoughts about dropping out of college,” “medication use because of studies,” “medication and supplements use for body change,” “body mass index,” “socioeconomic status,” “age,” and “performance in course” were significant predictors of body weight concerns. Overall, 24.4% (95% confidence interval = 22.9–26.7) of the students were likely to develop eating disorders. Students under 21 years old, who use medication and supplements for body change, and who were classified as overweight/obese have increased likelihood of developing eating disorders. Conclusion The WCS showed good psychometric properties with Brazilian, Portuguese, and Mozambican students; however, it did not show cross-national invariance. We identified important aspects for investigating body weight concerns and factors related to eating disorders. PMID:28686602

Perceived discrimination and its associations with mental health and substance use among Asian American and Pacific Islander undergraduate and graduate students.

PubMed

Chen, Angela Chia-Chen; Szalacha, Laura A; Menon, Usha

2014-01-01

Racial discrimination experiences can negatively affect health. This study examined perceived discrimination and its relationship with mental health and substance use among Asian American and Pacific Islander (API) undergraduate and graduate students. A total of 113 API students aged 18-35 completed the study during February-June, 2011. The authors conducted a cross-sectional, anonymous survey online. Dependent variables included mental health (depressive, anxiety, and somatic symptoms) and substance use (alcohol problems, use of tobacco, marijuana or hashish, and other illegal drugs). Students' perceived discrimination were significantly, positively associated with depressive, anxiety, and somatic symptoms, but not with substance use. Ethnic identity moderated the relationship between perceived discrimination and somatic symptoms, but not depressive or anxiety symptoms. These findings suggested the negative effect of racial discrimination on API students' mental health. The buffering effect of ethnic identity may increase resilience in these students when they face racial discrimination.

Retention of community college students in online courses

NASA Astrophysics Data System (ADS)

Krajewski, Sarah

The issue of attrition in online courses at higher learning institutions remains a high priority in the United States. A recent rapid growth of online courses at community colleges has been instigated by student demand, as they meet the time constraints many nontraditional community college students have as a result of the need to work and care for dependents. Failure in an online course can cause students to become frustrated with the college experience, financially burdened, or to even give up and leave college. Attrition could be avoided by proper guidance of who is best suited for online courses. This study examined factors related to retention (i.e., course completion) and success (i.e., receiving a C or better) in an online biology course at a community college in the Midwest by operationalizing student characteristics (age, race, gender), student skills (whether or not the student met the criteria to be placed in an AFP course), and external factors (Pell recipient, full/part time status, first term) from the persistence model developed by Rovai. Internal factors from this model were not included in this study. Both univariate analyses and multivariate logistic regression were used to analyze the variables. Results suggest that race and Pell recipient were both predictive of course completion on univariate analyses. However, multivariate analyses showed that age, race, academic load and first term were predictive of completion and Pell recipient was no longer predictive. The univariate results for the C or better showed that age, race, Pell recipient, academic load, and meeting AFP criteria were predictive of success. Multivariate analyses showed that only age, race, and Pell recipient were significant predictors of success. Both regression models explained very little (<15%) of the variability within the outcome variables of retention and success. Therefore, although significant predictors were identified for course completion and retention, there are still many factors that remain unaccounted for in both regression models. Further research into the operationalization of Rovai's model, including internal factors, to predict completion and success is necessary.

Predictors of Performance in Introductory Finance: Variables within and beyond the Student's Control

ERIC Educational Resources Information Center

Englander, Fred; Wang, Zhaobo; Betz, Kenneth

2015-01-01

This study examined variables that are within and beyond the control of students in explaining variations in performance in an introductory finance course. Regression models were utilized to consider whether the variables within the student's control have a greater impact on course performance relative to the variables beyond the student's…

Factors Affecting Adolescents' Involvement in Cyberbullying: What Divides the 20% from the 80%?

PubMed

Shin, Namin; Ahn, Hwasil

2015-07-01

Despite some variations among cyberbullying studies, about 20% of the youth population surveyed appears to be involved in cyberbullying. Coincidentally, the current study found that exactly 20% of the students surveyed were involved in cyberbullying as bullies (7.8%), victims (7.5%), and bully/victims (4.7%). What divides those 20% from the 80% of noninvolved students? This study aimed to produce a parsimonious and accurate model that can predict the occurrence of involvement in cyberbullying among youth. Data were collected from a questionnaire survey administered to 1,036 students enrolled in secondary schools in South Korea. Stepwise logistic regression (SLR) was carried out to predict the dichotomous dependent variable (involved/noninvolved) with 10 independent variables grouped into three categories: (a) demographic, (b) media-related, and (c) school and psychology factors. The result of the SLR analysis yielded a four-step model including the variables of cyber-confidence, weekday game time, mobile activities, and age as being significant in explaining the 20/80 division (model χ(2)=34.306, df=4, p<0.001, Nagelkerke R(2)=0.071). This finding suggests that younger students who spend more time playing games on weekdays while being more confident in cyberspace and active in using mobile phones are more likely to be involved in cyberbullying than other students. In particular, the construct of cyber-confidence calls for further elaboration and research, given its controversial function with respect to adolescents' involvement in cyberbullying. Also, this study may bring about insights into practical considerations needed for concerned researchers, teachers, and parents to identify who is inside the group involved in cyberbullying so as to help the participating adolescents escape from the circle of cyberbullying.

Correlates of smoking, quit attempts and attitudes towards total smoking bans at university: findings from eleven faculties in Egypt.

PubMed

El Ansari, Walid; Labeeb, Shokria; Kotb, Safaa; Yousafzai, Mohammad T; El-Houfey, Amira; Stock, Christiane

2012-01-01

Smoking among university students represents a formidable and global public health challenge. We assessed the associations between socio-demographic, health and wellbeing variables as independent variables, with daily smoking, attempts to quit smoking, and agreement with smoking ban as dependent variables. A sample of 3258 undergraduate students from eleven faculties at Assiut University, Assiut, Egypt, completed a general health questionnaire. Overall daily or occasional smoking in last three months prior to the survey was about 9% (8% occasional and 1% daily smokers), and smoking was generally more prevalent among males (male=17%, female=0.6%, P < 0.001). After adjustment for confounders, not having normal BMI and having a mother who completed at least bachelor's degree education was positively associated with daily smoking, and conversely, no history of illicit drug use was a protective factor. About 76% of smokers had attempted to quit smoking within the last 12 months prior to the survey. Although a large proportion of students agreed/ strongly agreed with the banning of smoking at university altogether (87%), such agreement was less likely among smokers. There is need for implementation of non-smoking policies on university premises, as well as regular up-to-date information on, and the periodic/yearly monitoring of tobacco use by university students employing standardised data collection instruments and reference periods. In addition, it would be valuable to develop campus-based educational/ awareness campaigns designed to counteract tobacco advertisement directed towards young people in Middle East countries. Otherwise, the danger could be that the current relatively low smoking prevalence among university students may escalate in the future.

Predicting academic performance of medical students: the first three years.

PubMed

Höschl, C; Kozený, J

1997-06-01

The purpose of this exploratory study was to identify a cluster of variables that would most economically explain variations in the grade point averages of medical students during the first 3 years of study. Data were derived from a study of 92 students admitted to the 3rd Faculty of Medicine in 1992-1993 academic year and who were still in the medical school at the end of the sixth semester (third year). Stepwise regression analysis was used to build models for predicting log-transformed changes in grade point average after six semesters of study-at the end of the first, second, and third years. Predictor variables were chosen from four domains: 1) high school grade point averages in physics, mathematics, and the Czech language over 4 years of study, 2) results of admission tests in biology, chemistry, and physics, 3) admission committee's assessment of the applicant's ability to reproduce a text, motivation to study medicine, and social maturity, and 4) scores on the sentimentality and attachment scales of the Tridimensional Personality Questionnaire. The regression model, which included performance in high school physics, results of the admission test in physics, assessment of the applicant's motivation to study medicine, and attachment scale score, accounted for 32% of the change in grade point average over six semesters of study. The regression models using the first-, second-, and third-year grade point averages as the dependent variables showed slightly decreasing amounts of explained variance toward the end of the third year of study and within domains, changing the structure of predictor variables. The results suggest that variables chosen from the assessment domains of high school performance, written entrance examination, admission interview, and personality traits may be significant predictors of academic success during the first 3 years of medical study.

Rigor and academic achievement: Career academies versus traditional class structure

NASA Astrophysics Data System (ADS)

Kyees, Linda L.

The purpose of this study was to determine if students who attended high school Career Academy classes, as part of Career and Technical Education, showed greater academic achievement than students who attended traditional high school classes. While all participants attended schools in the same school district, and were seeking the same goal of graduation with a standard diploma, the Career Academy students had the benefit of all classes being directed by a team of teachers who helped them connect their learning to their desired career through collaborative learning projects and assignments. The traditional high school classes taught each subject independent of other subjects and did not have specific connections to desired career goals of the students. The study used a causal-comparative research design and the participants included 1,142 students from 11th and 12th grades who attended 9 high schools in a diversely populated area of central Florida with 571 enrolled in the Career Academies and 571 enrolled in traditional classes. The 10th-grade FCAT scores served as the dependent variable. All students attended similar classes with similar content, making the primary variable the difference in academic gains between students participating in the Career Academy design and the traditional design classes. Using the Man-Whitney U Test resulted in the Career Academy group achieving the higher scores overall. This resulted in rejection of the first null-hypothesis. Further examination determined that the 10th-grade FCAT scores were greater for the average students group, which comprised the largest portion of the participant group, also resulted in rejection of the second null-hypothesis. The gifted and at-risk student group scores resulted in failure to reject the third and fourth null-hypotheses.

Influence of Science, Technology, and Engineering Curriculum on Rural Midwestern High School Student Career Decisions

NASA Astrophysics Data System (ADS)

Killingsworth, John

Low degree completion in technical and engineering degrees is a growing concern for policymakers and educators in the United States. This study was an examination of the behaviors of adolescents specific to career decisions related to technology and engineering. The central research question for this study was: do rural, Midwestern high school technical and engineering curricula serve to engage students sufficiently to encourage them to persist through high school while sustaining their interests in technology and engineering careers? Engaging students in technology and engineering fields is the challenge for educators throughout the country and the Midwest. Rural schools have the additional challenge of meeting those issues because of resource limitations. Students in three Midwestern schools were surveyed to determine the level of interest in technology and engineering. The generalized likelihood ratio test was used to overcome concerns for small sample sizes. Accounting for dependent variables, multiple independent variables are examined using descriptive statistics to determine which have greater influence on career decisions, specifically those related to technology and engineering. A typical science curriculum is defined for rural Midwestern high schools. This study concludes that such curriculum achieves the goal of maintaining or increasing student interest and engagement in STEM careers. Furthermore, those schools that incorporate contextual and experiential learning activities into the curriculum demonstrate increased results in influencing student career choices toward technology and engineering careers. Implications for parents, educators, and industry professionals are discussed.

Factors associated with the success of first-time African American freshmen taking introductory science lecture courses at a private HBCU

NASA Astrophysics Data System (ADS)

Smith, Kendra Leigh

This study had four purposes: (1) to investigate the relationship between performance in introductory biology or introductory chemistry lecture courses and their accompanying laboratory courses, (2) to investigate the relationship between performance in introductory biology or introductory chemistry lecture courses and a student's gender, (3) to investigate the relationship between performance in introductory biology or introductory chemistry lecture courses and a student's major, and (4) to investigate the relationship between performance in introductory biology or introductory chemistry lecture courses and a student's ACT scores. The sample consisted of 195 first--time freshmen who enrolled in and completed an introductory biology or an introductory chemistry lecture and laboratory courses during the fall semesters of 2007-2012. Of the 195 students, 61 were enrolled in introductory chemistry and 134 were enrolled in introductory biology courses. Logistic regression, via the Statistical Package for the Social Sciences (SPSS), was utilized to analyze several variables as they related to success in the lecture courses. Data were extracted from the university's student information system (BANNER), and analyses were conducted on biology and chemistry separately. The dependent variable for this study was a dichotomous variable for success and nonsuccess in introductory biology or introductory chemistry lecture course. The independent variables analyzed were student's gender, major, final grade in an accompanying biology or chemistry laboratory course, and ACT test scores (composite, mathematics, and science). Results indicate that concurrent enrollment in a biology laboratory course increased the likelihood of success by 15.64 times in the lecture course. Gender was found to not be a significant predictor of success for either introductory biology or introductory chemistry lecture courses. STEM majors were 9.6 times more likely to be successful than non-STEM majors in introductory chemistry lecture course. It was also found that the higher the given ACT score (composite, science, mathematics), the higher the rate of success (between a 1.19-1.44 odds increase for every one point increase in ACT score) in both introductory biology and introductory chemistry lecture courses.

Students' daily emotions in the classroom: intra-individual variability and appraisal correlates.

PubMed

Ahmed, Wondimu; van der Werf, Greetje; Minnaert, Alexander; Kuyper, Hans

2010-12-01

Recent literature on emotions in education has shown that competence- and value-related beliefs are important sources of students' emotions; nevertheless, the role of these antecedents in students' daily functioning in the classroom is not yet well-known. More importantly, to date we know little about intra-individual variability in students' daily emotions. The objectives of the study were (1) to examine within-student variability in emotional experiences and (2) to investigate how competence and value appraisals are associated with emotions. It was hypothesized that emotions would show substantial within-student variability and that there would be within-person associations between competence and value appraisals and the emotions. (s) The sample consisted of 120 grade 7 students (52%, girls) in 5 randomly selected classrooms in a secondary school. A diary method was used to acquire daily process variables of emotions and appraisals. Daily emotions and daily appraisals were assessed using items adapted from existing measures. Multi-level modelling was used to test the hypotheses. As predicted, the within-person variability in emotional states accounted for between 41% (for pride) and 70% (for anxiety) of total variability in the emotional states. Also as hypothesized, the appraisals were generally associated with the emotions. The within-student variability in emotions and appraisals clearly demonstrates the adaptability of students with respect to situational affordances and constraints in their everyday classroom experiences. The significant covariations between the appraisals and emotions suggest that within-student variability in emotions is systematic.

Another quasi-experimental study of understanding/appreciation of editorial satire.

PubMed

Gruner, C R; Gruner, M W; Travillion, L J

1991-12-01

College students completed a 17-item scale measuring the "propensity to argue controversial topics" and 7 other nominal-scale independent variables. They then read three editorial satires and checked which of five statements was the intended thesis of each satire's author. They also rated each satire on interestingness and funniness. Analysis indicated dependence between understanding of satire and sex and regular readership of "The Far Side."

The Effects of Direct Instruction Flashcard and Math Racetrack Procedures on Mastery of Basic Multiplication Facts by Three Elementary School Students

ERIC Educational Resources Information Center

Skarr, Adam; Zielinski, Katie; Ruwe, Kellen; Sharp, Hannah; Williams, Randy L.; McLaughlin, T. F.

2014-01-01

The purpose of this study was to determine if a typical third-grade boy and fifth-grade girl and a boy with learning disabilities could benefit from the combined use of Direct Instruction (DI) flashcard and math racetrack procedures in an after-school program. The dependent variable was accuracy and fluency of saying basic multiplication facts. A…

The Effects of Daily Intensive Tact Instruction on Preschool Students' Emission of Pure Tacts and Mands in Non-Instructional Setting

ERIC Educational Resources Information Center

Pistoljevic, Nirvana; Greer, R. Douglas

2006-01-01

We tested the effects of an intensive tact instruction procedure on numbers of tacts emitted in non-instructional settings (NIS) using a multiple probe design across 3 participants (3- and 4-year old boys with autism). The dependent variable was tacts emitted in NIS before/after the mastery of sets of 5 different stimuli. The non-instructional…

Using Pre-test/Post-test Data To Evaluate the Effectiveness of Computer Aided Instruction (A Study of CAI and Its Use with Developmental Reading Students).

ERIC Educational Resources Information Center

Lansford, Carl E.

As computer aided instruction (CAI) and distance learning become more popular, a model for easily evaluating these teaching methods must be developed, one which will enable replication of the study each year. This paper discusses the results of a study using existing dependent and independent variables to evaluate CAI for developmental reading…

Effects of racialized tracking on racial gaps in science self-efficacy, identity, engagement, and aspirations: Connection to science and school segregation

NASA Astrophysics Data System (ADS)

Chang, Briana L.

Given the concentration of economic growth and power in science fields and the current levels of racial stratification in schooling, this study examined (1) the effects of race on students' connectedness to science and career aspirations, (2) the extent to which these effects were moderated by school racial composition and racialized tracking, and (3) the differences in modeling effects using separate variables for race and gender (i.e., White, Black, Hispanic, female) versus race/gender (e.g., White female, Black male, etc.). Using the lens of racial formation theory, this study situated access to science knowledge as a racial project, conferring and denying access to resources along racial lines. Reviews of the literature on science self-efficacy, identity, engagement, and career aspirations revealed an under-emphasis on school institutional factors, such as racial composition and racialized tracking (which are important in sociological literature), as shaping student outcomes. The study analyzed data from the nationally representative High School Longitudinal Study that surveyed students in 2009 during their freshman year in high school and again in 2012 during most students' junior year (n = 6,998). Affective ratings (in self-efficacy, identity, engagement) and career aspirations for students measured in 2012 were examined as dependent variables and a variable for racialized tracking was estimated given schools' placement of students in advanced science coursework in 2012. Although school racial composition was not found to moderate race on outcome effects, primary analyses demonstrated that the presence of racialized tracking in the students' schools did moderate these effects. Overall these results suggested that the student subgroups most often at a disadvantage compared to White students for the science outcomes studied were Hispanic males and females; Black students' ratings and aspirations were largely on par or exceeded those of their White counterparts. In addition, results indicated that racialized tracking served to exacerbate gaps for Hispanic students and may also diminish career aspirations for Black students. Finally, while examining effects by race/gender did provide some additional insight and nuance in the interpretation of these results, there were clear instances where these more detailed analyses were not needed or may have obscured results that were clearer when aggregated by race. Given these results, implications for policy, practice, and future research are discussed.

Metacognitive skills and students' motivation toward chemical equilibrium problem solving ability: A correlational study on students of XI IPA SMAN 2 Banjarmasin

NASA Astrophysics Data System (ADS)

Muna, Khairiatul; Sanjaya, Rahmat Eko; Syahmani, Bakti, Iriani

2017-12-01

The demand for students to have metacognitive skills and problem solving ability can be seen in the core competencies of the 2013 curriculum. Metacognitive skills are the skills which affect students' success in solving problems depending on students' motivation. This explains the possibility of the relationship between metacognition and motivation in affecting students' achievement including problem solving. Due to the importance of metacognitive skills to solve problems and the possible relationship between metacognition and motivation, a study to find the relationship among the variables is necessary to conduct, particularly on chemistry problem solving. This one shot case study using quantitative method aimed to investigate the correlation between metacognitive skills and motivation toward problem solving ability focusing on chemical equilibrium. The research population was students of grade XI of majoring Science of Banjarmasin Public High Scool 2 (XI IPA SMAN 2 Banjarmasin) with the samples of 33 students obtained by using purposive sampling technique. The research data were collected using test and non-test and analyzed using multiple regression in SPSS 21. The results of this study showed that (1) the students' metacognitive skills and motivation correlated positively with coefficient of +0.450 to problem solving ability on chemical equilibrium: (2) inter-variables of students' motivation (self-efficacy, active learning strategies, science/chemistry learning value, performance goal, achievement goal, and learning environment stimulations) correlated positively to metacognitive skills with the correlation coefficients of +0.580, +0.537, +0.363, +0.241, +0.516, and +0.271, respectively. Based on the results, it is necessary for teachers to implement learning which develops students' metacognitive skills and motivation, such as learning with scientific approach. The implementation of the learning is also supposed to be complemented with the use of learning device, such as student worksheet, to help students use their metacognitive skills in solving problems, particularly on chemistry subject.

[Acceptance of a total smoking ban in schools: students' attitudes].

PubMed

Morgenstern, M; Wiborg, G; Hanewinkel, R

2008-06-01

The purpose of this study was to measure students' attitudes towards a total smoking ban in schools and towards impositions in cases of violation. Cross-sectional survey of 1 738 students of 12 public schools in Schleswig-Holstein (grades 7-13, age 11-20 years). Data were collected by means of written questionnaires administered during class time. The following variables were assessed: attitude towards smoking ban, attitude towards impositions, age, sex, citizenship, perceived school climate, current smoking, lifetime smoking; for smokers, and additionally, the "Heaviness of Smoking Index". 76.5% of all students agreed with a total smoking ban, 66.4% agreed with the punishment of violations. Higher acceptance rates were found among girls, young students (11-15 years of age), for never-smokers, and for students who feel comfortable at school. Acceptance of the smoking ban is closely related to current smoking status: 93% of the non-smoking students, but only 14% of the daily smoking students agreed with the regulations. Refusal of the ban increased with increasing physical dependence. The intensification of the smoking ban in public schools meets approval by the majority of students. Smoking students should be more strongly involved in the implementation process, e.g., by supplemental cessation programmes.

Preservice Teachers' Understanding of Variable

ERIC Educational Resources Information Center

Brown, Sue; Bergman, Judy

2013-01-01

This study examines the research on middle school students' understanding of variables and explores preservice elementary and middle school teachers' knowledge of variables. According to research studies, middle school students have limited understanding of variables. Many studies have examined the performance of middle school students and offered…

Moderation of a parent-based intervention on transitions in drinking: Examining the role of normative perceptions and attitudes among high- and low-risk first-year college students

PubMed Central

Cleveland, Michael J.; Hultgren, Brittney; Varvil-Weld, Lindsey; Mallett, Kimberly A.; Turrisi, Rob; Abar, Caitlin C.

2013-01-01

Background Parent-based interventions (PBIs) are an effective strategy to reduce problematic drinking among first-year college students. The current study examined the extent to which student-based characteristics, derived from the Theory of Planned Behavior, moderated three PBI conditions: (1) prior to college matriculation; (2) prior to college matriculation with a booster during the fall semester; and (3) after college matriculation. The moderator variables included injunctive and descriptive peer norms about alcohol use, and attitudes toward alcohol use. Methods Using data from a randomized control trial (RCT) delivered to 1900 incoming college students, we examined differential treatment effects within four types of baseline student drinkers: (1) non-drinkers; (2) weekend light drinkers; (3) weekend heavy episodic drinkers; and (4) heavy drinkers. The outcome variable was based on transitions in drinking that occurred between the summer prior to college enrollment and the end of the first fall semester and distinguished between students who transitioned to one of the two risky drinking classes. Results The results indicated that injunctive norms (but not descriptive norms or attitudes) moderated the differential effects of the PBI with strongest effects for students whose parents received the booster. Differential effects also depended on baseline drinking class and were most pronounced among weekend light drinkers who were deemed “high-risk” in terms of injunctive peer norms. Conclusions Parental influence can remain strong for young adults who are transitioning to college environments, even among students with relatively high peer influence to drink alcohol. Thus, the PBI represents an effective tool to prevent escalation of alcohol use during the first year of college, when risk is highest and patterns of alcohol use are established. PMID:23551037

Do students from public schools fare better in medical school than their colleagues from private schools? If so, what can we learn from this?

PubMed

Costa-Santos, Cristina; Vieira-Marques, Pedro; Costa-Pereira, Altamiro; Ferreira, Maria Amélia; Freitas, Alberto

2018-03-27

Internal grade inflation is a documented practice in secondary schools (mostly in private schools) that jeopardises fairness with regard to access to medical school. However, it is frequently assumed that the higher internal grades are in fact justifiable, as they correspond to better preparation of students in private schools in areas that national exams do not cover but nevertheless are important. Consequently, it is expected that students from private schools will succeed better in medical school than their colleagues, or at least not perform worse. We aimed to study whether students from private schools do fare better in medical school than their colleagues from public schools, even after adjusting for internal grade inflation. We analysed all students that entered into a medical course from 2007 to 2014. A linear regression was performed using mean grades for the 1st-year curse units (CU) of the medical school curriculum as a dependent variable and student gender, the nature of students' secondary school (public/private), and whether their secondary school highly inflated grades as independent variables. A logistic regression was also performed, modelling whether or not students failed at least one CU exam during the 1st year of medical school as a function of the aforementioned independent variables. Of the 1709 students analysed, 55% came from public secondary schools. Private (vs. public) secondary school (β = - 0.459, p < 0.001) and whether secondary schools highly inflated grades (β = - 0.246, p = 0.003) were independent factors that significantly influenced grades during the first year of medical school. Having attended a private secondary school also significantly increased the odds of a student having failed at least one CU exam during the 1st year of medical school (OR = 1.33), even after adjusting for whether or not the secondary school used highly inflated grades. It is important to further discuss what we can learn from the fact that students from public secondary schools seem to be better prepared for medical school teaching methodologies than their colleagues from private ones and the implications for the selection process.

A Model for the Correlates of Students' Creative Thinking

ERIC Educational Resources Information Center

Sarsani, Mahender Reddy

2007-01-01

The present study was aimed to explore the relationships between orgainsational or school variables, students' personal background variables, and cognitive and motivational variables. The sample for the survey included 373 students drawn from nine Government schools in Andhra Pradesh, India. Students' creative thinking abilities were measured by…

Some Variables in Relation to Students' Anxiety in Learning Statistics.

ERIC Educational Resources Information Center

Sutarso, Toto

The purpose of this study was to investigate some variables that relate to students' anxiety in learning statistics. The variables included sex, class level, students' achievement, school, mathematical background, previous statistics courses, and race. The instrument used was the 24-item Students' Attitudes Toward Statistics (STATS), which was…

Impact of a Mental Illness Stigma Awareness Intervention on Pharmacy Student Attitudes and Knowledge.

PubMed

Bamgbade, Benita A; Ford, Kentya H; Barner, Jamie C

2016-06-25

Objective. To determine if exposure to an intervention course impacts pharmacy students' mental health stigma (MHS) and mental health knowledge (MHK). Methods. A one-group pre/posttest intervention study of third-year pharmacy students (N=120) was conducted. Dependent variables were subdomains of MHS (recovery, safety, disclosure, separation, comfort) which were measured on a 5-point Likert scale (1=strongly disagree; 5=strongly agree). Mental health knowledge was measured with 10 true/false questions. The 2.5-hour intervention included presentations, videos, discussions, and active-learning exercises. Pre/posttests were administered, and data were analyzed using paired t tests and McNemar's tests. Results. Among responding students (n=88; 73.3% response rate), the following stigma subdomains significantly decreased after the intervention for depression and schizophrenia: recovery, safety, separation, and comfort. Mental health knowledge scores significantly increased from 5.9 (1.5) to 6.8 (1.5). Conclusion. Pharmacy students' MHS and MHK related to depression and schizophrenia can be improved through a brief and interactive anti-stigma intervention.

Patterns in Illinois educational school data

NASA Astrophysics Data System (ADS)

Stevens, Cacey S.; Marder, Michael; Nagel, Sidney R.

2015-06-01

We examine Illinois educational data from standardized exams and analyze primary factors affecting the achievement of public school students. We focus on the simplest possible models: representation of data through visualizations and regressions on single variables. Exam scores are shown to depend on school type, location, and poverty concentration. For most schools in Illinois, student test scores decline linearly with poverty concentration. However, Chicago must be treated separately. Selective schools in Chicago, as well as some traditional and charter schools, deviate from this pattern based on poverty. For any poverty level, Chicago schools perform better than those in the rest of Illinois. Selective programs for gifted students show high performance at each grade level, most notably at the high school level, when compared to other Illinois school types. The case of Chicago charter schools is more complex. Up to 2008, Chicago charter and neighborhood schools had similar performance scores. In the last few years, charter students' scores overtook those of students in traditional schools as the number of charter school locations increased.

A Spanish-language patient safety questionnaire to measure medical and nursing students' attitudes and knowledge.

PubMed

Mira, José J; Navarro, Isabel M; Guilabert, Mercedes; Poblete, Rodrigo; Franco, Astolfo L; Jiménez, Pilar; Aquino, Margarita; Fernández-Trujillo, Francisco J; Lorenzo, Susana; Vitaller, Julián; de Valle, Yohana Díaz; Aibar, Carlos; Aranaz, Jesús M; De Pedro, José A

2015-08-01

To design and validate a questionnaire for assessing attitudes and knowledge about patient safety using a sample of medical and nursing students undergoing clinical training in Spain and four countries in Latin America. In this cross-sectional study, a literature review was carried out and total of 786 medical and nursing students were surveyed at eight universities from five countries (Chile, Colombia, El Salvador, Guatemala, and Spain) to develop and refine a Spanish-language questionnaire on knowledge and attitudes about patient safety. The scope of the questionnaire was based on five dimensions (factors) presented in studies related to patient safety culture found in PubMed and Scopus. Based on the five factors, 25 reactive items were developed. Composite reliability indexes and Cronbach's alpha statistics were estimated for each factor, and confirmatory factor analysis was conducted to assess validity. After a pilot test, the questionnaire was refined using confirmatory models, maximum-likelihood estimation, and the variance-covariance matrix (as input). Multiple linear regression models were used to confirm external validity, considering variables related to patient safety culture as dependent variables and the five factors as independent variables. The final instrument was a structured five-point Likert self-administered survey (the "Latino Student Patient Safety Questionnaire") consisting of 21 items grouped into five factors. Compound reliability indexes (Cronbach's alpha statistic) calculated for the five factors were about 0.7 or higher. The results of the multiple linear regression analyses indicated good model fit (goodness-of-fit index: 0.9). Item-total correlations were higher than 0.3 in all cases. The convergent-discriminant validity was adequate. The questionnaire designed and validated in this study assesses nursing and medical students' attitudes and knowledge about patient safety. This instrument could be used to indirectly evaluate whether or not students in health disciplines are acquiring and thus likely to put into practice the professional skills currently considered most appropriate for patient safety.

Profile of male-field dependent (FD) prospective teacher's reflective thinking in solving contextual mathematical problem

NASA Astrophysics Data System (ADS)

Agustan, S.; Juniati, Dwi; Siswono, Tatag Yuli Eko

2017-08-01

Reflective thinking is an important component in the world of education, especially in professional education of teachers. In learning mathematics, reflective thinking is one way to solve mathematical problem because it can improve student's curiosity when student faces a mathematical problem. Reflective thinking is also a future competence that should be taught to students to face the challenges and to respond of demands of the 21st century. There are many factors which give impact toward the student's reflective thinking when student solves mathematical problem. One of them is cognitive style. For this reason, reflective thinking and cognitive style are important things in solving contextual mathematical problem. This research paper describes aspect of reflective thinking in solving contextual mathematical problem involved solution by using some mathematical concept, namely linear program, algebra arithmetic operation, and linear equations of two variables. The participant, in this research paper, is a male-prospective teacher who has Field Dependent. The purpose of this paper is to describe aspect of prospective teachers' reflective thinking in solving contextual mathematical problem. This research paper is a descriptive by using qualitative approach. To analyze the data, the researchers focus in four main categories which describe prospective teacher's activities using reflective thinking, namely; (a) formulation and synthesis of experience, (b) orderliness of experience, (c) evaluating the experience and (d) testing the selected solution based on the experience.

Green design application on campus to enhance student’s quality of life

NASA Astrophysics Data System (ADS)

Tamiami, H.; Khaira, F.; Fachrudin, A.

2018-02-01

Green design becomes an important thing to applied in the building. Green building will provide comfortability and enhance Quality of Life (QoL) for the users. The purpose of this research is to analyze how green design application on campus to enhance student’s QoL. This research conducted in three campuses which located in North Sumatera Province, namely Universitas Sumatera Utara (USU), Universitas Negeri Medan (Unimed) and Universitas Medan Area (UMA) which have a lot of vegetation, open space, and multi-mass buildings. This research compared the green design application to QoL from three universities. Green design in this research that become independent variables focus on the energy efficiency and conservation (EEC), indoor health and comfort (IHC) and building environment management (BEM) with dependent variable is QoL. This research uses quantitative methods with questionnaire survey techniques. The population is students from the three universities with the sample of each University is 50 samples. The analysis uses multiple regression analysis. The results show that green design application may enhance QoL of students. The campus should have a good green design application to enhance QoL of students and give them comfortability.

A General Application Computer-Assisted Instruction System for Microcomputers.

DTIC Science & Technology

1987-09-01

question pages. Variable branching is allowed from question pages depending on student answer input. Lesson size (i.e., number of vi 15511P11’P,6i 1111 kcj5...stocks, maldistribution of stocks, and accumulation and disposal of excess stocks. [ 10 :Appendix, 1]. These deficiencies also indicate a loss of...operations. 1- 10 II. Literature Review The computer is incredibly fast, accurate, and stupid. Man is unbelievably slow, inaccurate, and brilliant. The

Student Retention in Athletic Training Education Programs

PubMed Central

Dodge, Thomas M; Mitchell, Murray F; Mensch, James M

2009-01-01

Context: The success of any academic program, including athletic training, depends upon attracting and keeping quality students. The nature of persistent students versus students who prematurely leave the athletic training major is not known. Understanding the profiles of athletic training students who persist or leave is important. Objective: To (1) explore the relationships among the following variables: anticipatory factors, academic integration, clinical integration, social integration, and motivation; (2) determine which of the aforementioned variables discriminate between senior athletic training students and major changers; and (3) identify which variable is the strongest predictor of persistence in athletic training education programs. Design: Descriptive study using a qualitative and quantitative mixed-methods approach. Setting: Thirteen athletic training education programs located in District 3 of the National Athletic Trainers' Association. Patients or Other Participants: Ninety-four senior-level athletic training students and 31 college students who changed majors from athletic training to another degree option. Data Collection: Data were collected with the Athletic Training Education Program Student Retention Questionnaire (ATEPSRQ). Analysis: Data from the ATEPSRQ were analyzed via Pearson correlations, multivariate analysis of variance, univariate analysis of variance, and a stepwise discriminant analysis. Open-ended questions were transcribed and analyzed using open, axial, and selective coding procedures. Member checks and peer debriefing techniques ensured trustworthiness of the study. Results: Pearson correlations identified moderate relationships among motivation and clinical integration (r  =  0.515, P < .01) and motivation and academic integration (r  =  0.509, P < .01). Univariate analyses of variance showed that academic integration (F1,122  =  8.483, P < .004), clinical integration (F1,119  =  30.214, P < .001), and motivation (F1,121  =  68.887, P < .001) discriminated between seniors and major changers. Discriminant analysis indicated that motivation was the strongest predictor of persistence in athletic training education, accounting for 37.2% of the variance between groups. The theoretic model accurately classified 95.7% of the seniors and 53.8% of the major changers. A common theme emerging from the qualitative data was the presence of a strong peer-support group that surrounded many of the senior-level students. Conclusions: Understanding student retention in athletic training is important for our profession. Results from this study suggest 3 key factors associated with student persistence in athletic training education programs: (1) student motivation, (2) clinical and academic integration, and (3) the presence of a peer-support system. Educators and program directors must create comprehensive recruitment and retention strategies that address factors influencing students' decisions to stay in the athletic training profession. PMID:19295966

Student retention in athletic training education programs.

PubMed

Dodge, Thomas M; Mitchell, Murray F; Mensch, James M

2009-01-01

The success of any academic program, including athletic training, depends upon attracting and keeping quality students. The nature of persistent students versus students who prematurely leave the athletic training major is not known. Understanding the profiles of athletic training students who persist or leave is important. To (1) explore the relationships among the following variables: anticipatory factors, academic integration, clinical integration, social integration, and motivation; (2) determine which of the aforementioned variables discriminate between senior athletic training students and major changers; and (3) identify which variable is the strongest predictor of persistence in athletic training education programs. Descriptive study using a qualitative and quantitative mixed-methods approach. Thirteen athletic training education programs located in District 3 of the National Athletic Trainers' Association. Ninety-four senior-level athletic training students and 31 college students who changed majors from athletic training to another degree option. Data were collected with the Athletic Training Education Program Student Retention Questionnaire (ATEPSRQ). Data from the ATEPSRQ were analyzed via Pearson correlations, multivariate analysis of variance, univariate analysis of variance, and a stepwise discriminant analysis. Open-ended questions were transcribed and analyzed using open, axial, and selective coding procedures. Member checks and peer debriefing techniques ensured trustworthiness of the study. Pearson correlations identified moderate relationships among motivation and clinical integration (r = 0.515, P < .01) and motivation and academic integration (r = 0.509, P < .01). Univariate analyses of variance showed that academic integration (F(1,122) = 8.483, P < .004), clinical integration (F(1,119) = 30.214, P < .001), and motivation (F(1,121) = 68.887, P < .001) discriminated between seniors and major changers. Discriminant analysis indicated that motivation was the strongest predictor of persistence in athletic training education, accounting for 37.2% of the variance between groups. The theoretic model accurately classified 95.7% of the seniors and 53.8% of the major changers. A common theme emerging from the qualitative data was the presence of a strong peer-support group that surrounded many of the senior-level students. Understanding student retention in athletic training is important for our profession. Results from this study suggest 3 key factors associated with student persistence in athletic training education programs: (1) student motivation, (2) clinical and academic integration, and (3) the presence of a peer-support system. Educators and program directors must create comprehensive recruitment and retention strategies that address factors influencing students' decisions to stay in the athletic training profession.

Students' Interpersonal Trust and Attitudes towards Standardised Tests: Exploring Affective Variables Related to Student Assessment

ERIC Educational Resources Information Center

Chu, Man-Wai; Guo, Qi; Leighton, Jacqueline P.

2014-01-01

Cognitive and psychometric variables have directed research on student test performance. However, student learning involves a substantial affective component. The objective of this study was to explore the relationship between two kinds of affective variables--interpersonal trust and attitudes towards standardised tests--likely to underlie student…

Problematic Use of Video Games and Substance Abuse in Early Adolescence: A Cross-sectional Study.

PubMed

Gallimberti, Luigi; Buja, Alessandra; Chindamo, Sonia; Rabensteiner, Andrea; Terraneo, Alberto; Marini, Elena; Pérez, Luis Javier Gómez; Baldo, Vincenzo

2016-09-01

Problematic use of video games (PUVG) is associated with substance use in middle school students. The aim of our study was to examine the association between PUVG and substance abuse in children and young adolescents. A survey was conducted during the 2014-2015 school year in Padua (northeastern Italy). The sample consisted of 1156 students in grades 6 to 8. A multivariate logistic regression model was applied to seek associations between PUVG (dependent variable) and independent variables. Logistic regression showed that lifetime drunkenness, combined energy drink and alcohol consumption (lifetime), reading comics, and disrespect for rules increased the odds of PUVG, whereas playing competitive sport, eating fruit and/or vegetables daily, finding it easy to talk with fathers and being female lowered the odds of PUVG in early adolescence. Our findings show that PUVG is more likely in young adolescents at risk of substance abuse. Prevention schemes focusing on early adolescence should be based on a multicomponent intervention strategy that takes PUVG into account.

Success in everyday physics: The role of personality and academic variables

NASA Astrophysics Data System (ADS)

Norvilitis, Jill M.; Reid, Howard M.; Norvilitis, Bret M.

2002-05-01

Two studies examined students' intuitive physics ability and characteristics associated with physics competence. In Study 1, although many students did well on a physics quiz, more than 25% of students performed below levels predicted by chance. Better performance on the physics quiz was related to physics grades, highest level of math taken, and students' perceived scholastic competence, but was not related to a number of other hypothesized personality variables. Study 2 further explored personality and academic variables and also examined students' awareness of their own physics ability. Results indicate that the personality variables were again unrelated to ability, but narcissism may be related to subjects' estimates of knowledge. Also, academic variables and how important students think it is to understand the physical world are related to both measured and estimated physics proficiency.

The differential effect of the teacher-student interpersonal relationship on student outcomes for students with different ethnic backgrounds.

PubMed

den Brok, Perry; van Tartwijk, Jan; Wubbels, Theo; Veldman, Ietje

2010-06-01

The differential effectiveness of schools and teachers receives a growing interest, but few studies focused on the relevance of student ethnicity for this effectiveness and only a small number of these studies investigated teaching in terms of the teacher-student interpersonal relationship. Furthermore, the methodology employed often restricted researchers to investigating direct effects between variables across large samples of students. This study uses causal modelling to investigate associations between student background characteristics, students' perceptions of the teacher-student interpersonal relationship, and student outcomes, across and within several population subgroups in Dutch secondary multi-ethnic classes. Multi-group structural equation modelling was used to investigate causal paths between variables in four ethnic groups: Dutch (N=387), Turkish first- and second-generation immigrant students (N=267), Moroccan first and second generation (N=364), and Surinamese second-generation students (N=101). Different structural paths were necessary to explain associations between variables in the different (sub) groups. Different amounts of variance in student attitudes could be explained by these variables. The teacher-student interpersonal relationship is more important for students with a non-Dutch background than for students with a Dutch background. Results suggest that the teacher-student relationship is more important for second generation than for first-generation immigrant students. Multi-group causal model analyses can provide a better, more differentiated picture of the associations between student background variables, teacher behaviour, and student outcomes than do more traditional types of analyses.

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

The effect of an interactive experience on music majors' perceptions of music for deaf students.

PubMed

Kaiser, K A; Johnson, K E

2000-01-01

The purpose of this study was to examine the effect of an interactive experience on music majors' perceptions of music experiences for deaf students. Twenty-three members of a pre-existing college brass ensemble served as subjects, and a 1-hour interactive concert/presentation for 10 deaf elementary children served as the independent variable. The interactive experience was designed to provide social, musical, and educational interactions between the college musicians and the deaf children. A pretest-posttest design was utilized, and the dependent variable was a questionnaire designed to examine the subjects' perceptions regarding music for deaf students, including how prepared, comfortable, and willing they felt to provide music experiences for deaf students. Results reveal that this single interactive experience had a significant effect on the subjects' perceptions of the value of music in the education of deaf children (p <.05). Although the pretest and posttest scores indicate that the subjects felt apprehensive about their preparedness to work with deaf students, the subjects felt significantly more positive about their preparedness following the interaction (p <.001). An analysis of open comments indicates that the subjects perceived the experience as (a) very positive, (b) increasing their knowledge and perception of music for deaf students, (c) helping them better relate to the deaf population, (d) promoting interest in similar experiences and in gaining more information, and (e) eliciting a feeling that future teachers should have similar experiences. Quotes from the subjects are given, and implications for teacher training/music therapy programs are discussed.

Assessment of Scientific Reasoning: the Effects of Task Context, Data, and Design on Student Reasoning in Control of Variables.

PubMed

Zhou, Shaona; Han, Jing; Koenig, Kathleen; Raplinger, Amy; Pi, Yuan; Li, Dan; Xiao, Hua; Fu, Zhao; Bao, Lei

2016-03-01

Scientific reasoning is an important component under the cognitive strand of the 21st century skills and is highly emphasized in the new science education standards. This study focuses on the assessment of student reasoning in control of variables (COV), which is a core sub-skill of scientific reasoning. The main research question is to investigate the extent to which the existence of experimental data in questions impacts student reasoning and performance. This study also explores the effects of task contexts on student reasoning as well as students' abilities to distinguish between testability and causal influences of variables in COV experiments. Data were collected with students from both USA and China. Students received randomly one of two test versions, one with experimental data and one without. The results show that students from both populations (1) perform better when experimental data are not provided, (2) perform better in physics contexts than in real-life contexts, and (3) students have a tendency to equate non-influential variables to non-testable variables. In addition, based on the analysis of both quantitative and qualitative data, a possible progression of developmental levels of student reasoning in control of variables is proposed, which can be used to inform future development of assessment and instruction.

Learning (Not) to Talk about Race: Investigating What Doctoral Students Learn about Race Variables and Statistical Modeling

ERIC Educational Resources Information Center

Armijo, Michael; Lundy-Wagner, Valerie; Merrill, Elizabeth

2012-01-01

This paper asks how doctoral students understand the use of race variables in statistical modeling. More specifically, it examines how doctoral students at two universities are trained to define, operationalize, and analyze race variables. The authors interviewed students and instructors in addition to conducting a document analysis of their texts…

Do Guns in the Home Predict Gender and Relationship Attitudes? An Exploratory Study

PubMed Central

Follingstad, Diane R.; Coker, Ann L.; Chahal, Jaspreet K.; Brancato, Candace J.; Bush, Heather M.

2017-01-01

This study explores the potential relationship of guns in students’ homes with attitudes indicative of tolerance of violence, negative attitudes toward women and their roles, and attitudes suggestive of myths regarding sexual assault. Seniors in Kentucky high schools whose families possessed guns (N=1749) produced higher scores on scales measuring these variables as well as on scales of relationship dependency and religious involvement than seniors whose families did not own guns (N=912). Students whose families owned more than 10 guns tended to score highest on these measures compared with students whose families owned no or a few guns. Because of lower effect sizes, these significant associations require further investigation. PMID:29081646

How to Study the Influence of Intensity of Treatment on Generalized Skill and Knowledge Acquisition in Students with Disabilities

PubMed Central

Yoder, Paul J.; Woynaroski, Tiffany

2014-01-01

Seven empirical studies from this special issue and an overview chapter are reviewed to illustrate several points about studying the possible effects of treatment intensity manipulations on generalized skill or knowledge acquisition in students with disabilities. First, we make a case in favor of studying intensity as separate from complexity and expense of treatment. Second, we encourage researchers to define dependent variables in a way that allows us to determine whether treatment intensity effects on child skills and knowledge are highly generalized versus potentially context bound. Third, we acknowledge that effects of treatment intensity on generalized knowledge and skills likely vary according to student characteristics. Finally, we discuss important research design and measurement issues that are relevant to isolating the likely conditional effects of treatment intensity on generalized outcomes. PMID:25914513

Trends in bullying victimization by gender among U.S. high school students.

PubMed

Pontes, Nancy M H; Ayres, Cynthia G; Lewandowski, Carla; Pontes, Manuel C F

2018-06-01

This research used four consecutive waves of data from the National Youth Risk Behavior Survey (YRBS) conducted by the Centers for Disease Control (CDC), to estimate linear time trends by gender in the prevalence of school and electronic bullying victimization among U.S. high school students (N = 61,042). Dependent variables were student self-reported school bullying victimization and electronic bullying victimization during the previous 12 months. Independent variables used to estimate multiple logistic regression models by gender were survey year, race/ethnicity, and grade level. Results showed the prevalence of school bullying increased significantly among females from 2009 (21.2%) to 2015 (24.8%), linear trend OR = 1.08 [1.04, 1.12]; and decreased significantly among males from 2009 (18.7%) to 2015 (15.8%), linear trend OR = 0.93 [0.89, 0.98]. Prevalence of electronic bullying was unchanged between 2011 to 2015 among both male and female students. Asian race, relative to White race, was associated with significantly lower rates of both school and electronic bullying victimization among females, but not males. The incidence of school and electronic bullying victimization was significantly lower among Black and Hispanic students, but not among multiple-race students, regardless of student gender. Healthy People 2020 set a goal to reduce school bullying victimization 10% by 2019. As of 2015, school bullying victimization decreased significantly among males (16% decrease); it significantly increased among females (17% increase). Future research should explore underlying factors related to these divergent trends, and develop effective strategies to reverse the alarming rise in female school bullying victimization. © 2018 Wiley Periodicals, Inc.

A Science for Citizenship Model: Assessing the Effects of Benefits, Risks, and Trust for Predicting Students' Interest in and Understanding of Science-Related Content

NASA Astrophysics Data System (ADS)

Jack, Brady Michael; Lee, Ling; Yang, Kuay-Keng; Lin, Huann-shyang

2017-10-01

This study showcases the Science for Citizenship Model (SCM) as a new instructional methodology for presenting, to secondary students, science-related technology content related to the use of science in society not taught in the science curriculum, and a new approach for assessing the intercorrelations among three independent variables (benefits, risks, and trust) to predict the dependent variable of triggered interest in learning science. Utilizing a 50-minute instructional presentation on nanotechnology for citizenship, data were collected from 301 Taiwanese high school students. Structural equation modeling (SEM) and paired-samples t-tests were used to analyze the fitness of data to SCM and the extent to which a 50-minute class presentation of nanotechnology for citizenship affected students' awareness of benefits, risks, trust, and triggered interest in learning science. Results of SCM on pre-tests and post-tests revealed acceptable model fit to data and demonstrated that the strongest predictor of students' triggered interest in nanotechnology was their trust in science. Paired-samples t-test results on students' understanding of nanotechnology and their self-evaluated awareness of the benefits and risks of nanotechology, trust in scientists, and interest in learning science revealed low significant differences between pre-test and post-test. These results provide evidence that a short 50-minute presentation on an emerging science not normally addressed within traditional science curriculum had a significant yet limited impact on students' learning of nanotechnology in the classroom. Finally, we suggest why the results of this study may be important to science education instruction and research for understanding how the integration into classroom science education of short presentations of cutting-edge science and emerging technologies in support of the science for citizenship enterprise might be accomplished through future investigations.

Alcohol-related incident guardianship and undergraduate college parties: enhancing the social norms marketing approach.

PubMed

Gilbertson, Troy A

2006-01-01

This randomized experiment examines the effects of contextual information on undergraduate college student's levels of alcohol-related incident guardianship at college parties. The research is conceptualized using routine activities theory and the theory of planned behavior. The experiment examines attitudinal variations about heavy drinking differentiated by sex, athletic status, and location of the drinking event. The sex and athletic status variables produce statistically effects on the dependent variables, while location of the drinking event is not significant. The article concludes by discussing the importance of context as it pertains to the social norms marketing strategy utilized in much college alcohol programming, and suggests a more directed marketing approach.

Gender and Conflict Resolution Strategies in Spanish Teen Couples: Their Relationship With Jealousy and Emotional Dependency.

PubMed

Perles, Fabiola; San Martín, Jesús; Canto, Jesús M

2016-06-08

Previous research has pointed to the need to address the study of violence in teen couples. However, research has not delved into the study of the variables related to the different types of violence employed by boys and girls. The purpose of this study was to test whether gender, jealousy, and dependency predict specific strategies for conflict resolution (psychological aggression and mild physical aggression). Another objective of the study was to test gender differences in the conflict resolution strategies used by Spanish teen couples and to test the association between these variables and jealousy and emotional dependency. A sample of 296 adolescent high school students between 14 and 19 years of age of both genders from the south of Spain participated in this study. Hierarchical regression models were used to estimate the relationship between psychological aggression and mild physical aggression, and jealousy, and dependency. Results showed that jealousy correlated with psychological aggression and mild physical aggression in girls but not in boys. Psychological aggression and mild physical aggression were associated with dependency in boys. Girls scored higher in psychological aggression and jealousy than did boys. Finally, the interaction between jealousy and dependency predicted psychological aggression only in girls. These results highlight the need to address the role of the interaction between dependence and jealousy in the types of violence employed in teen dating. However, it is necessary to delve into the gender differences and similarities to develop appropriate prevention programs. © The Author(s) 2016.

The effects of modeling instruction on high school physics academic achievement

NASA Astrophysics Data System (ADS)

Wright, Tiffanie L.

The purpose of this study was to explore whether Modeling Instruction, compared to traditional lecturing, is an effective instructional method to promote academic achievement in selected high school physics classes at a rural middle Tennessee high school. This study used an ex post facto , quasi-experimental research methodology. The independent variables in this study were the instructional methods of teaching. The treatment variable was Modeling Instruction and the control variable was traditional lecture instruction. The Treatment Group consisted of participants in Physical World Concepts who received Modeling Instruction. The Control Group consisted of participants in Physical Science who received traditional lecture instruction. The dependent variable was gains scores on the Force Concepts Inventory (FCI). The participants for this study were 133 students each in both the Treatment and Control Groups (n = 266), who attended a public, high school in rural middle Tennessee. The participants were administered the Force Concepts Inventory (FCI) prior to being taught the mechanics of physics. The FCI data were entered into the computer-based Statistical Package for the Social Science (SPSS). Two independent samples t-tests were conducted to answer the research questions. There was a statistically significant difference between the treatment and control groups concerning the instructional method. Modeling Instructional methods were found to be effective in increasing the academic achievement of students in high school physics. There was no statistically significant difference between FCI gains scores for gender. Gender was found to have no effect on the academic achievement of students in high school physics classes. However, even though there was not a statistically significant difference, female students' gains scores were higher than male students' gains scores when Modeling Instructional methods of teaching were used. Based on these findings, it is recommended that high school science teachers should use Modeling Instructional methods of teaching daily in their classrooms. A recommendation for further research is to expand the Modeling Instructional methods of teaching into different content areas, (i.e., reading and language arts) to explore academic achievement gains.

Prediction by data mining, of suicide attempts in Korean adolescents: a national study

PubMed Central

Bae, Sung Man; Lee, Seung A; Lee, Seung-Hwan

2015-01-01

Objective This study aimed to develop a prediction model for suicide attempts in Korean adolescents. Methods We conducted a decision tree analysis of 2,754 middle and high school students nationwide. We fixed suicide attempt as the dependent variable and eleven sociodemographic, intrapersonal, and extrapersonal variables as independent variables. Results The rate of suicide attempts of the total sample was 9.5%, and severity of depression was the strongest variable to predict suicide attempt. The rates of suicide attempts in the depression and potential depression groups were 5.4 and 2.8 times higher than that of the non-depression group. In the depression group, the most powerful factor to predict a suicide attempt was delinquency, and the rate of suicide attempts in those in the depression group with higher delinquency was two times higher than in those in the depression group with lower delinquency. Of special note, the rate of suicide attempts in the depressed females with higher delinquency was the highest. Interestingly, in the potential depression group, the most impactful factor to predict a suicide attempt was intimacy with family, and the rate of suicide attempts of those in the potential depression group with lower intimacy with family was 2.4 times higher than that of those in the potential depression group with higher intimacy with family. And, among the potential depression group, middle school students with lower intimacy with family had a 2.5-times higher rate of suicide attempts than high school students with lower intimacy with family. Finally, in the non-depression group, stress level was the most powerful factor to predict a suicide attempt. Among the non-depression group, students who reported high levels of stress showed an 8.3-times higher rate of suicide attempts than students who reported average levels of stress. Discussion Based on the results, we especially need to pay attention to depressed females with higher delinquency and those with potential depression with lower intimacy with family to prevent suicide attempts in teenagers. PMID:26396521

Caries experience of Egyptian adolescents: does the atraumatic restorative treatment approach offer a solution?

PubMed

Mobarak, E H; Shabayek, M M; Mulder, J; Reda, A H; Frencken, J E

2011-01-01

To assess the prevalence and severity of dental caries amongst Egyptian adolescents and the prevalence of carious lesions treatable through the atraumatic restorative treatment (ART) approach. Using a convenient sample procedure, two secondary schools with a dental clinic were selected (967 students, average age: 13.7 ± 0.8 years, range: 12-15). Dental caries was diagnosed using the ART caries criteria, and plaque and calculus were assessed using the Green and Vermillion criteria amongst students grades 1-3 in the dental clinic by 3 calibrated examiners. The effect of the independent variables gender, age, tooth surface, jaw side (left or right) and type of jaw (mandible/maxilla) on dependent caries experience variables and D(2) and D(3) variables were tested using ANOVA. The prevalence of dental caries including enamel lesion (D(2)MFT) amongst the 967 students was 51.4% and that of dental caries excluding enamel lesions (D(3)MFT) was 38.1%. The mean D(2)MFT and D(3)MFT scores were 1.5 and 0.8, respectively. The percentage of teeth filled and extracted was low. Female students had statistically significantly higher mean D(3)MFT/S and D(2)MFT/S scores than males (p < 0.0001). The prevalence of cavitated carious lesions (D(3)) treatable through ART was 48% for score 2 and 28% for score 3. Most of the cavitated lesions were found untreated despite the presence of a dental clinic and a dentist on the school premises. The majority of cavitated lesions without pulp involvement could be treated using the preventive and restorative components of the ART approach. Copyright © 2011 S. Karger AG, Basel.

Students' Ways of Thinking about Two-Variable Functions and Rate of Change in Space

ERIC Educational Resources Information Center

Weber, Eric David

2012-01-01

This dissertation describes an investigation of four students' ways of thinking about functions of two variables and rate of change of those two-variable functions. Most secondary, introductory algebra, pre-calculus, and first and second semester calculus courses do not require students to think about functions of more than one variable. Yet…

Effect of a smoking ban and school-based prevention and control policies on adolescent smoking in Spain: a multilevel analysis.

PubMed

Galán, Iñaki; Díez-Gañán, Lucía; Gandarillas, Ana; Mata, Nelva; Cantero, Jose Luis; Durbán, María

2012-12-01

We evaluated the impact of a smoking ban in schools and of school-based smoking prevention and control policies on adolescent smoking. Annual surveys carried out between 2001 and 2005 that were representative of students in the 4th year of secondary education in the Madrid region, with 203 schools and 9127 students participating. The student questionnaire gathered information about personal and family variables. The contextual factors were: the periods before (years 2001-2002) and after the law; and through a survey of school management boards: compliance with the law, policy reflected in the school regulations, existence of complaints against smoking, and undertaking of educational activities regarding smoking. Multilevel logistic regression models were constructed with two dependent variables: current smoking and the proportion giving up smoking. Smoking declined in 2003, the first year after the law came into force (Odds ratio: 0.80; CI 95%: 0.66-0.96), and this decline was maintained in 2005. By contrast, smoking increased in those schools that did not undertake educational programmes regarding smoking (Odds ratio: 1.34; CI 95%: 1.13-1.59), and in those that received complaints about smoking (Odds ratio: 1.12; CI 95%: 0.96-1.29). This association is partly due to the effect of the increase in giving up smoking. The inclusion of contextual variables into the model with the individual factors reduces the variability of smoking between schools by 32.6%. In summary, the coming into force of a law banning smoking in schools, and the implementing of educational policies for the prevention and control of smoking are related to a lower risk of adolescent smoking.

Predictors of cultural capital on science academic achievement at the 8th grade level

NASA Astrophysics Data System (ADS)

Misner, Johnathan Scott

The purpose of the study was to determine if students' cultural capital is a significant predictor of 8th grade science achievement test scores in urban locales. Cultural capital refers to the knowledge used and gained by the dominant class, which allows social and economic mobility. Cultural capital variables include magazines at home and parental education level. Other variables analyzed include socioeconomic status (SES), gender, and English language learners (ELL). This non-experimental study analyzed the results of the 2011 Eighth Grade Science National Assessment of Educational Progress (NAEP). The researcher analyzed the data using a multivariate stepwise regression analysis. The researcher concluded that the addition of cultural capital factors significantly increased the predictive power of the model where magazines in home, gender, student classified as ELL, parental education level, and SES were the independent variables and science achievement was the dependent variable. For alpha=0.05, the overall test for the model produced a R2 value of 0.232; therefore the model predicted 23.2% of variance in science achievement results. Other major findings include: higher measures of home resources predicted higher 2011 NAEP eighth grade science achievement; males were predicted to have higher 2011 NAEP 8 th grade science achievement; classified ELL students were predicted to score lower on the NAEP eight grade science achievement; higher parent education predicted higher NAEP eighth grade science achievement; lower measures of SES predicted lower 2011 NAEP eighth grade science achievement. This study contributed to the research in this field by identifying cultural capital factors that have been found to have statistical significance on predicting eighth grade science achievement results, which can lead to strategies to help improve science academic achievement among underserved populations.

Assessment of Scientific Reasoning: the Effects of Task Context, Data, and Design on Student Reasoning in Control of Variables

PubMed Central

Zhou, Shaona; Han, Jing; Koenig, Kathleen; Raplinger, Amy; Pi, Yuan; Li, Dan; Xiao, Hua; Fu, Zhao

2015-01-01

Scientific reasoning is an important component under the cognitive strand of the 21st century skills and is highly emphasized in the new science education standards. This study focuses on the assessment of student reasoning in control of variables (COV), which is a core sub-skill of scientific reasoning. The main research question is to investigate the extent to which the existence of experimental data in questions impacts student reasoning and performance. This study also explores the effects of task contexts on student reasoning as well as students’ abilities to distinguish between testability and causal influences of variables in COV experiments. Data were collected with students from both USA and China. Students received randomly one of two test versions, one with experimental data and one without. The results show that students from both populations (1) perform better when experimental data are not provided, (2) perform better in physics contexts than in real-life contexts, and (3) students have a tendency to equate non-influential variables to non-testable variables. In addition, based on the analysis of both quantitative and qualitative data, a possible progression of developmental levels of student reasoning in control of variables is proposed, which can be used to inform future development of assessment and instruction. PMID:26949425

Advanced Flight Simulator: Utilization in A-10 Conversion and Air-to-Surface Attack Training.

DTIC Science & Technology

1981-01-01

ASPT to the A-I0. Finally. the objectivity of the criteria ( parameters of aircraft control. bomb-drop circular error. and percentage of rounds through a...low angle strafe task. Table 4 presents a listing of these tasks and their related release parameters . 12 __ __ _ __ Tab/e .1. A/S Weapons I)eliven...Scoring. Two dependent variables, specific to the phase of student training, were used. In the conversion training phase. specific parameters for

The comparative effect of individually-generated vs. collaboratively-generated computer-based concept mapping on science concept learning

NASA Astrophysics Data System (ADS)

Kwon, So Young

Using a quasi-experimental design, the researcher investigated the comparative effects of individually-generated and collaboratively-generated computer-based concept mapping on middle school science concept learning. Qualitative data were analyzed to explain quantitative findings. One hundred sixty-one students (74 boys and 87 girls) in eight, seventh grade science classes at a middle school in Southeast Texas completed the entire study. Using prior science performance scores to assure equivalence of student achievement across groups, the researcher assigned the teacher's classes to one of the three experimental groups. The independent variable, group, consisted of three levels: 40 students in a control group, 59 students trained to individually generate concept maps on computers, and 62 students trained to collaboratively generate concept maps on computers. The dependent variables were science concept learning as demonstrated by comprehension test scores, and quality of concept maps created by students in experimental groups as demonstrated by rubric scores. Students in the experimental groups received concept mapping training and used their newly acquired concept mapping skills to individually or collaboratively construct computer-based concept maps during study time. The control group, the individually-generated concept mapping group, and the collaboratively-generated concept mapping group had equivalent learning experiences for 50 minutes during five days, excepting that students in a control group worked independently without concept mapping activities, students in the individual group worked individually to construct concept maps, and students in the collaborative group worked collaboratively to construct concept maps during their study time. Both collaboratively and individually generated computer-based concept mapping had a positive effect on seventh grade middle school science concept learning but neither strategy was more effective than the other. However, the students who collaboratively generated concept maps created significantly higher quality concept maps than those who individually generated concept maps. The researcher concluded that the concept mapping software, Inspiration(TM), fostered construction of students' concept maps individually or collaboratively for science learning and helped students capture their evolving creative ideas and organize them for meaningful learning. Students in both the individual and the collaborative concept mapping groups had positive attitudes toward concept mapping using Inspiration(TM) software.

Student involvement in wellness policies: a study of Pennsylvania local education agencies.

PubMed

Jomaa, Lamis H; McDonnell, Elaine; Weirich, Elaine; Hartman, Terryl; Jensen, Leif; Probart, Claudia

2010-01-01

Explore student-involvement goals in local wellness policies (LWPs) of local education agencies (LEAs) in Pennsylvania (PA) and investigate associations with LEA characteristics. An observational study that helped examine student-involvement goals. Public PA LEAs. LWPs submitted by 539 PA public LEAs. Six student-involvement goals analyzed as dependent variables. Correlations between demographic and policy characteristics of LEAs and student-involvement goals were measured. Policies developed by LEAs were abstracted and analyzed. Logistic regression models were developed to analyze relationships between student-involvement goals and the demographic and policy characteristics of LEAs. Majority of LEAs included policy goals that address student involvement in an array of activities related to wellness policy, food service, and role modeling. Regression models showed that LEAs with comprehensive and strong policies were most likely to include student-involvement goals regardless of LEA location, enrollment, or socioeconomic status of students. Student engagement in school nutrition policies has been shown to increase student acceptance in an array of health-related areas and is therefore promising in the area of obesity prevention. Comprehensiveness and rigor of LWPs were strongly correlated with the inclusion of student-involvement goals on LWPs. The upcoming reauthorization of the Child Nutrition programs in 2010 creates a good opportunity to address student involvement in LWPs. Copyright © 2010 Society for Nutrition Education. Published by Elsevier Inc. All rights reserved.

Mediterranean Diet and Its Correlates among Adolescents in Non-Mediterranean European Countries: A Population-Based Study.

PubMed

Novak, Dario; Štefan, Lovro; Prosoli, Rebeka; Emeljanovas, Arunas; Mieziene, Brigita; Milanović, Ivana; Radisavljević-Janić, Snežana

2017-02-22

Little is known about the factors which might influence the adherence to a Mediterranean diet in non-Mediterranean European countries. Thus, the main purpose of this study was to determine the associations between socioeconomic, psychological, and physical factors on a Mediterranean diet. In this cross-sectional study, participants were 14-18-year-old adolescents ( N = 3071) from two non-Mediterranean countries: Lithuania ( N = 1863) and Serbia ( N = 1208). The dependent variable was Mediterranean diet, and was assessed with the Mediterranean Diet Quality Index for children and adolescents questionnaire. Independent variables were gender, body-mass index, self-rated health, socioeconomic status, psychological distress, physical activity, and sedentary behavior. The associations between dependent and independent variables were analyzed by using logistic regression. Results showed that higher adherence to a Mediterranean diet was associated with higher self-rated health, socioeconomic status, and physical activity, yet low adherence to a Mediterranean diet was associated with being female, having higher body-mass index, psychological distress, and sedentary behavior. Our findings suggest that future studies need to explore associations between lifestyle habits-especially in target populations, such as primary and secondary school students.

Mediterranean Diet and Its Correlates among Adolescents in Non-Mediterranean European Countries: A Population-Based Study

PubMed Central

Novak, Dario; Štefan, Lovro; Prosoli, Rebeka; Emeljanovas, Arunas; Mieziene, Brigita; Milanović, Ivana; Radisavljević-Janić, Snežana

2017-01-01

Little is known about the factors which might influence the adherence to a Mediterranean diet in non-Mediterranean European countries. Thus, the main purpose of this study was to determine the associations between socioeconomic, psychological, and physical factors on a Mediterranean diet. In this cross-sectional study, participants were 14–18-year-old adolescents (N = 3071) from two non-Mediterranean countries: Lithuania (N = 1863) and Serbia (N = 1208). The dependent variable was Mediterranean diet, and was assessed with the Mediterranean Diet Quality Index for children and adolescents questionnaire. Independent variables were gender, body-mass index, self-rated health, socioeconomic status, psychological distress, physical activity, and sedentary behavior. The associations between dependent and independent variables were analyzed by using logistic regression. Results showed that higher adherence to a Mediterranean diet was associated with higher self-rated health, socioeconomic status, and physical activity, yet low adherence to a Mediterranean diet was associated with being female, having higher body-mass index, psychological distress, and sedentary behavior. Our findings suggest that future studies need to explore associations between lifestyle habits—especially in target populations, such as primary and secondary school students. PMID:28241432

Disaster Risk Education of Final Year High School Students Requires a Partnership with Families and Charity Organizations: An International Cross-sectional Survey.

PubMed

Codreanu, Tudor A; Celenza, Antonio; Ngo, Hanh

2016-06-01

Introduction The aim of disaster reduction education (DRE) is to achieve behavioral change. Over the past two decades, many efforts have been directed towards this goal, but educational activities have been developed based on unverified assumptions. Further, the literature has not identified any significant change towards disaster preparedness at the individual level. In addition, previous research suggests that change is dependent on multiple independent predictors. It is difficult to determine what specific actions DRE might result in; therefore, the preamble of such an action, which is to have discussions about it, has been chosen as the surrogate outcome measure for DRE success. This study describes the relationship of the perceived entity responsible for disaster education, disaster education per se, sex, and country-specific characteristics, with students discussing disasters with friends and family as a measure of proactive behavioral change in disaster preparedness. A total of 3,829 final year high school students participated in an international, multi-center prospective, cross-sectional study using a validated questionnaire. Nine countries with different levels of disaster exposure risk and economic development were surveyed. Regression analyses examined the relationship between the likelihood of discussing disasters with friends and family (dependent variable) and a series of independent variables. There was no statistically significant relationship between a single entity responsible for disaster education and discussions about potential hazards and risks with friends and/or family. While several independent predictors showed a significant main effect, DRE through school lessons in interaction with Family & Charity Organizations had the highest predictive value. Disaster reduction education might require different delivery channels and methods and should engage with the entities with which the teenagers are more likely to collaborate. Codreanu TA , Celenza A , Ngo H . Disaster risk education of final year high school students requires a partnership with families and charity organizations: an international cross-sectional survey. Prehosp Disaster Med. 2016;31(3):242-254.

Student academic achievement in college chemistry

NASA Astrophysics Data System (ADS)

Tabibzadeh, Kiana S.

General Chemistry is required for variety of baccalaureate degrees, including all medical related fields, engineering, and science majors. Depending on the institution, the prerequisite requirement for college level General Chemistry varies. The success rate for this course is low. The purpose of this study is to examine the factors influencing student academic achievement and retention in General Chemistry at the college level. In this study student achievement is defined by those students who earned grades of "C" or better. The dissertation contains in-depth studies on influence of Intermediate Algebra as a prerequisite compared to Fundamental Chemistry for student academic achievement and student retention in college General Chemistry. In addition the study examined the extent and manner in which student self-efficacy influences student academic achievement in college level General Chemistry. The sample for this part of the study is 144 students enrolled in first semester college level General Chemistry. Student surveys determined student self-efficacy level. The statistical analyses of study demonstrated that Fundamental Chemistry is a better prerequisite for student academic achievement and student retention. The study also found that student self-efficacy has no influence on student academic achievement. The significance of this study will be to provide data for the purpose of establishing a uniform and most suitable prerequisite for college level General Chemistry. Finally the variables identified to influence student academic achievement and enhance student retention will support educators' mission to maximize the students' ability to complete their educational goal at institutions of higher education.

A Comparison of Majority and Minority Students on Variables of an Educational Productivity Model.

ERIC Educational Resources Information Center

Payne, Oscar L.

Two ethnic groups of students, majority and minority, were compared on variables of a Psychological Productivity Model. Black and Hispanic students were grouped as minorities, and White students were considered majority students. Participants were 120 high school students from an urban high school in the Southwest. The Psychological Productivity…

Violence and Disorder, School Climate, and PBIS: The Relationship among School Climate, Student Outcomes, and the Use of Positive Behavioral Interventions and Supports

ERIC Educational Resources Information Center

Eacho, Thomas Christopher

2013-01-01

The primary purpose of this study was to examine the relationship between school climate and student outcome variables. The secondary purpose was to examine the relationship between the use of Positive Behavioral Interventions and Supports (PBIS) and the same student outcome variables. Variables depicting student perceptions of school climate,…

An Investigation of the Effects of Reader Characteristics on Reading Comprehension Of a General Chemistry Text

NASA Astrophysics Data System (ADS)

Neiles, Kelly Y.

There is great concern in the scientific community that students in the United States, when compared with other countries, are falling behind in their scientific achievement. Increasing students' reading comprehension of scientific text may be one of the components involved in students' science achievement. To investigate students' reading comprehension this quantitative study examined the effects of different reader characteristics, namely, students' logical reasoning ability, factual chemistry knowledge, working memory capacity, and schema of the chemistry concepts, on reading comprehension of a chemistry text. Students' reading comprehension was measured through their ability to encode the text, access the meanings of words (lexical access), make bridging and elaborative inferences, and integrate the text with their existing schemas to make a lasting mental representation of the text (situational model). Students completed a series of tasks that measured the reader characteristic and reading comprehension variables. Some of the variables were measured using new technologies and software to investigate different cognitive processes. These technologies and software included eye tracking to investigate students' lexical accessing and a Pathfinder program to investigate students' schema of the chemistry concepts. The results from this study were analyzed using canonical correlation and regression analysis. The canonical correlation analysis allows for the ten variables described previously to be included in one multivariate analysis. Results indicate that the relationship between the reader characteristic variables and the reading comprehension variables is significant. The resulting canonical function accounts for a greater amount of variance in students' responses then any individual variable. Regression analysis was used to further investigate which reader characteristic variables accounted for the differences in students' responses for each reading comprehension variable. The results from this regression analysis indicated that the two schema measures (measured by the Pathfinder program) accounted for the greatest amount of variance in four of the reading comprehension variables (encoding the text, bridging and elaborative inferences, and delayed recall of a general summary). This research suggest that providing students with background information on chemistry concepts prior to having them read the text may result in better understanding and more effective incorporation of the chemistry concepts into their schema.

Student Expenses in Residency Interviewing

PubMed Central

Walling, Anne; Nilsen, Kari; Callaway, Paul; Grothusen, Jill; Gillenwater, Cole; King, Samantha; Unruh, Gregory

2017-01-01

Background The student costs of residency interviewing are of increasing concern but limited current information is available. Updated, more detailed information would assist students and residency programs in decisions about residency selection. The study objective was to measure the expenses and time spent in residency interviewing by the 2016 graduating class of the University of Kansas School of Medicine and assess the impact of gender, regional campus location, and primary care application. Methods All 195 students who participated in the 2016 National Residency Matching Program (NRMP) received a 33 item questionnaire addressing interviewing activity, expenses incurred, time invested and related factors. Main measures were self-reported estimates of expenses and time spent interviewing. Descriptive analyses were applied to participant characteristics and responses. Multivariate analysis of variance (MANOVA) and chi-square tests compared students by gender, campus (main/regional), and primary care/other specialties. Analyses of variance (ANOVA) on the dependent variables provided follow-up tests on significant MANOVA results. Results A total of 163 students (84%) completed the survey. The average student reported 38 (1–124) applications, 16 (1–54) invitations, 11 (1–28) completed interviews, and spent $3,500 ($20–$12,000) and 26 (1–90) days interviewing. No significant differences were found by gender. After MANOVA and ANOVA analyses, non-primary care applicants reported significantly more applications, interviews, and expenditures, but less program financial support. Regional campus students reported significantly fewer invitations, interviews, and days interviewing, but equivalent costs when controlled for primary care application. Cost was a limiting factor in accepting interviews for 63% and time for 53% of study respondents. Conclusions Students reported investing significant time and money in interviewing. After controlling for other variables, primary care was associated with significantly lowered expenses. Regional campus location was associated with fewer interviews and less time interviewing. Gender had no significant impact on any aspect studied. PMID:29472969

Variables Affecting Preservice Teacher Candidate Identification of Teacher Sexual Misconduct

ERIC Educational Resources Information Center

Haverland, Jeffrey A.

2017-01-01

Using a quantitative research model, this study explored variables affecting pre-service teacher candidate identification of teacher sexual misconduct through a scenario-based survey instrument. Independent variables in this study were respondent gender, student gender, teacher gender, student age-related ambiguity (students depicted were 17),…

Factors Associated with Asian American Students' Choice of STEM Major

ERIC Educational Resources Information Center

Lowinger, Robert; Song, Hyun-a

2017-01-01

This study explored Asian American students' likelihood of selecting STEM over liberal arts or business college majors using the Education Longitudinal Study of 2002. Student-level variables were the strongest predictors of college major, followed by parent-level variables, and background variables. Academic achievement and interest were the…

Dissection videos do not improve anatomy examination scores.

PubMed

Mahmud, Waqas; Hyder, Omar; Butt, Jamaal; Aftab, Arsalan

2011-01-01

In this quasi-experimental study, we describe the effect of showing dissection videos on first-year medical students' performance in terms of test scores during a gross anatomy course. We also surveyed students' perception regarding the showing of dissection videos. Two hundred eighty-seven first-year medical students at Rawalpindi Medical College in Pakistan, divided into two groups, dissected one limb in first term and switched over to the other limb in the second term. During the second term, instruction was supplemented by dissection videos. Second-term anatomy examination marks were compared with first-term scores and with results from first-year medical students in previous years. Multiple linear regression analysis was performed, with term scores (continuous, 0-200) as the dependent variable. Students shown dissection videos scored 1.26 marks higher than those not shown. The relationship was not statistically significant (95% CI: -1.11, 3.70; P = 0.314). Ninety-three percent of students favored regular inclusion of dissection videos in curriculum, and 50% termed it the best source for learning gross anatomy. Seventy-six percent of students did not perform regular cadaver dissection. The most frequent reason cited for not performing regular dissection was high student-cadaver ratio. Dissection videos did not improve performance on final examination scores; however, students favored their use. Copyright © 2011 American Association of Anatomists.

The effects of higher-order questioning strategies on nonscience majors' achievement in an introductory environmental science course and their attitudes toward the environment

NASA Astrophysics Data System (ADS)

Eason, Grace Teresa

The purpose of this quasi-experimental study was to determine the effect a higher-order questioning strategy (Bloom, 1956) had on undergraduate non-science majors' attitudes toward the environment and their achievement in an introductory environmental science course, EDS 1032, "Survey of Science 2: Life Science," which was offered during the Spring 2000 term. Students from both treatment and control groups (N = 63), which were determined using intact classes, participated in eight cooperative group activities based on the Biological Sciences Curriculum Studies (BSCS) 5E model (Bybee, 1993). The treatment group received a higher-order questioning method combined with the BSCS 5E model. The control group received a lower-order questioning method, combined with the BSCS 5E model. Two instruments were used to measure students' attitude and achievement changes. The Ecology Issue Attitude (EIA) survey (Schindler, 1995) and a comprehensive environmental science final exam. Kolb's Learning Style Inventory (KLSI, 1985) was used to measure students' learning style type. After a 15-week treatment period, results were analyzed using MANCOVA. The overall MANCOVA model used to test the statistical difference between the collective influences of the independent variables on the three dependent variables simultaneously was found to be not significant at alpha = .05. This differs from findings of previous studies in which higher-order questioning techniques had a significant effect on student achievement (King 1989 & 1992; Blosser, 1991; Redfield and Rousseau, 1981; Gall 1970). At the risk of inflated Type I and Type II error rates, separate univariate analyses were performed. However, none of the research factors, when examined collectively or separately, made any significant contribution to explaining the variability in EIA attitude, EIA achievement, and comprehensive environmental science final examination scores. Nevertheless, anecdotal evidence from student's self-reported behavior changes indicated favorable responses to an increased awareness of and positive action toward the environment.

Knowledge, attitude and practice towards voluntary counseling and testing among university students in North West Ethiopia: a cross sectional study.

PubMed

Addis, Zelalem; Yalew, Aregawi; Shiferaw, Yitayal; Alemu, Abebe; Birhan, Wubet; Mathewose, Biniam; Tachebele, Belayenesh

2013-08-02

Voluntary counseling and testing (VCT) is one among different approaches which have been implemented as an attempt to slow the spread of HIV infection and minimize its impact at the individual, family and society level. VCT is perceived to be an effective strategy in risk reduction among sexually active young people like tertiary level students. Ethiopia as a country with high burden of HIV started responding to the epidemic by preparing and updating guidelines on VCT. The objective of this study was to assess the level of knowledge, attitude and practice of Voluntary Counseling and Testing (VCT) for HIV among university students in North West Ethiopia. A cross sectional study was conducted from February to May 2010 using a stratified sampling method to enroll students from different faculties into the study. A total of 330 university students filled in a self-administered questionnaire with response rate of 97.3%. Main outcome measures included level of knowledge, attitude and practice of VCT for HIV. A chi-square test was used to determine an association between a number of independent factors and dependant variables. About 66.1% of the study participants were males with a mean age of 20 years. Majority (75.6%) of the respondents were Orthodox with 63% reported living in urban areas before joining the university. From the study participants 86.3% were knowledgeable on VCT, 73.3% had positive attitude towards VCT for HIV and 61.8% had had VCT for HIV in the past. Previous residence before joining the university, level of education, sex and religion were among the sociodemographic variables that showed statistically significant association with the one or more of the outcome variables. Fear of positive results, stigma and discrimination following the positive results were reported as main barriers for VCT uptake. The findings reveal important barriers for VCT uptake and suggest strategies to reduce stigma and discrimination.

Knowledge, attitude and practice towards voluntary counseling and testing among university students in North West Ethiopia: a cross sectional study

PubMed Central

2013-01-01

Background Voluntary counseling and testing (VCT) is one among different approaches which have been implemented as an attempt to slow the spread of HIV infection and minimize its impact at the individual, family and society level. VCT is perceived to be an effective strategy in risk reduction among sexually active young people like tertiary level students. Ethiopia as a country with high burden of HIV started responding to the epidemic by preparing and updating guidelines on VCT. The objective of this study was to assess the level of knowledge, attitude and practice of Voluntary Counseling and Testing (VCT) for HIV among university students in North West Ethiopia. Methods A cross sectional study was conducted from February to May 2010 using a stratified sampling method to enroll students from different faculties into the study. A total of 330 university students filled in a self-administered questionnaire with response rate of 97.3%. Main outcome measures included level of knowledge, attitude and practice of VCT for HIV. A chi-square test was used to determine an association between a number of independent factors and dependant variables. Result About 66.1% of the study participants were males with a mean age of 20 years. Majority (75.6%) of the respondents were Orthodox with 63% reported living in urban areas before joining the university. From the study participants 86.3% were knowledgeable on VCT, 73.3% had positive attitude towards VCT for HIV and 61.8% had had VCT for HIV in the past. Previous residence before joining the university, level of education, sex and religion were among the sociodemographic variables that showed statistically significant association with the one or more of the outcome variables. Fear of positive results, stigma and discrimination following the positive results were reported as main barriers for VCT uptake. Conclusion The findings reveal important barriers for VCT uptake and suggest strategies to reduce stigma and discrimination. PMID:23914738

[Tobacco smoking and self-assessment of health status among students from High School of Country Economy in Kutno--preliminary study].

PubMed

Adamek, Renata; Kurzepa-Hasan, Edyta; Pietrzak, Anna; Zysnarska, Monika; Jagielska, Joanna

2008-01-01

Tobacco smoking is still actual and common problem, which affects both students' high schools and their professors. In this study results are presented among students from one private schools in Poland, when students are educated in the following directions: geodesy, Europe science, pedagogy, computer science and nursing. The aim of the study was to assess prevalence of tobacco smoking among students and the awareness of health consequences. It is also decided to check which variables determinate self-assessment of health status of students and what motives of tobacco smoking are. Tobacco smoking was declared by 39% of students, 81.9% of them smoked regular and 18.1% - occasional. The biggest group of tobacco smoking students was noticed in geodesy - 35.4% students and nursing - 29%. Nearly 44% had opinion that tobacco smoking become addicted (22.9% students from nursing, 31.4% from geodesy, 8.6% from Europe science and 143% from pedagogy). Almost 36% students, in their opinion, become addicted to nicotine, over 32% students smoked because of relaxing effects of smoking, 129% smoked for company, The biggest group of surveyed group assess their health status as a good (56.3%) and very good (42%), one person as a very bad - 125%. There are statistical significant dependence between health status and gender, age, study, year of study and place of residence.

The Internet as an informal learning environment: Assessing knowledge acquisition of science and engineering students using constructivist and objectivist formats

NASA Astrophysics Data System (ADS)

Hargis, Jace

This study examined the effects of two different instructional formats on Internet WebPages in an informal learning environment. The purpose of this study is to (a) identify optimal instructional formats for on-line learning; (b) identify the relationship between post-assessment scores and the student's gender, age or racial identity; (c) examine the effects of verbal aptitudes on learning in different formats; (d) identify relationships between computer attitudes and achievement; and (e) identify the potential power for self-regulated learning and self-efficacy on Internet WebPages. Two learning strategy modules were developed; a constructivist and an objectivist instruction module. The study program consisted of an on-line consent form; a computer attitude survey; a Motivated Strategies for Learning Questionnaire; a verbal aptitude test; a pre-assessment; instructional directions followed by the instructional module and a post-assessment. The study tested 145 post-secondary science and engineering participants from the University of Florida. Participants were randomly assigned to one of two treatment groups or a control in a pretest/posttest design. An analysis of covariance with general linear models was used to account for effects of individual difference variables and aptitude treatment interaction (ATI). This statistical procedure was used to determine the relationships among the dependent variable, the achievement on each of the formats and the independent variables, attitudes, gender, racial identity, verbal aptitudes, and self-regulated learning/self-efficacy. Significant results at alpha = .05 were found for none of these variables. However, a linear prediction of age shows that older participants scored higher on the post-assessment after completing the objectivist module. Although there were no significant differences between the learning format and the variables, there was a difference between the modules and the control. Therefore, it is possible that regardless of characteristics, science and engineering students can learn on-line technical material.

Some implications for the clinical use of music facilitated imagery.

PubMed

Peach, S C

1984-01-01

In this study, Helen Bonny's Guided Imagery and Music technique provided the base experience for questionnaire responses from short-term psychiatric inpatients, students, and staff (total/n = 107). Independent measures of age range, sex, medication type, and recent relaxation practice were compared statistically with dependent responses of skin temperature, perceived ability to relax, production of images, and perceived helpfulness of the experience. Results demonstrated increases in skin temperature and relaxation perception and defined the average experience as manifesting three concurrent imagery modes. Among the man independent-dependent variable relationships, some significant differences in mean responses were present. These differences and their possible clinical implications are discussed; further research in the area, including replication, is recommended.

How Do Adolescents Process Advertisements? The Influence of Ad Characteristics, Processing Objective, and Gender.

PubMed

Edens; McCormick

2000-10-01

This study investigates the influences of print advertisements on the affective and cognitive responses of adolescents. Junior and senior high school males (n = 111) and females (n = 84) were randomly assigned to either a low- or high-elaboration condition to process primarily visual and primarily verbal print advertisements. The students then responded to questions measuring three dependent variables-memory of specific facts, inference, and emotional response. Three-way ANOVA results indicated that predominantly visual advertisements elicited memory of more facts, more inferencing, and more intense emotional responses than predominantly verbal ads. In addition, females remembered more facts, made more inferences, reported stronger emotional responses, and detected the explicit claim of the ad more frequently than males. Finally, students in the high-elaboration condition remembered more details than students in the low-elaboration condition. The results are discussed in terms of implications for advertising media literacy. Copyright 2000 Academic Press.

Utah Virtual Lab: JAVA interactivity for teaching science and statistics on line.

PubMed

Malloy, T E; Jensen, G C

2001-05-01

The Utah on-line Virtual Lab is a JAVA program run dynamically off a database. It is embedded in StatCenter (www.psych.utah.edu/learn/statsampler.html), an on-line collection of tools and text for teaching and learning statistics. Instructors author a statistical virtual reality that simulates theories and data in a specific research focus area by defining independent, predictor, and dependent variables and the relations among them. Students work in an on-line virtual environment to discover the principles of this simulated reality: They go to a library, read theoretical overviews and scientific puzzles, and then go to a lab, design a study, collect and analyze data, and write a report. Each student's design and data analysis decisions are computer-graded and recorded in a database; the written research report can be read by the instructor or by other students in peer groups simulating scientific conventions.

Factors related to achievement in sophomore organic chemistry at the University of Arkansas

NASA Astrophysics Data System (ADS)

Lindsay, Harriet Arlene

The purpose of this study was to identify the significant cognitive and non-cognitive variables that related to achievement in the first semester of organic chemistry at the University of Arkansas. Cognitive variables included second semester general chemistry grade, ACT composite score, ACT English, mathematics, reading, and science reasoning subscores, and spatial ability. Non-cognitive variables included anxiety, confidence, effectance motivation, and usefulness. Using a correlation research design, the individual relationships between organic chemistry achievement and each of the cognitive variables and non-cognitive variables were assessed. In addition, the relationships between organic chemistry achievement and combinations of these independent variables were explored. Finally, gender- and instructor-related differences in the relationships between organic chemistry achievement and the independent variables were investigated. The samples consisted of volunteers from the Fall 1999 and Fall 2000 sections of Organic Chemistry I at the University of Arkansas. All students in each section were asked to participate. Data for spatial ability and non-cognitive independent variables were collected using the Purdue Visualization of Rotations test and the modified Fennema-Sherman Attitude Scales. Data for other independent variables, including ACT scores and second semester general chemistry grades, were obtained from the Office of Institutional Research. The dependent variable, organic chemistry achievement, was measured by each student's accumulated points in the course and consisted of scores on quizzes and exams in the lecture section only. These totals were obtained from the lecture instructor at the end of each semester. Pearson correlation and stepwise multiple regression analyses were used to measure the relationships between organic chemistry achievement and the independent variables. Prior performance in chemistry as measured by second semester general chemistry grade was the best indicator of performance in organic chemistry. The importance of other independent variables in explaining organic chemistry achievement varied between instructors. In addition, gender differences were found in the explanations of organic chemistry achievement variance provided by this study. In general, males exhibited stronger correlations between independent variables and organic chemistry achievement than females. The report contains 19 tables detailing the statistical analyses. Suggestions for improved practice and further research are also included

Using a collaborative Mobile Augmented Reality learning application (CoMARLA) to improve Improve Student Learning

NASA Astrophysics Data System (ADS)

Hanafi, Hafizul Fahri bin; Soh Said, Che; Hanee Ariffin, Asma; Azlan Zainuddin, Nur; Samsuddin, Khairulanuar

2016-11-01

This study was carried out to improve student learning in ICT course using a collaborative mobile augmented reality learning application (CoMARLA). This learning application was developed based on the constructivist framework that would engender collaborative learning environment, in which students could learn collaboratively using their mobile phones. The research design was based on the pretest posttest control group design. The dependent variable was students’ learning performance after learning, and the independent variables were learning method and gender. Students’ learning performance before learning was treated as the covariate. The sample of the study comprised 120 non-IT (non-technical) undergraduates, with the mean age of 19.5. They were randomized into two groups, namely the experimental and control group. The experimental group used CoMARLA to learn one of the topics of the ICT Literacy course, namely Computer System; whereas the control group learned using the conventional approach. The research instrument used was a set of multiple-choice questions pertaining to the above topic. Pretesting was carried out before the learning sessions, and posttesting was performed after 6 hours of learning. Using the SPSS, Analysis of Covariance (ANCOVA) was performed on the data. The analysis showed that there were main effects attributed to the learning method and gender. The experimental group outperformed the control group by almost 9%, and male students outstripped their opposite counterparts by as much as 3%. Furthermore, an interaction effect was also observed showing differential performances of male students based on the learning methods, which did not occur among female students. Hence, the tool can be used to help undergraduates learn with greater efficacy when contextualized in an appropriate setting.

Employing Noncognitive Variables to Improve Admissions, and Increase Student Diversity and Retention

ERIC Educational Resources Information Center

Kalsbeek, David; Sandlin, Michele; Sedlacek, William

2013-01-01

Today, a growing number of North American postsecondary institutions are incorporating the use of noncognitive variables into their requirements for a holistic admissions process. Why is there more and more interest in utilizing these nonacademic variables for students who are applying to these institutions? It is all about student success and…

Do self-efficacy and depression predict oral impacts on daily performances across time? A 2-yr follow-up of students in Tanzania.

PubMed

Åstrøm, Anne N; Lie, Stein A; Mbawalla, Hawa

2016-08-01

This study aimed to assess the longitudinal validity of the oral impacts on daily performance (OIDP) and to identify psychosocial determinants, in terms of self-efficacy and depressive symptoms, of the OIDP across time. Following conceptual frameworks of oral health, it was hypothesized that sociodemographic, clinical, and psychosocial factors predict oral impacts across time at both population- averaged and person-specific levels. Whether the effects of sociodemographic and clinical factors were accounted for, totally or in part, by psychosocial factors were also investigated. Self administered questionnaires and oral clinical examinations at baseline (2009) and follow-up (2011) were completed by 1,714 and 727 secondary school students, respectively. Generalized equalized equations and a random intercept model were used to account for the dependency in repeated observations. Mean OIDP change scores were negative (worsened) among those who reported worsened self-reported oral health. Psychosocial, clinical, and sociodemographic factors were independently associated with oral impacts at the population-averaged and person-specific levels. Mediation of sociodemographic and clinical variables according to psychosocial variables was not observed. Satisfactory longitudinal evaluative properties of the OIDP, and independent effects of psychosocial factors on oral impacts across time, were confirmed among secondary school students in Tanzania. © 2016 Eur J Oral Sci.

Poorer verbal working memory for a second language selectively impacts academic achievement in university medical students.

PubMed

Mann, Collette; Canny, Benedict J; Reser, David H; Rajan, Ramesh

2013-01-01

Working memory (WM) is often poorer for a second language (L2). In low noise conditions, people listening to a language other than their first language (L1) may have similar auditory perception skills for that L2 as native listeners, but do worse in high noise conditions, and this has been attributed to the poorer WM for L2. Given that WM is critical for academic success in children and young adults, these speech in noise effects have implications for academic performance where the language of instruction is L2 for a student. We used a well-established Speech-in-Noise task as a verbal WM (vWM) test, and developed a model correlating vWM and measures of English proficiency and/or usage to scholastic outcomes in a multi-faceted assessment medical education program. Significant differences in Speech-Noise Ratio (SNR50) values were observed between medical undergraduates who had learned English before or after five years of age, with the latter group doing worse in the ability to extract whole connected speech in the presence of background multi-talker babble (Student-t tests, p < 0.001). Significant negative correlations were observed between the SNR50 and seven of the nine variables of English usage, learning styles, stress, and musical abilities in a questionnaire administered to the students previously. The remaining two variables, Perceived Stress Scale (PSS) and the Age of Acquisition of English (AoAoE) were significantly positively correlated with the SNR50, showing that those with a poorer capacity to discriminate simple English sentences from noise had learnt English later in life and had higher levels of stress - all characteristics of the international students. Local students exhibited significantly lower SNR50 scores and were significantly younger when they first learnt English. No significant correlation was detected between the SNR50 and the students' Visual/Verbal Learning Style (r = -0.023). Standard multiple regression was carried out to assess the relationship between language proficiency and verbal working memory (SNR50) using 5 variables of L2 proficiency, with the results showing that the variance in SNR50 was significantly predicted by this model (r (2) = 0.335). Hierarchical multiple regression was then used to test the ability of three independent variable measures (SNR50, age of acquisition of English and English proficiency) to predict academic performance as the dependent variable in a factor analysis model which predicted significant performance differences in an assessment requiring communications skills (p = 0.008), but not on a companion assessment requiring knowledge of procedural skills, or other assessments requiring factual knowledge. Thus, impaired vWM for an L2 appears to affect specific communications-based assessments in university medical students.

Knowledge, attitude and social distance practices of young undergraduates towards mental illness in India: A comparative analysis.

PubMed

Shruti, Aggarwal; Singh, Shalini; Kataria, Dinesh

2016-10-01

The success of the current model of psychiatric care depends on de-stigmatization of mental illnesses, highlighting the need for research on perception of mental illnesses. This study compared the knowledge, attitude and social distancing practices of the young undergraduate sub-population towards mental illness. A cross-sectional survey was done using a pretested questionnaire, which in addition to demographic details assessed exposure, knowledge, attitude and social distancing practices for mental illnesses. The study included (N=289; 55% Females; Average age 20.5 years) responses from nearly equal number of students from medical, psychology and other courses. Medical students chiefly attributed mental illness to biological factors while students from other courses perceived mental illness as God's punishment. More medical students believed that mental illnesses can be successfully treated and appeared to have less social distancing from the mentally ill. Males mostly reported stress and brain damage as the causative factors while females attributed mental illnesses to other biological factors. Males were found to be less afraid of a communication with mentally ill and more open to the possibility of marriage with someone suffering from a mental illness. Exposure to information about mental illness led to no significant variation in the studied variables. Thus, demographic variables and the academic course contribute to variations in knowledge and attitude of young adults. Education received by medical students has a positive impact on their attitudes, highlighting the need of introduction of informative awareness measures among other courses as well. Copyright © 2016 Elsevier B.V. All rights reserved.

A structural regression model for relationship between indoor air quality with dissatisfaction of occupants in education environment

NASA Astrophysics Data System (ADS)

Hosseini, Hamid Reza; Yunos, Mohd Yazid Mohd; Ismail, Sumarni; Yaman, Maheran

2017-12-01

This paper analysis the effects of indoor air elements on the dissatisfaction of occupants in education of environments. Tries to find the equation model for increasing the comprehension about these affects and optimizes satisfaction of occupants about indoor environment. Subsequently, increase performance of students, lecturers and staffs. As the method, a satisfaction questionnaire (SQ) and measuring environment elements (MEE) was conducted, 143 respondents at five classrooms, four staff rooms and five lectures rooms were considered. Temperature, air velocity and humidity (TVH) were used as independent variables and dissatisfaction as dependent variable. The hypothesis was tested for significant relationship between variables, and analysis was applied. Results found that indoor air quality presents direct effects on dissatisfaction of occupants and indirect effects on performance and the highest effects fallowed by temperature. These results may help to optimize the quality of efficiency and effectiveness in education environments.

Teachers' and students' work-culture variables associated with positive school outcome.

PubMed

Goldwater, O D; Nutt, R L

1999-01-01

Little is known about the relationship between teachers' family-of-origin variables, impacting their work attitudes and interpersonal skills, and students' academic outcome. This study investigated whether goodness of fit between teachers' and students' backgrounds is associated with subjective grading and objective achievement at school. One hundred one seventh graders and twenty of their teachers completed the Self-Report Family Inventory. Similarity between teachers' and students' work-culture variables was associated with the subjective grading practices of teachers. The self-report data also revealed effective teacher and successful student profiles.

Sleep complaints affecting school performance at different educational levels.

PubMed

Pagel, James F; Kwiatkowski, Carol F

2010-01-01

The clear association between reports of sleep disturbance and poor school performance has been documented for sleepy adolescents. This study extends that research to students outside the adolescent age grouping in an associated school setting (98 middle school students, 67 high school students, and 64 college students). Reported restless legs and periodic limb movements are significantly associated with lower GPA's in junior high students. Consistent with previous studies, daytime sleepiness was the sleep variable most likely to negatively affects high school students. Sleep onset and maintenance insomnia were the reported sleep variables significantly correlated with poorer school performance in college students. This study indicates that different sleep disorder variables negatively affect performance at different age and educational levels.

Nonintellective Variables and Nontraditional College Students: A Domain-Based Investigation of Academic Achievement

ERIC Educational Resources Information Center

Warden, David N; Myers, Charlsie A.

2017-01-01

The relationship between domain-specific nonintellective variables and academic achievement among nontraditional students was explored to address uninvestigated factors and clarify distinctions between nontraditional and traditional student achievement. College students (nontraditional n = 72, traditional n = 67) completed an online survey…

Stress and depression in students: the mediating role of stress management self-efficacy.

PubMed

Sawatzky, Richard G; Ratner, Pamela A; Richardson, Chris G; Washburn, Cheryl; Sudmant, Walter; Mirwaldt, Patricia

2012-01-01

The prevalence of mental health issues appears to be increasing. Stress that leads to depression may be mediated if people believe that they have the wherewithal to manage it. The aim of this study was to examine the extent to which the relationship between adverse stress and depression is mediated by university students' perceived ability to manage their stress. Students were sampled randomly at a Canadian university in 2006 (n = 2,147) and 2008 (n = 2,292). Data about students' stress (1 item), depression (4 items), stress management self-efficacy (4 items), and their demographics were obtained via the online National College Health Assessment survey and analyzed using confirmatory factor analysis and latent variable mediation modeling. Greater stress management self-efficacy was associated with lower depression scores for students whose stress impeded their academic performance, irrespective of their gender and age (total Rdepression = 41%). The relationship between stress and depression was mediated partially by stress management self-efficacy (37% to 55% mediation, depending on the severity of stress). Identifying students with limited stress management self-efficacy and providing them with appropriate supportive services may help them to manage stress and prevent depression.

What I See Is Not Quite the Way It Really Is: Students' Emergent Reasoning about Sampling Variability

ERIC Educational Resources Information Center

Pfannkuch, Maxine; Arnold, Pip; Wild, Chris J.

2015-01-01

Currently, instruction pays little attention to the development of students' sampling variability reasoning in relation to statistical inference. In this paper, we briefly discuss the especially designed sampling variability learning experiences students aged about 15 engaged in as part of a research project. We examine assessment and…

Comparisons of Selected Student and Teacher Variables in All-Girls and Coeducational Physical Education Environments

ERIC Educational Resources Information Center

Derry, Julie A.; Phillips, D. Allen

2004-01-01

The purpose of this study was to investigate selected student and teacher variables and compare the differences between these variables for female students and female teachers in coeducation and single-sex physical education classes. Eighteen female teachers and intact classes were selected; 9 teachers from coeducation and 9 teachers from…

Variables Affecting Secondary School Students' Willingness to Eat Genetically Modified Food Crops

ERIC Educational Resources Information Center

Maes, Jasmien; Bourgonjon, Jeroen; Gheysen, Godelieve; Valcke, Martin

2018-01-01

A large-scale cross-sectional study (N = 4002) was set up to determine Flemish secondary school students' willingness to eat genetically modified food (WTE) and to link students' WTE to previously identified key variables from research on the acceptance of genetic modification (GM). These variables include subjective and objective knowledge about…

Variability in "DIBELS Next" Progress Monitoring Measures for Students at Risk for Reading Difficulties

ERIC Educational Resources Information Center

O'Keeffe, Breda V.; Bundock, Kaitlin; Kladis, Kristin L.; Yan, Rui; Nelson, Kat

2017-01-01

Previous research on curriculum-based measurement of oral reading fluency (CBM ORF) found high levels of variability around the estimates of students' fluency; however, little research has studied the issue of variability specifically with well-designed passage sets and a sample of students who scored below benchmark for the purpose of progress…

Secondary Students' Considerations of Variability in Measurement Activities Based on Authentic Practices

ERIC Educational Resources Information Center

Dierdorp, Adri; Bakker, Arthur; Ben-Zvi, Dani; Makar, Katie

2017-01-01

Measurement activities were designed in this study on the basis of authentic professional practices in which linear regression is used, to study considerations of variability by students in Grade 12 (aged 17-18). The question addressed in this article is: In what ways do secondary students consider variability within these measurement activities?…

Can activity support influence image of a street?

NASA Astrophysics Data System (ADS)

Tamiami Fachrudin, Hilma

2018-03-01

Activity support may affect the formation of the image of a corridor and street. Form, place, and character of activity support in an area will have the function attraction and usefulness of its activities. The aim of this research is to analyze how the influence of activity support on the image of a street, in this case, Dr.Mansyur street which located in front of Universitas Sumatera Utara. Along the street, there are various activities that conducted from morning until evening. The method used is a quantitative method with observation and questionnaire techniques. A population of this study is visitors and students of architecture department from Universitas Sumatera Utara (USU) with sample number is 100 respondents for visitors and 100 respondents for students. Independent variables are activity support factors that consist of the type of activity, form, color, dimension, material, position and lighting. The dependent variable is imageability by [1]. Data were analyzed using logistic regression analysis. The results show that activity support influences image Dr. Mansyur street that has an image as a campus and culinary area and easy to identify.

Self-efficacy: a mediator of smoking behavior and depression among college students.

PubMed

Mee, Susan

2014-01-01

Cigarette smoking is a growing problem among adolescents. This correlational study tested theoretical relationships between the dependent variable (smoking behavior) and the independent variables (depression and smoking resistance self-efficacy) in a convenience sample of 364 college students ages 18 to 21 years recruited from a large urban public college. An a priori mediational model tested the role of smoking resistance self-efficacy as a mediator in the relationship between smoking behavior and depression. Findings showed there was a statistically significant positive relationship between depression and smoking behavior (r = 0.122, p = 0.01). There was a statistically significant negative relationship between smoking resistance self-efficacy and smoking behavior (r = -0.744, p = 0.01). Additionally, smoking resistance self-efficacy was a mediator of the relationship between depression and smoking behavior (beta = -0.757, p = 0.001). This study identifies a need for further theory-driven study of the relation of adolescent depression and smoking behavior. The findings of this study have implications for nursing interventions targeted to both current smokers and smoking initiation prevention programs.

Improving Measurement of Trait Competitiveness: A Rasch Analysis of the Revised Competitiveness Index With Samples From New Zealand and US University Students.

PubMed

Krägeloh, Christian U; Medvedev, Oleg N; Hill, Erin M; Webster, Craig S; Booth, Roger J; Henning, Marcus A

2018-01-01

Measuring competitiveness is necessary to fully understand variables affecting student learning. The 14-item Revised Competitiveness Index has become a widely used measure to assess trait competitiveness. The current study reports on a Rasch analysis to investigate the psychometric properties of the Revised Competitiveness Index and to improve its precision for international comparisons. Students were recruited from medical studies at a university in New Zealand, undergraduate health sciences courses at another New Zealand university, and a psychology undergraduate class at a university in the United States. Rasch model estimate parameters were affected by local dependency and item misfit. Best fit to the Rasch model (χ 2 (20) = 15.86, p = .73, person separation index = .95) was obtained for the Enjoyment of Competition subscale after combining locally dependent items into a subtest and discarding the highly misfitting Item 9. The only modifications required to obtain a suitable fit (χ 2 (25) = 25.81, p = .42, person separation index = .77) for the Contentiousness subscale were a subtest to combine two locally dependent items and splitting this subtest by country to deal with differential item functioning. The results support reliability and internal construct validity of the modified Revised Competitiveness Index. Precision of the measure may be enhanced using the ordinal-to-interval conversion algorithms presented here, allowing the use of parametric statistics without breaking fundamental statistical assumptions.

TIMSS 2011 Student and Teacher Predictors for Mathematics Achievement Explored and Identified via Elastic Net.

PubMed

Yoo, Jin Eun

2018-01-01

A substantial body of research has been conducted on variables relating to students' mathematics achievement with TIMSS. However, most studies have employed conventional statistical methods, and have focused on selected few indicators instead of utilizing hundreds of variables TIMSS provides. This study aimed to find a prediction model for students' mathematics achievement using as many TIMSS student and teacher variables as possible. Elastic net, the selected machine learning technique in this study, takes advantage of both LASSO and ridge in terms of variable selection and multicollinearity, respectively. A logistic regression model was also employed to predict TIMSS 2011 Korean 4th graders' mathematics achievement. Ten-fold cross-validation with mean squared error was employed to determine the elastic net regularization parameter. Among 162 TIMSS variables explored, 12 student and 5 teacher variables were selected in the elastic net model, and the prediction accuracy, sensitivity, and specificity were 76.06, 70.23, and 80.34%, respectively. This study showed that the elastic net method can be successfully applied to educational large-scale data by selecting a subset of variables with reasonable prediction accuracy and finding new variables to predict students' mathematics achievement. Newly found variables via machine learning can shed light on the existing theories from a totally different perspective, which in turn propagates creation of a new theory or complement of existing ones. This study also examined the current scale development convention from a machine learning perspective.

TIMSS 2011 Student and Teacher Predictors for Mathematics Achievement Explored and Identified via Elastic Net

PubMed Central

Yoo, Jin Eun

2018-01-01

A substantial body of research has been conducted on variables relating to students' mathematics achievement with TIMSS. However, most studies have employed conventional statistical methods, and have focused on selected few indicators instead of utilizing hundreds of variables TIMSS provides. This study aimed to find a prediction model for students' mathematics achievement using as many TIMSS student and teacher variables as possible. Elastic net, the selected machine learning technique in this study, takes advantage of both LASSO and ridge in terms of variable selection and multicollinearity, respectively. A logistic regression model was also employed to predict TIMSS 2011 Korean 4th graders' mathematics achievement. Ten-fold cross-validation with mean squared error was employed to determine the elastic net regularization parameter. Among 162 TIMSS variables explored, 12 student and 5 teacher variables were selected in the elastic net model, and the prediction accuracy, sensitivity, and specificity were 76.06, 70.23, and 80.34%, respectively. This study showed that the elastic net method can be successfully applied to educational large-scale data by selecting a subset of variables with reasonable prediction accuracy and finding new variables to predict students' mathematics achievement. Newly found variables via machine learning can shed light on the existing theories from a totally different perspective, which in turn propagates creation of a new theory or complement of existing ones. This study also examined the current scale development convention from a machine learning perspective. PMID:29599736

The Development of a Conceptual Model of Student Satisfaction with Their Experience in Higher Education

ERIC Educational Resources Information Center

Douglas, Jacqueline; McClelland, Robert; Davies, John

2008-01-01

Purpose: The purpose of this paper is to introduce a conceptual model of student satisfaction with their higher education (HE) experience, based on the identification of the variable determinants of student perceived quality and the impact of those variables on student satisfaction and/or dissatisfaction with the overall student experience. The…

Factors Influencing Student Prerequisite Preparation for and Subsequent Performance in College Chemistry Two: A Statistical Investigation

ERIC Educational Resources Information Center

Easter, David C.

2010-01-01

For students entering Chemistry Two following a Chemistry One course, an assessment exam was given and the results were evaluated in combination with other variables to develop a predictive model that forecasts student achievement in the course. Variables considered in the analysis included student major, GPA, classification (student standing:…

Relevance of Student and Contextual School Variables in Explaining a Student's Severity of Violence Experienced

ERIC Educational Resources Information Center

Mooij, Ton

2015-01-01

Teachers conceptualise and interpret violent behaviour of secondary students in different ways. They also differ in their estimates of the relevance of student and contextual school variables when explaining the severity of violence experienced by students. Research can assist here by explicating the role of different types of contextual school…

The association of academic burnout with self-efficacy and quality of learning experience among Iranian students.

PubMed

Charkhabi, Morteza; Azizi Abarghuei, Mohsen; Hayati, Davood

2013-01-01

The present study examines the relationship between academic burnout and quality of learning experience and self-efficacy among undergraduate students. The sample consisted of 233 undergraduate students (106 men and 127 women) who were selected by stratified random sampling method. The participants completed the Quality of Learning Experience Scale, Academic Burnout scale, and General Self-Efficacy scale. This study is particularly interesting in the context of Iran, known for its equality-striving and high-quality educational system. Iranian youth, compared with youth in many other countries, have a lower level of well-being. The antecedents of academic burnout are divided into two categories: internal and external variables. In most studies regarding to the issue, one category is used to predict the dependent variable. However, in this study we utilized both ones; self-efficacy was considered as internal and quality of learning experience was used as an external predictor. Correlation coefficients indicated that all relationships between academic burnout and its components with self-efficacy were statistically significant. Furthermore, academic burnout and all of its components had significant correlations with quality of learning experience. Also, the relationship between resources with emotional exhaustion and professor-student relationship with academic inefficacy were not significant. On the basis of the results, through our research, we will expand academic burnout literature by focusing on its external and internal antecedents. In addition, we conclude with theoretical and practical implications and propose a clear horizon for future researches.

Cardiometabolic risk assessments by body mass index z-score or waist-to-height ratio in a multiethnic sample of sixth-graders.

PubMed

Kahn, Henry S; El ghormli, Laure; Jago, Russell; Foster, Gary D; McMurray, Robert G; Buse, John B; Stadler, Diane D; Treviño, Roberto P; Baranowski, Tom

2014-01-01

Convention defines pediatric adiposity by the body mass index z-score (BMIz) referenced to normative growth charts. Waist-to-height ratio (WHtR) does not depend on sex-and-age references. In the HEALTHY Study enrollment sample, we compared BMIz with WHtR for ability to identify adverse cardiometabolic risk. Among 5,482 sixth-grade students from 42 middle schools, we estimated explanatory variations (R (2)) and standardized beta coefficients of BMIz or WHtR for cardiometabolic risk factors: insulin resistance (HOMA-IR), lipids, blood pressures, and glucose. For each risk outcome variable, we prepared adjusted regression models for four subpopulations stratified by sex and high versus lower fatness. For HOMA-IR, R (2) attributed to BMIz or WHtR was 19%-28% among high-fatness and 8%-13% among lower-fatness students. R (2) for lipid variables was 4%-9% among high-fatness and 2%-7% among lower-fatness students. In the lower-fatness subpopulations, the standardized coefficients for total cholesterol/HDL cholesterol and triglycerides tended to be weaker for BMIz (0.13-0.20) than for WHtR (0.17-0.28). Among high-fatness students, BMIz and WHtR correlated with blood pressures for Hispanics and whites, but not black boys (systolic) or girls (systolic and diastolic). In 11-12 year olds, assessments by WHtR can provide cardiometabolic risk estimates similar to conventional BMIz without requiring reference to a normative growth chart.

Combined Effect of Levels in Personal Self-Regulation and Regulatory Teaching on Meta-Cognitive, on Meta-Motivational, and on Academic Achievement Variables in Undergraduate Students.

PubMed

de la Fuente, Jesús; Sander, Paul; Martínez-Vicente, José M; Vera, Mariano; Garzón, Angélica; Fadda, Salvattore

2017-01-01

The Theory of Self- vs . Externally-Regulated Learning™ (SRL vs. ERL) proposed different types of relationships among levels of variables in Personal Self-Regulation (PSR) and Regulatory Teaching (RT) to predict the meta-cognitive, meta-motivational and -emotional variables of learning, and of Academic Achievement in Higher Education. The aim of this investigation was empirical in order to validate the model of the combined effect of low-medium-high levels in PSR and RT on the dependent variables. For the analysis of combinations, a selected sample of 544 undergraduate students from two Spanish universities was used. Data collection was obtained from validated instruments, in Spanish versions. Using an ex-post-facto design, different Univariate and Multivariate Analyses (3 × 1, 3 × 3, and 4 × 1) were conducted. Results provide evidence for a consistent effect of low-medium-high levels of PSR and of RT, thus giving significant partial confirmation of the proposed rational model. As predicted, (1) the levels of PSR and positively and significantly effected the levels of learning approaches, resilience, engagement, academic confidence, test anxiety, and procedural and attitudinal academic achievement; (2) the most favorable type of interaction was a high level of PSR with a high level RT process. The limitations and implications of these results in the design of effective teaching are analyzed, to improve university teaching-learning processes.

Combined Effect of Levels in Personal Self-Regulation and Regulatory Teaching on Meta-Cognitive, on Meta-Motivational, and on Academic Achievement Variables in Undergraduate Students

PubMed Central

de la Fuente, Jesús; Sander, Paul; Martínez-Vicente, José M.; Vera, Mariano; Garzón, Angélica; Fadda, Salvattore

2017-01-01

The Theory of Self- vs. Externally-Regulated Learning™ (SRL vs. ERL) proposed different types of relationships among levels of variables in Personal Self-Regulation (PSR) and Regulatory Teaching (RT) to predict the meta-cognitive, meta-motivational and -emotional variables of learning, and of Academic Achievement in Higher Education. The aim of this investigation was empirical in order to validate the model of the combined effect of low-medium-high levels in PSR and RT on the dependent variables. For the analysis of combinations, a selected sample of 544 undergraduate students from two Spanish universities was used. Data collection was obtained from validated instruments, in Spanish versions. Using an ex-post-facto design, different Univariate and Multivariate Analyses (3 × 1, 3 × 3, and 4 × 1) were conducted. Results provide evidence for a consistent effect of low-medium-high levels of PSR and of RT, thus giving significant partial confirmation of the proposed rational model. As predicted, (1) the levels of PSR and positively and significantly effected the levels of learning approaches, resilience, engagement, academic confidence, test anxiety, and procedural and attitudinal academic achievement; (2) the most favorable type of interaction was a high level of PSR with a high level RT process. The limitations and implications of these results in the design of effective teaching are analyzed, to improve university teaching-learning processes. PMID:28280473

An examination of predictive variables toward graduation of minority students in science at a selected urban university

NASA Astrophysics Data System (ADS)

Hunter, Evelyn M. Irving

1998-12-01

The purpose of this study was to examine the relationship and predictive power of the variables gender, high school GPA, class rank, SAT scores, ACT scores, and socioeconomic status on the graduation rates of minority college students majoring in the sciences at a selected urban university. Data was examined on these variables as they related to minority students majoring in science. The population consisted of 101 minority college students who had majored in the sciences from 1986 to 1996 at an urban university in the southwestern region of Texas. A non-probability sampling procedure was used in this study. The non-probability sampling procedure in this investigation was incidental sampling technique. A profile sheet was developed to record the information regarding the variables. The composite scores from SAT and ACT testing were used in the study. The dichotomous variables gender and socioeconomic status were dummy coded for analysis. For the gender variable, zero (0) indicated male, and one (1) indicated female. Additionally, zero (0) indicated high SES, and one (1) indicated low SES. Two parametric procedures were used to analyze the data in this investigation. They were the multiple correlation and multiple regression procedures. Multiple correlation is a statistical technique that indicates the relationship between one variable and a combination of two other variables. The variables socioeconomic status and GPA were found to contribute significantly to the graduation rates of minority students majoring in all sciences when combined with chemistry (Hypotheses Two and Four). These variables accounted for 7% and 15% of the respective variance in the graduation rates of minority students in the sciences and in chemistry. Hypotheses One and Three, the predictor variables gender, high school GPA, SAT Total Scores, class rank, and socioeconomic status did not contribute significantly to the graduation rates of minority students in biology and pharmacy.

Visual Observing Manual | aavso.org

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Institute CCD School Videos Student Projects Two Eyes, 3D Variable Star Astronomy H-R Diagram Plotting Student Projects Two Eyes, 3D Variable Star Astronomy H-R Diagram Plotting Activity Reporting Variable

The Impact of Language Ability and Text Variables on Sixth-Grade Students' Comprehension.

ERIC Educational Resources Information Center

Penning, Marge J.; Raphael, Taffy E.

1991-01-01

Examines differences in language ability between normally achieving students and learning-disabled students with reading comprehension problems. Poor comprehending students differed from normal achievers for all language measures and in the manner that reader- and text-related variables predicted comprehension. Results supported the positive role…

Within-Class Variability in Student-Teacher Evaluations: Examples and Problems

ERIC Educational Resources Information Center

Clayson, Dennis E.

2005-01-01

Although student evaluation of instruction has been shown to produce reliable results over class averages, considerable within-class variability exists that has not been investigated. This study looked at examples of student evaluations in which students diametrically differed in their evaluation of the same instructor. Patterns were noted. A…

Social Cognitive Predictors of Interest in Environmental Science: Recommendations for Environmental Educators

ERIC Educational Resources Information Center

Quimby, Julie L.; Seyala, Nazar D.; Wolfson, Jane L.

2007-01-01

The authors examined the influence of social cognitive variables on students' interest in environmental science careers and investigated differences between White and ethnic minority students on several career-related variables. The sample consisted of 161 undergraduate science majors (124 White students, 37 ethnic minority students). Results of…

Effects of Expressive Writing Effects on Disgust and Anxiety in a Subsequent Dissection

NASA Astrophysics Data System (ADS)

Randler, Christoph; Wüst-Ackermann, Peter; im Kampe, Viola Otte; Meyer-Ahrens, Inga H.; Tempel, Benjamin J.; Vollmer, Christian

2015-10-01

Emotions influence motivation and achievement, but negative emotions have rarely been assessed in science education. In this study, we assessed the influence of two different expressive writing assignments on disgust and anxiety in university students prior to the dissection of a trout. We randomly assigned students to one of two expressive writing tasks and measured specific state disgust and state anxiety after writing and after the dissection. Specific state disgust was measured a third time after 3 weeks. One writing task was concerned with the dissection, and the other was related to behavioral experiments with mice. We used two general linear models with repeated measures. In the first model, specific state disgust (pre, post, and follow-up) was used as the dependent repeated measure and experimental group as the independent variable. In the second model, state anxiety was used as the dependent repeated measure (pre, post) with experimental group as the independent variable. The repeated testing showed a highly significant effect of experimental group on the repeated measures of disgust. Writing about worries and emotions concerning the dissection leads to higher disgust scores compared to writing about mice. These higher scores persisted even 3 weeks later in the follow-up test. Concerning anxiety, there was a clear influence of the repeated measure of state anxiety, but anxiety was not influenced by the experimental group. We suggest that positive writing should be used in educational contexts to reduce disgust.

Evidence-based selection process to the Master of Public Health program at Medical University.

PubMed

Panczyk, Mariusz; Juszczyk, Grzegorz; Zarzeka, Aleksander; Samoliński, Łukasz; Belowska, Jarosława; Cieślak, Ilona; Gotlib, Joanna

2017-09-11

Evaluation of the predictive validity of selected sociodemographic factors and admission criteria for Master's studies in Public Health at the Faculty of Health Sciences, Medical University of Warsaw (MUW). For the evaluation purposes recruitment data and learning results of students enrolled between 2008 and 2012 were used (N = 605, average age 22.9 ± 3.01). The predictive analysis was performed using the multiple linear regression method. In the proposed regression model 12 predictors were selected, including: sex, age, professional degree (BA), the Bachelor's studies grade point average (GPA), total score of the preliminary examination broken down into five thematic areas. Depending on the tested model, one of two dependent variables was used: first-year GPA or cumulative GPA in the Master program. The regression model based on the result variable of Master's GPA program was better matched to data in comparison to the model based on the first year GPA (adjusted R 2 0.413 versus 0.476 respectively). The Bachelor's studies GPA and each of the five subtests comprising the test entrance exam were significant predictors of success achieved by a student both after the first year and at the end of the course of studies. Criteria of admissions with total score of MCQs exam and Bachelor's studies GPA can be successfully used for selection of the candidates for Master's degree studies in Public Health. The high predictive validity of the recruitment system confirms the validity of the adopted admission policy at MUW.

The Relation of Self Variables to Transfer Student Success as Measured by Academic, Psychological, and Career Functioning

ERIC Educational Resources Information Center

Ling, Thomson Joseph

2006-01-01

Research has suggested that transfer students experience difficulty in many domains however limited research has examined the variables associated with transfer student success. The present study examined transfer student success using a sample of 163 first-year transfer students at a large mid-Atlantic university. The mean age of the participants…

The Effect of Teacher and Student Characteristics on TIMSS 2011 Mathematics Achievement of Fourth- and Eighth-Grade Students in Turkey

ERIC Educational Resources Information Center

Yalcin, Seher; Demirtasli, Rahime Nükhet; Dibek, Munevver Ilgun; Yavuz, Hatice Cigdem

2017-01-01

This study investigated effect of student- and school-level variables on mathematics achievement of fourth- and eighth-grade students using the Trends in International Mathematics and Science Study (TIMSS) 2011 data of Turkey. The common variables addressed in student and school questionnaires were compared. Due to nested structure of the TIMSS…

Variables Affecting Secondary School Students' Willingness to Eat Genetically Modified Food Crops

NASA Astrophysics Data System (ADS)

Maes, Jasmien; Bourgonjon, Jeroen; Gheysen, Godelieve; Valcke, Martin

2017-04-01

A large-scale cross-sectional study (N = 4002) was set up to determine Flemish secondary school students' willingness to eat genetically modified food (WTE) and to link students' WTE to previously identified key variables from research on the acceptance of genetic modification (GM). These variables include subjective and objective knowledge about genetics and biotechnology, perceived risks and benefits of GM food crops, trust in information from different sources about GM, and food neophobia. Differences between WTE-related variables based on students' grade level, educational track, and gender were analyzed. The students displayed a rather indecisive position toward GM food and scored weakly on a genetics and biotechnology knowledge test. WTE correlated most strongly with perceived benefits and subjective and objective knowledge. The results have clear implications for education, as they reiterate the need to strengthen students' scientific knowledge base and to introduce a GM-related debate at a much earlier stage in their school career.

Variables Affecting Secondary School Students' Willingness to Eat Genetically Modified Food Crops

NASA Astrophysics Data System (ADS)

Maes, Jasmien; Bourgonjon, Jeroen; Gheysen, Godelieve; Valcke, Martin

2018-06-01

A large-scale cross-sectional study ( N = 4002) was set up to determine Flemish secondary school students' willingness to eat genetically modified food (WTE) and to link students' WTE to previously identified key variables from research on the acceptance of genetic modification (GM). These variables include subjective and objective knowledge about genetics and biotechnology, perceived risks and benefits of GM food crops, trust in information from different sources about GM, and food neophobia. Differences between WTE-related variables based on students' grade level, educational track, and gender were analyzed. The students displayed a rather indecisive position toward GM food and scored weakly on a genetics and biotechnology knowledge test. WTE correlated most strongly with perceived benefits and subjective and objective knowledge. The results have clear implications for education, as they reiterate the need to strengthen students' scientific knowledge base and to introduce a GM-related debate at a much earlier stage in their school career.

Comparative Analysis of Results from a Cognitive Emotion Regulation Questionnaire Between International Students from West Asia and Xinjiang College Students in China.

PubMed

Hu, Hongxing; Alsron, Bahargul; Xu, Bin; Hao, Wei

2016-12-25

The Cognitive Emotion Regulation Questionnaire (CERQ) is a cognitive and emotional tool measuring how individuals deal with stressful life events. However differences exist in the results of CERQ among individuals. This study was conducted to investigate the CERQ results and depressive symptoms of students at our university (both local and international students) in order to provide further guidance for psychological interventions. 255 sophomore and junior international students (171 male and 84 female) and 262 sophomore and junior Chinese students (124 male and 138 female) were investigated using CERQ, ASLEC and SDS questionnaires. Results were analyzed using SPSS 16.0. Compared to Chinese students, international students more often used cognitive adjustment methods such as "positive refocusing","re-focus on planning" and "catastrophizing". In regression equations where depression symptoms were used as the dependent variable, "self-blaming" and "catastrophizing"positively contributed to depression symptoms in international students, while"acceptance" was negatively correlated with depression symptoms.In Chinese students, "life events score" and "catastrophizing"were positively correlated withdepression symptoms, while "positive re-evaluating" was negatively correlated with depression symptoms. Among students of different races, positive coping methods were negatively correlated with depression symptoms and could possibly prevent the occurrence of depression, while negative coping methods were positively correlated with depression.Encouraging students to use adaptive coping methods during psychological intervention is an effective way to adjust cognitions and behavior for depression prevention.

Drinking correlates of DSM-IV alcohol use disorder diagnostic orphans in college students.

PubMed

Hagman, Brett T; Cohn, Amy M

2012-01-01

One major limitation of the DSM-IV criteria for alcohol abuse and dependence is that a cluster of individuals who endorse a subthreshold number of dependence criteria and no abuse criteria do not receive a formal diagnosis; despite elevated risk for alcohol-related problems relative to those with an abuse diagnosis. These individuals have been referred to as diagnostic orphans. The primary aim of this study was to examine alcohol use correlates of a group of diagnostic orphans in a sample of 396 nontreatment seeking college students who reported drinking on at least one occasion in the last 90 days. DSM-IV criteria were assessed using a modified version of the Composite International Diagnostic Interview-Substance Abuse Module (CIDI-SAM). Diagnostic orphans represented 34.1% (n = 135) of the original sample who did not receive a formal diagnosis; with the most frequently endorsed dependence criteria being tolerance and drinking larger/longer amounts than intended. Diagnostic orphans reported a range of alcohol-related negative consequences and reported greater frequencies of social and enhancement drinking motives in comparison to coping motives. They were similar to alcohol abusers and dissimilar to those with dependence or those without a diagnosis on alcohol consumption, alcohol problem severity, drinking motives and restraint variables. The present findings indicate that diagnostic orphans in college students represent a distinct group of drinkers who may be at risk for the development of alcohol use disorders and may be in need of intervention, given their similarity to those with an abuse diagnosis. Prevention and intervention efforts across college campuses should target this group to prevent escalation of alcohol problem severity. Copyright © American Academy of Addiction Psychiatry.

Experiential learning in high energy physics: a survey of students at the LHC

NASA Astrophysics Data System (ADS)

Camporesi, Tiziano; Catalano, Gelsomina; Florio, Massimo; Giffoni, Francesco

2017-03-01

More than 36 000 students and post-docs will be involved until 2025 in research at the Large Hadron Collider (LHC) mainly through international collaborations. To what extent they value the skills acquired? Do students expect that their learning experience will have an impact on their professional future? By drawing from earlier literature on experiential learning, we have designed a survey of current and former students at LHC. To quantitatively measure the students’ perceptions, we compare the salary expectations of current students with the assessment of those now employed in different jobs. Survey data are analysed by ordered logistic regression models, which allow multivariate statistical analyses with limited dependent variables. Results suggest that experiential learning at LHC positively correlates with both current and former students’ salary expectations. Those already employed clearly confirm the expectations of current students. At least two not mutually exclusive explanations underlie the results. First, the training at LHC is perceived to provide students valuable skills, which in turn affect the salary expectations; secondly, the LHC research experience per se may act as signal in the labour market. Respondents put a price tag on their learning experience, a ‘LHC salary premium’ ranging from 5% to 12% compared with what they would have expected for their career without such an experience at CERN.

A Multilevel Study of Students in Vietnam: Drinking Motives and Drinking Context as Predictors of Alcohol Consumption

PubMed Central

Diep, Pham Bich; Tan, Frans E. S.; Knibbe, Ronald A.; De Vries, Nanne

2016-01-01

Background: This study used multi-level analysis to estimate which type of factor explains most of the variance in alcohol consumption of Vietnamese students. Methods: Data were collected among 6011 students attending 12 universities/faculties in four provinces in Vietnam. The three most recent drinking occasions were investigated per student, resulting in 12,795 drinking occasions among 4265 drinkers. Students reported on 10 aspects of the drinking context per drinking occasion. A multi-level mixed-effects linear regression model was constructed in which aspects of drinking context composed the first level; the age of students and four drinking motives comprised the second level. The dependent variable was the number of drinks. Results: Of the aspects of context, drinking duration had the strongest association with alcohol consumption while, at the individual level, coping motive had the strongest association. The drinking context characteristics explained more variance than the individual characteristics in alcohol intake per occasion. Conclusions: These findings suggest that, among students in Vietnam, the drinking context explains a larger proportion of the variance in alcohol consumption than the drinking motives. Therefore, measures that reduce the availability of alcohol in specific drinking situations are an essential part of an effective prevention policy. PMID:27420089

The effects of teacher anxiety and modeling on the acquisition of a science teaching skill and concomitant student performance

NASA Astrophysics Data System (ADS)

Koran, John J., Jr.; Koran, Mary Lou

In a study designed to explore the effects of teacher anxiety and modeling on acquisition of a science teaching skill and concomitant student performance, 69 preservice secondary teachers and 295 eighth grade students were randomly assigned to microteaching sessions. Prior to microteaching, teachers were given an anxiety test, then randomly assigned to one of three treatments; a transcript model, a protocol model, or a control condition. Subsequently both teacher and student performance was assessed using written and behavioral measures. Analysis of variance indicated that subjects in the two modeling treatments significantly exceeded performance of control group subjects on all measures of the dependent variable, with the protocol model being generally superior to the transcript model. The differential effects of the modeling treatments were further reflected in student performance. Regression analysis of aptitude-treatment interactions indicated that teacher anxiety scores interacted significantly with instructional treatments, with high anxiety teachers performing best in the protocol modeling treatment. Again, this interaction was reflected in student performance, where students taught by highly anxious teachers performed significantly better when their teachers had received the protocol model. These results were discussed in terms of teacher concerns and a memory model of the effects of anxiety on performance.

Student understanding of control of variables: Deciding whether or not a variable influences the behavior of a system

NASA Astrophysics Data System (ADS)

Boudreaux, Andrew; Shaffer, Peter S.; Heron, Paula R. L.; McDermott, Lillian C.

2008-02-01

The ability of adult students to reason on the basis of the control of variables was the subject of an extended investigation. This paper describes the part of the study that focused on the reasoning required to decide whether or not a given variable influences the behavior of a system. The participants were undergraduates taking introductory Physics and K-8 teachers studying physics and physical science in inservice institutes and workshops. Although most of the students recognized the need to control variables, many had significant difficulty with the underlying reasoning. The results indicate serious shortcomings in the preparation of future scientists and in the education of a scientifically literate citizenry. There are also strong implications for the professional development of teachers, many of whom are expected to teach control of variables to young students.

Toward DSM-V: mapping the alcohol use disorder continuum in college students.

PubMed

Hagman, Brett T; Cohn, Amy M

2011-11-01

The present study examined the dimensionality of DSM-IV Alcohol Use Disorder (AUD) criteria using Item Response Theory (IRT) methods and tested the validity of the proposed DSM-V AUD guidelines in a sample of college students. Participants were 396 college students who reported any alcohol use in the past 90 days and were aged 18 years or older. We conducted factor analyses to determine whether a one- or two-factor model provided a better fit to the AUD criteria. IRT analyses estimated item severity and discrimination parameters for each criterion. Multivariate analyses examined differences among the DSM-V diagnostic cut-off (AUD vs. No AUD) and severity qualifiers (no diagnosis, moderate, severe) across several validating measures of alcohol use. A dominant single-factor model provided the best fit to the AUD criteria. IRT analyses indicated that abuse and dependence criteria were intermixed along the latent continuum. The "legal problems" criterion had the highest severity parameter and the tolerance criterion had the lowest severity parameter. The abuse criterion "social/interpersonal problems" and dependence criterion "activities to obtain alcohol" had the highest discrimination parameter estimates. Multivariate analysis indicated that the DSM-V cut-off point, and severity qualifier groups were distinguishable on several measures of alcohol consumption, drinking consequences, and drinking restraint. Findings suggest that the AUD criteria reflect a latent variable that represents a primary disorder and provide support for the proposed DSM-V AUD criteria in a sample of college students. Continued research in other high-risk samples of college students is needed. Copyright © 2011 Elsevier Ireland Ltd. All rights reserved.

Emotional variables, dropout and academic performance in Spanish nursing students.

PubMed

Roso-Bas, Fátima; Pades Jiménez, Antonia; García-Buades, Esther

2016-02-01

The dropout of university studies is a main concern in many countries, also for Health Sciences degrees. The reviews on dropout in all university degrees as well as nursing generally show multidimensional causes with factors related both to institutional and students' characteristics. Regarding the personal variables of students, researchers have focused on financial, family and personality features. Far less attention has been devoted to emotional variables. This study aims to explore whether individual variables of the emotional domain such as perceived emotional intelligence, dispositional optimism/pessimism and depressive rumination are related and/or can predict students' intention to dropout and academic performance. Using a cross-correlational approach, data were obtained from a sample of 144 nursing students. Students with a pessimistic disposition revealed a greater tendency to drop out. The remaining variables correlated significantly with pessimism but had no predictive value on dropout. Our results suggest that students with low levels of emotional clarity and repair and high depressive rumination have pessimistic expectations, so they are more likely to leave studies. No significant results were found in relation to academic performance. We conclude with an identification of strategies to increase retention and academic success. Copyright © 2015 Elsevier Ltd. All rights reserved.

Eating disorder-specific health-related quality of life and exercise in college females.

PubMed

Cook, Brian J; Hausenblas, Heather A

2011-11-01

Although eating disorder (ED) symptoms result in reduced quality of life (QOL), research is needed to examine variables that influence this relationship. The purpose of our study was to conceptually examine the relationship among ED-specific QOL, ED symptoms, and exercise behavior. Female university students (N = 387) completed ED-specific QOL, exercise behavior, ED symptoms, and exercise dependence symptoms measures. We found support for the beneficial association of psychological QOL on ED symptoms as well as the detrimental association of exercise dependence on ED symptoms. Our results suggest that improvements in psychological aspects of QOL resulting from exercise may mediate ED symptoms when exercise motivations are not pathological. We discuss further research and intervention implications of our findings.

Exploring linguistic correlates of social anxiety in romantic stories.

PubMed

Fernandez, Katya C; Gordon, Elizabeth A; Rodebaugh, Thomas L; Heimberg, Richard G

2016-09-01

The current study used computerized linguistic analysis of stories about either going on a date or taking a walk down a street to examine linguistic correlates of social anxiety in a sample of undergraduate students. In general, linguistic analysis revealed associations of social anxiety with several linguistic variables, including negative emotion, affect, and anxiety words. Participants higher in social anxiety wrote fewer affect words. The relationship between social anxiety and anxiety words depended on gender, whereas the relationship between social anxiety and negative emotion words depended on both gender and the nature of primes (supraliminal vs. subliminal) received. Overall, our findings highlight the potential utility and benefits of using linguistic analysis as another source of information about how individuals higher in social anxiety process romantic stimuli.

The impact of curiosity on learning during a school field trip to the zoo

NASA Astrophysics Data System (ADS)

Carlin, Kerry Ann

1999-11-01

This study was designed to examine (a) differences in cognitive learning as a result of a zoo field trip, (b) if the trip to the zoo had an impact on epistemic curiosity, (c) the role epistemic curiosity plays in learning, (d) the effect of gender, race, prior knowledge and prior visitation to the zoo on learning and epistemic curiosity, (e) participants' affect for the zoo animals, and (f) if prior visitation to the zoo contributes to prior knowledge. Ninety-six fourth and fifth grade children completed curiosity, cognitive, and affective written tests before and after a field trip to the Lowery Park Zoo in Tampa, Florida. The data showed that students were very curious about zoo animals. Dependent T-tests indicated no significant difference between pretest and posttest curiosity levels. The trip did not influence participants' curiosity levels. Multiple regression analysis was used to determine the relationship between the dependent variable, curiosity, and the independent variables, gender, race, prior knowledge, and prior visitation. No significant differences were found. Dependent T-tests indicated no significant difference between pretest and posttest cognitive scores. The field trip to the zoo did not cause an increase in participants' knowledge. However, participants did learn on the trip. After the field trip, participants identified more animals displayed by the zoo than they did before. Also, more animals were identified by species and genus names after the trip than before. These differences were significant (alpha = .05). Multiple regression analysis was used to determine the relationship between the dependent variable, posttest cognitive performance, and the independent variables, curiosity, gender, race, prior knowledge, and prior visitation. A significant difference was found for prior knowledge (alpha = .05). No significant differences were found for the other independent variables. Chi-square tests of significance indicated significant differences (alpha = .05) in preferences for types of animals and preference for animals by gender. Significant differences (alpha = .05) were also found between the reasons why animals were preferred. Differences occurred between animals that were liked and disliked, between genders, and between the pretest and the posttest.

Supporting second grade lower secondary school students’ understanding of linear equation system in two variables using ethnomathematics

NASA Astrophysics Data System (ADS)

Nursyahidah, F.; Saputro, B. A.; Rubowo, M. R.

2018-03-01

The aim of this research is to know the students’ understanding of linear equation system in two variables using Ethnomathematics and to acquire learning trajectory of linear equation system in two variables for the second grade of lower secondary school students. This research used methodology of design research that consists of three phases, there are preliminary design, teaching experiment, and retrospective analysis. Subject of this study is 28 second grade students of Sekolah Menengah Pertama (SMP) 37 Semarang. The result of this research shows that the students’ understanding in linear equation system in two variables can be stimulated by using Ethnomathematics in selling buying tradition in Peterongan traditional market in Central Java as a context. All of strategies and model that was applied by students and also their result discussion shows how construction and contribution of students can help them to understand concept of linear equation system in two variables. All the activities that were done by students produce learning trajectory to gain the goal of learning. Each steps of learning trajectory of students have an important role in understanding the concept from informal to the formal level. Learning trajectory using Ethnomathematics that is produced consist of watching video of selling buying activity in Peterongan traditional market to construct linear equation in two variables, determine the solution of linear equation in two variables, construct model of linear equation system in two variables from contextual problem, and solving a contextual problem related to linear equation system in two variables.

Selected Personality Variables of Students in Single-Sex and Coeducational Residence Halls.

ERIC Educational Resources Information Center

Young, Donna; And Others

Selected personality variables of college students who reside under different living arrangements were studied to determine the effect of student's type of housing, gender, and enrollment classification. A sample of students living in residential halls at Maryville College were administered the Attitude Toward Women Scale (ATWS), the Bem Sex Role…

Investigation of High School Students' Environmental Attitudes in Terms of Some Demographic Variables

ERIC Educational Resources Information Center

Koruoglu, Nergiz; Ugulu, Ilker; Yorek, Nurettin

2015-01-01

Studying individuals and students' attitudes towards environment and factors affecting students to be responsible individuals towards their environment may provide help towards the solution of environmental problems. In this study, it is aimed to evaluate environmental attitudes of high school students in terms of some variables. The sample of the…

Student and Institutional Variables that Affect Time to Degree Completion of Community College Students

ERIC Educational Resources Information Center

Barrett, Iris Killian

2012-01-01

This research study investigated student and institutional variables associated with timely degree completion of the associate degree by community college students. Along with increased community college enrollments, time to degree has also increased. Three years (150% time or six semesters) currently stands as the community college standard for…

Students' Self-Regulation for Interaction with Others in Online Learning Environments

ERIC Educational Resources Information Center

Cho, Moon-Heum; Kim, B. Joon

2013-01-01

The purpose of this study was to explore variables explaining students' self-regulation (SR) for interaction with others, specifically peers and instructors, in online learning environments. A total of 407 students participated in the study. With hierarchical regression model (HRM), several variables were regressed on students' SR for interaction…

Poorer verbal working memory for a second language selectively impacts academic achievement in university medical students

PubMed Central

Canny, Benedict J.; Reser, David H.; Rajan, Ramesh

2013-01-01

Working memory (WM) is often poorer for a second language (L2). In low noise conditions, people listening to a language other than their first language (L1) may have similar auditory perception skills for that L2 as native listeners, but do worse in high noise conditions, and this has been attributed to the poorer WM for L2. Given that WM is critical for academic success in children and young adults, these speech in noise effects have implications for academic performance where the language of instruction is L2 for a student. We used a well-established Speech-in-Noise task as a verbal WM (vWM) test, and developed a model correlating vWM and measures of English proficiency and/or usage to scholastic outcomes in a multi-faceted assessment medical education program. Significant differences in Speech-Noise Ratio (SNR50 ) values were observed between medical undergraduates who had learned English before or after five years of age, with the latter group doing worse in the ability to extract whole connected speech in the presence of background multi-talker babble (Student-t tests, p < 0.001). Significant negative correlations were observed between the SNR50 and seven of the nine variables of English usage, learning styles, stress, and musical abilities in a questionnaire administered to the students previously. The remaining two variables, Perceived Stress Scale (PSS) and the Age of Acquisition of English (AoAoE) were significantly positively correlated with the SNR50 , showing that those with a poorer capacity to discriminate simple English sentences from noise had learnt English later in life and had higher levels of stress – all characteristics of the international students. Local students exhibited significantly lower SNR50 scores and were significantly younger when they first learnt English. No significant correlation was detected between the SNR50 and the students’ Visual/Verbal Learning Style (r = −0.023). Standard multiple regression was carried out to assess the relationship between language proficiency and verbal working memory (SNR50 ) using 5 variables of L2 proficiency, with the results showing that the variance in SNR50 was significantly predicted by this model (r2 = 0.335). Hierarchical multiple regression was then used to test the ability of three independent variable measures (SNR50 , age of acquisition of English and English proficiency) to predict academic performance as the dependent variable in a factor analysis model which predicted significant performance differences in an assessment requiring communications skills (p = 0.008), but not on a companion assessment requiring knowledge of procedural skills, or other assessments requiring factual knowledge. Thus, impaired vWM for an L2 appears to affect specific communications-based assessments in university medical students. PMID:23638357

The Perceived Success of Tutoring Students with Learning Disabilities: Relations to Tutee and Tutoring Variables

ERIC Educational Resources Information Center

Michael, Rinat

2016-01-01

The current study examined the contribution of two types of variables to the perceived success of a tutoring project for college students with learning disabilities (LD): tutoring-related variables (the degree of engagement in different tutoring activities and difficulties encountered during tutoring), and tutee-related variables (learning…

Within-Students Variability in Learning Experiences, and Teachers' Perceptions of Students' Task-Focus

ERIC Educational Resources Information Center

Malmberg, Lars-Erik; Lim, Wee H. T.; Tolvanen, Asko; Nurmi, Jari-Erik

2016-01-01

In order to advance our understanding of educational processes, we present a tutorial of intraindividual variability. An adaptive educational process is characterised by stable (less variability), and a maladaptive process is characterised by instable (more variability) learning experiences from one learning situation to the next. We outline step…

Factors promoting sense of coherence among university students in urban areas of Japan: individual-level social capital, self-efficacy, and mental health.

PubMed

Mato, Mie; Tsukasaki, Keiko

2017-04-01

Sense of coherence (SOC) is a concept that helps to explain the relation between personal intentionality as psychosocial factors and health-related behaviors. Thus, it is essential to enhance SOC when encouraging a healthy lifestyle. However, the factors that promote SOC have not been fully investigated among university students. The objective of this study was to clarify the general resistance resources (GRRs) that may promote the development of the SOC among university students. Therefore, we examined the relationship between SOC and social capital (SC), self-efficacy, and mental health. Participants included 443 students from nine academic departments at eight universities in the Kanto or Kinki metropolitan areas of Japan. Participants completed an anonymous questionnaire. Individual-level cognitive and structural SC, generalized self-efficacy, mental health inventory (from SF-36v2), and SOC were measured. Confirmatory factor analysis using structural equation modeling was conducted to verify the factor structure of the SOC-13 scale. Stepwise multiple regression analysis and two-way layout analysis of variance were performed with SOC as the dependent variable. The factor structure of SOC indicated the optimal model fit in the second-order three-factor model of the 12 items. SOC was predicted by five variables: age, cognitive SC, structural SC, mental health, and self-efficacy. For students from urban areas, SOC was predicted by the interaction between cognitive and structural SC. SOC was significantly related to cognitive SC, structural SC, and self-efficacy as well as mental health in university students from urban areas. Furthermore, the combination of higher-level cognitive SC and higher-level structural SC exerted an inhibitory influence on SOC among students who previously and currently live in urban areas. Therefore, the findings indicated that both cognitive and structural SC as well as self-efficacy may act as GRRs that promote the development of SOC, and similarly, good mental health may promote a strong SOC.

Variables Influencing Credit Card Balances of Students at a Midwestern University

ERIC Educational Resources Information Center

Mattson, Lucretia; Sahlhoff, Kathleen; Blackstone, Judith; Peden, Blaine; Nahm, Abraham Y.

2004-01-01

This research used a Web-based survey of students at a Midwest regional university to measure the extent of credit card use by first-year students and seniors. The results indicate that the variables influencing credit card use and the carrying of a balance from one month to the next include the number of cards held by the student, the student's…

Action Civics for Promoting Civic Development: Main Effects of Program Participation and Differences by Project Characteristics

PubMed Central

Cohen, Alison K.; Littenberg-Tobias, Joshua

2017-01-01

Using both quantitative and qualitative data, this study examined the effect of participating in an action civics intervention, Generation Citizen (GC), on civic commitment, civic self-efficacy, and two forms of civic knowledge. The sample consisted of 617 middle and high schools students in 55 classrooms who participated, or were soon to participate, in Generation Citizen. Hierarchical linear models revealed that participating in Generation Citizen was associated with positive gains in action civics knowledge and civic self-efficacy. Qualitative coding identified three types of project characteristics that captured variability in the action projects student chose to complete: context, content, and contact with decision makers. Interactions between project characteristics and participation in GC revealed differences in civic outcomes depending on project characteristics. PMID:27982470

What Matters When Children Play: Influence of Social Cognitive Theory and Perceived Environment on Levels of Physical Activity Among Elementary-Aged Youth

PubMed Central

Harmon, Brook E.; Nigg, Claudio R.; Long, Camonia; Amato, Katie; Anwar, Mahabub-Ul; Kutchman, Eve; Anthamatten, Peter; Browning, Raymond C.; Brink, Lois; Hill, James O.

2014-01-01

Objectives Social Cognitive Theory (SCT) has often been used as a guide to predict and modify physical activity (PA) behavior. We assessed the ability of commonly investigated SCT variables and perceived school environment variables to predict PA among elementary students. We also examined differences in influences between Hispanic and non-Hispanic students. Design This analysis used baseline data collected from eight schools who participated in a four-year study of a combined school-day curriculum and environmental intervention. Methods Data were collected from 393 students. A 3-step linear regression was used to measure associations between PA level, SCT variables (self-efficacy, social support, enjoyment), and perceived environment variables (schoolyard structures, condition, equipment/supervision). Logistic regression assessed associations between variables and whether students met PA recommendations. Results School and sex explained 6% of the moderate-to-vigorous PA models' variation. SCT variables explained an additional 15% of the models' variation, with much of the model's predictive ability coming from self-efficacy and social support. Sex was more strongly associated with PA level among Hispanic students, while self-efficacy was more strongly associated among non-Hispanic students. Perceived environment variables contributed little to the models. Conclusions Our findings add to the literature on the influences of PA among elementary-aged students. The differences seen in the influence of sex and self-efficacy among non-Hispanic and Hispanic students suggests these are areas where PA interventions could be tailored to improve efficacy. Additional research is needed to understand if different measures of perceived environment or perceptions at different ages may better predict PA. PMID:24772004

Investigating Student Understanding of Control of Variables

NASA Astrophysics Data System (ADS)

Boudreaux, Andrew; Heron, P. R.; Shaffer, P. S.

2006-12-01

The concept of control of variables is fundamental to science. A practical understanding is especially important for science teachers, who must help students design experiments and learn to interpret the results. Findings from an extended study of student and teacher facility with the reasoning underlying control of variables will be reported. This research has involved precollege science teachers, liberal arts physics students, calculus-based introductory physics students, and college science faculty. The results suggest that while most participants are familiar with the idea of controlled experiments, many lack functional skill with the underlying reasoning. Results from interviews and written questions will be used to illustrate specific difficulties.

Hierarchical multiple regression modelling on predictors of behavior and sexual practices at Takoradi Polytechnic, Ghana.

PubMed

Turkson, Anthony Joe; Otchey, James Eric

2015-01-14

Various psychosocial studies on health related lifestyles lay emphasis on the fact that the perception one has of himself as being at risk of HIV/AIDS infection was a necessary condition for preventive behaviors to be adopted. Hierarchical Multiple Regression models was used to examine the relationship between eight independent variables and one dependent variable to isolate predictors which have significant influence on behavior and sexual practices. A Cross-sectional design was used for the study. Structured close-ended interviewer-administered questionnaire was used to collect primary data. Multistage stratified technique was used to sample views from 380 students from Takoradi Polytechnic, Ghana. A Hierarchical multiple regression model was used to ascertain the significance of certain predictors of sexual behavior and practices. The variables that were extracted from the multiple regression were; for the constant; Beta=14.202, t=2.279, p=0.023, variable is significant; for the marital status; Beta=0.092, t=1.996, p<0.05, variable is significant; for the knowledge on AIDs; Beta=0.090, t=1.996, p<0.05, variable is significant; for the attitude towards HIV/AIDs; =0.486, t=10.575, p<0.001, variable is highly significant. Thus, the best fitting model for predicting behavior and sexual practices was a linear combination of the constant, one's marital status, knowledge on HIV/AIDs and Attitude towards HIV/AIDs., Y(Behavior and sexual practies)= Beta0+Beta1(Marital status)+Beta2(Knowledge on HIV/AIDs issues)+Beta3(Attitude towards HIV/AIDs issues) Beta0, Beta1, Beta2 and Beta3 are respectively 14.201, 2.038, 0.148 and 0.486; the higher the better. Attitude and behavior change education on HIV/AIDs should be intensified in the institution so that students could adopt better lifestyles.

Explaining student success in engineering education at Delft University of Technology: a literature synthesis

NASA Astrophysics Data System (ADS)

van den Bogaard, M.

2012-03-01

Student success is among the most widely researched areas in tertiary education. Generalisability of research in this field is problematic due to cultural and structural differences between countries, institutions and programmes where the research is done. Engineering education in the Netherlands has not been studied in depth. In this paper, outcomes of studies done outside and inside engineering and outside and inside the Netherlands are discussed to help understand the complexity of student retention issues. Although generalisation is an issue, there are a number of concepts and variables that surface in many of these studies, including students' background and disposition variables, education attributes, variables concerning educational climate and student behaviour. How these variables are related and how a university can apply the outcomes of research in this field of study are discussed in this paper.

High-School Exit Examinations and the Schooling Decisions of Teenagers: Evidence From Regression-Discontinuity Approaches

PubMed Central

Papay, John P.; Murnane, Richard J.; Willett, John B.

2014-01-01

We examine whether barely failing one or more state-mandated high school exit examinations in Massachusetts affects the probability that students enroll in college. We extend the exit examination literature in two ways. First, we explore longer term effects of failing these tests. We find that barely failing an exit examination, for students on the margin of passing, reduces the probability of college attendance several years after the test. Second, we explore potential interactions that arise because students must pass exit examinations in both mathematics and English language arts in order to graduate from high school. We adopt a variety of regression-discontinuity approaches to address situations where multiple variables assign individuals to a range of treatments; some of these approaches enable us to examine whether the effect of barely failing one examination depends on student performance on the other. We document the range of causal effects estimated by each approach. We argue that each approach presents opportunities and limitations for making causal inferences in such situations and that the choice of approach should match the question of interest. PMID:25606065

Analysis of Student and School Level Variables Related to Mathematics Self-Efficacy Level Based on PISA 2012 Results for China-Shanghai, Turkey, and Greece

ERIC Educational Resources Information Center

Usta, H. Gonca

2016-01-01

This study aims to analyze the student and school level variables that affect students' self-efficacy levels in mathematics in China-Shanghai, Turkey, and Greece based on PISA 2012 results. In line with this purpose, the hierarchical linear regression model (HLM) was employed. The interschool variability is estimated at approximately 17% in…

Explanatory model of emotional-cognitive variables in school mathematics performance: a longitudinal study in primary school.

PubMed

Cerda, Gamal; Pérez, Carlos; Navarro, José I; Aguilar, Manuel; Casas, José A; Aragón, Estíbaliz

2015-01-01

This study tested a structural model of cognitive-emotional explanatory variables to explain performance in mathematics. The predictor variables assessed were related to students' level of development of early mathematical competencies (EMCs), specifically, relational and numerical competencies, predisposition toward mathematics, and the level of logical intelligence in a population of primary school Chilean students (n = 634). This longitudinal study also included the academic performance of the students during a period of 4 years as a variable. The sampled students were initially assessed by means of an Early Numeracy Test, and, subsequently, they were administered a Likert-type scale to measure their predisposition toward mathematics (EPMAT) and a basic test of logical intelligence. The results of these tests were used to analyse the interaction of all the aforementioned variables by means of a structural equations model. This combined interaction model was able to predict 64.3% of the variability of observed performance. Preschool students' performance in EMCs was a strong predictor for achievement in mathematics for students between 8 and 11 years of age. Therefore, this paper highlights the importance of EMCs and the modulating role of predisposition toward mathematics. Also, this paper discusses the educational role of these findings, as well as possible ways to improve negative predispositions toward mathematical tasks in the school domain.

Comparison of Self-Efficacy and Self-Regulation between the Students with School Refusal Behavior (SRB) and the Students without (SRB), and the Relationships of These Variables to Academic Performance

ERIC Educational Resources Information Center

Khanehkeshi, Ali; Ahmedi, Farahnaz Azizi Tas

2013-01-01

The purpose of this study was to compare self-efficacy and self-regulation between the students with SRB and students with NSRB, and the relationship of these variables to academic performance. Using a random stratified sampling technique 60 girl students who had school refusal behavior (SRB) and 60 of students without SRB were selected from 8…

Student-Related Variables as Predictors of Academic Achievement among Some Undergraduate Psychology Students in Barbados

ERIC Educational Resources Information Center

Fayombo, Grace Adebisi

2011-01-01

This study examined some student-related variables (interest in higher education, psychological resilience and study habit) as predictors of academic achievement among 131 (M (mean) = 28.17, SD (standard deviation) = 1.61) first year psychology students in the Introduction to Developmental Psychology class in UWI (The University of the West…

High School Students' Metaphors towards "Climate" Concept According to Gender Variable

ERIC Educational Resources Information Center

Coskun, Mucahit

2010-01-01

This research was carried out to determine the metaphors of high school students towards "climate" concept according to gender variable. A total of 108 students in two high schools in Karabuk City participated in the research in 2009-2010 academic years. The data of the research were gathered from the students' completing the…

The Variables Affecting the Success of Students

ERIC Educational Resources Information Center

Savas, Behsat; Gurel, Ramazan

2014-01-01

The aim of this study is to determine the variables affecting the success of students. This research, which was conducted through the relational screening model, has a sampling of students who were selected from a middle city in Turkey. The schools are classified into three as low, medium and high. A total of 3491 students are selected by using…

Modeling Signal-Noise Processes Supports Student Construction of a Hierarchical Image of Sample

ERIC Educational Resources Information Center

Lehrer, Richard

2017-01-01

Grade 6 (modal age 11) students invented and revised models of the variability generated as each measured the perimeter of a table in their classroom. To construct models, students represented variability as a linear composite of true measure (signal) and multiple sources of random error. Students revised models by developing sampling…

Binge-Drinking and Non-Binge-Drinking Student-Athletes: The Role of Proximal Norms, Negative Expectancies, and Selected Sociodemographic Variables

ERIC Educational Resources Information Center

Lewis, Todd F.; Milroy, Jeffrey; Wyrick, David; Hebard, Stephen P.; Lamberson, Katie A.

2017-01-01

Researchers have identified college student-athletes as a subgroup at risk for heavy drinking and associated consequences. Yet, few studies have examined multiple variables simultaneously to determine which stand out as most robust to explain drinking behavior among student-athletes. Student-athletes from 54 National Collegiate Athletic…

Identifying factors which enhance capacity to engage in clinical education among podiatry practitioners: an action research project.

PubMed

Abey, Sally; Lea, Susan; Callaghan, Lynne; Shaw, Steve; Cotton, Debbie

2015-01-01

Health profession students develop practical skills whilst integrating theory with practice in a real world environment as an important component of their training. Research in the area of practice placements has identified challenges and barriers to the delivery of effective placement learning. However, there has been little research in podiatry and the question of which factors impact upon clinical educators' capacity to engage with the role remains an under-researched area. This paper presents the second phase of an action research project designed to determine the factors that impact upon clinical educators' capacity to engage with the mentorship role. An online survey was developed and podiatry clinical educators recruited through National Health Service (NHS) Trusts. The survey included socio-demographic items, and questions relating to the factors identified as possible variables influencing clinical educator capacity; the latter was assessed using the 'Clinical Educator Capacity to Engage' scale (CECE). Descriptive statistics were used to explore demographic data whilst the relationship between the CECE and socio-demographic factors were examined using inferential statistics in relation to academic profile, career profile and organisation of the placement. The survey response rate was 42 % (n = 66). Multiple linear regression identified four independent variables which explain a significant proportion of the variability of the dependent variable, 'capacity to engage with clinical education', with an adjusted R2 of 0.428. The four variables were: protected mentorship time, clinical educator relationship with university, sign-off responsibility, and volunteer status. The identification of factors that impact upon clinical educators' capacity to engage in mentoring of students has relevance for strategic planning and policy-making with the emphasis upon capacity-building at an individual level, so that the key attitudes and characteristics that are linked with good clinical supervision are preserved.

Effect of addiction to computer games on physical and mental health of female and male students of guidance school in city of isfahan.

PubMed

Zamani, Eshrat; Chashmi, Maliheh; Hedayati, Nasim

2009-01-01

This study aimed to investigate the effects of addiction to computer games on physical and mental health of students. The study population includes all students in the second year of public guidance schools in the city of Isfahan in the educational year of 2009-2010. The sample size includes 564 students selected by multiple steps stratified sampling. Dependent variables include general health in dimensions of physical health, anxiety and sleeplessness and impaired social functioning. Data were collected using General Health Questionnaire (GHQ-28) scale and a questionnaire on addiction to computer games. Pearson's correlation coefficient and structural model were used for data analysis. There was a significant positive correlation between students' computer games addiction and their physical and mental health in dimensions of physical health, anxiety and sleeplessness There was a significant negative relationship between addictions to computer games and impaired social functioning. The results of this study are in agreement with the findings of other studies around the world. As the results show, addiction to computer games affects various dimensions of health and increases physical problems, anxiety and depression, while decreases social functioning disorder.

Effect of Addiction to Computer Games on Physical and Mental Health of Female and Male Students of Guidance School in City of Isfahan

PubMed Central

Zamani, Eshrat; Chashmi, Maliheh; Hedayati, Nasim

2009-01-01

Background: This study aimed to investigate the effects of addiction to computer games on physical and mental health of students. Methods: The study population includes all students in the second year of public guidance schools in the city of Isfahan in the educational year of 2009-2010. The sample size includes 564 students selected by multiple steps stratified sampling. Dependent variables include general health in dimensions of physical health, anxiety and sleeplessness and impaired social functioning. Data were collected using General Health Questionnaire (GHQ-28) scale and a questionnaire on addiction to computer games. Pearson's correlation coefficient and structural model were used for data analysis. Findings: There was a significant positive correlation between students' computer games addiction and their physical and mental health in dimensions of physical health, anxiety and sleeplessness There was a significant negative relationship between addictions to computer games and impaired social functioning. Conclusion: The results of this study are in agreement with the findings of other studies around the world. As the results show, addiction to computer games affects various dimensions of health and increases physical problems, anxiety and depression, while decreases social functioning disorder. PMID:24494091

Comparison of learning models based on mathematics logical intelligence in affective domain

NASA Astrophysics Data System (ADS)

Widayanto, Arif; Pratiwi, Hasih; Mardiyana

2018-04-01

The purpose of this study was to examine the presence or absence of different effects of multiple treatments (used learning models and logical-mathematical intelligence) on the dependent variable (affective domain of mathematics). This research was quasi experimental using 3x3 of factorial design. The population of this research was VIII grade students of junior high school in Karanganyar under the academic year 2017/2018. Data collected in this research was analyzed by two ways analysis of variance with unequal cells using 5% of significance level. The result of the research were as follows: (1) Teaching and learning with model TS lead to better achievement in affective domain than QSH, teaching and learning with model QSH lead to better achievement in affective domain than using DI; (2) Students with high mathematics logical intelligence have better achievement in affective domain than students with low mathematics logical intelligence have; (3) In teaching and learning mathematics using learning model TS, students with moderate mathematics logical intelligence have better achievement in affective domain than using DI; and (4) In teaching and learning mathematics using learning model TS, students with low mathematics logical intelligence have better achievement in affective domain than using QSH and DI.

Developing models to predict 8th grade students' achievement levels on timss science based on opportunity-to-learn variables

NASA Astrophysics Data System (ADS)

Whitford, Melinda M.

Science educational reforms have placed major emphasis on improving science classroom instruction and it is therefore vital to study opportunity-to-learn (OTL) variables related to student science learning experiences and teacher teaching practices. This study will identify relationships between OTL and student science achievement and will identify OTL predictors of students' attainment at various distinct achievement levels (low/intermediate/high/advanced). Specifically, the study (a) address limitations of previous studies by examining a large number of independent and control variables that may impact students' science achievement and (b) it will test hypotheses of structural relations to how the identified predictors and mediating factors impact on student achievement levels. The study will follow a multi-stage and integrated bottom-up and top-down approach to identify predictors of students' achievement levels on standardized tests using TIMSS 2011 dataset. Data mining or pattern recognition, a bottom-up approach will identify the most prevalent association patterns between different student achievement levels and variables related to student science learning experiences, teacher teaching practices and home and school environments. The second stage is a top-down approach, testing structural equation models of relations between the significant predictors and students' achievement levels according.

The dependability of medical students' performance ratings as documented on in-training evaluations.

PubMed

van Barneveld, Christina

2005-03-01

To demonstrate an approach to obtain an unbiased estimate of the dependability of students' performance ratings during training, when the data-collection design includes nesting of student in rater, unbalanced nest sizes, and dependent observations. In 2003, two variance components analyses of in-training evaluation (ITE) report data were conducted using urGENOVA software. In the first analysis, the dependability for the nested and unbalanced data-collection design was calculated. In the second analysis, an approach using multiple generalizability studies was used to obtain an unbiased estimate of the student variance component, resulting in an unbiased estimate of dependability. Results suggested that there is bias in estimates of the dependability of students' performance on ITEs that are attributable to the data-collection design. When the bias was corrected, the results indicated that the dependability of ratings of student performance was almost zero. The combination of the multiple generalizability studies method and the use of specialized software provides an unbiased estimate of the dependability of ratings of student performance on ITE scores for data-collection designs that include nesting of student in rater, unbalanced nest sizes, and dependent observations.

A study to compare traditional and constructivism-based instruction of a high school biology unit on biosystematics

NASA Astrophysics Data System (ADS)

Saigo, Barbara Woodworth

The researcher collaborated with four high school biology teachers who had been involved for 2-1/2 years in a constructivism-based professional development experience that emphasized teaching for conceptual change and using classroom-based inquiry as a basis for making instructional decisions. The researcher and teachers designed a five-day instructional unit on biosystematics using two contrasting approaches, comprising the treatment variable. The "traditional" unit emphasized lecture, written materials, and some laboratory activities. The "constructivist" unit emphasized a specific, inquiry-based, conceptual change strategy and collaborative learning. The study used a quasi-experimental, factorial design to explore impact of instructional approach (the treatment variable) on student performance (the dependent variable) on repeated measures (three) of a biology concept test. Additional independent variables considered were gender, cumulative GPA, and the section in which students were enrolled. Scores on the biology concept test were compiled for the 3 constructivist sections (N = 44) and the 3 traditional sections (N = 42). Analysis of Covariance (ANCOVA) was applied. The main findings in regard to the primary research question were that instructional approach did not have a significant relationship to immediate post test scores or gain, but that one month after instruction students in the constructivist group demonstrated less loss of gain than those in the traditional group; i.e., their longer-term retention was greater. Also, GPA*instructional approach effects were detected for post-post-test gain. GPA and gender were significantly associated with pre-test, post-test, and post-post scores; however, in terms of change (gain) from pre-test to post-test and pre-test to post-post-test, GPA and gender were not significant effects. Section was a significant effect for all three tests, in terms of both score and gain. Gender*section effects were detected for post-test gain and post-post-test scores.

A comparison of students' achievement and attitude as a function of lecture/lab sequencing in a non-science majors introductory biology course

NASA Astrophysics Data System (ADS)

Hurst March, Robin Denise

This investigation compared student achievement and attitudes toward science from three different sequencing approaches used in teaching biology to nonscience students. The three sequencing approaches were the lecture course only, lecture/laboratory courses taken together, and laboratory with previously taken lecture approach. The purposes of this study were to determine if (1) a relationship exists between the Attitude Towards Science in School Assessment (ATSSA) scores (Germann, 1988) and biology achievement, (2) a difference exists among the ATSSA scores and sequencing, (3) a difference exists among the biology achievement scores and sequencing, and (4) the ATSSA is a reliable instrument of science attitude assessment for the undergraduate students in an introductory biology nonmajors laboratory and lecture courses at a research I institution during the fall semester 1996. Fifty-four students comprised the lecture only group, 90 students comprised the lecture and laboratory taken together approach, and 23 students comprised the laboratory only approach. Research questions addressed were (1) What are the differences in student biology achievement as a function of the three different methods of instruction? (2) What are the differences in student attitude towards science as a function of the three different methods of instruction? (3) What is the relationship between post-attitude (ATSSA) and biology achievement for each of the three methods of instruction? An analysis of variance utilized the mean posttest scores on the ATSSA and mean achievement scores as the dependent variables. The independent variables were the three different sequences of enrollment in introductory biology. At the.05 level of significance, it was found that no significant difference existed between the ATTS and laboratory/lecture sequence. At the.05 level of significance, it was found that no significant difference existed between achievement and laboratory/lecture sequence. A Pearson product moment correlation was used to see if a relationship existed between posttest ATSSA scores and achievement totals in each sequence. A significant relationship was noted between the ATSSA and achievement in each sequence that involved a laboratory component.

US Medical Student Performance on the NBME Subject Examination in Internal Medicine: Do Clerkship Sequence and Clerkship Length Matter?

PubMed

Ouyang, Wenli; Cuddy, Monica M; Swanson, David B

2015-09-01

Prior to graduation, US medical students are required to complete clinical clerkship rotations, most commonly in the specialty areas of family medicine, internal medicine, obstetrics and gynecology (ob/gyn), pediatrics, psychiatry, and surgery. Within a school, the sequence in which students complete these clerkships varies. In addition, the length of these rotations varies, both within a school for different clerkships and between schools for the same clerkship. The present study investigated the effects of clerkship sequence and length on performance on the National Board of Medical Examiner's subject examination in internal medicine. The study sample included 16,091 students from 67 US Liaison Committee on Medical Education (LCME)-accredited medical schools who graduated in 2012 or 2013. Student-level measures included first-attempt internal medicine subject examination scores, first-attempt USMLE Step 1 scores, and five dichotomous variables capturing whether or not students completed rotations in family medicine, ob/gyn, pediatrics, psychiatry, and surgery prior to taking the internal medicine rotation. School-level measures included clerkship length and average Step 1 score. Multilevel models with students nested in schools were estimated with internal medicine subject examination scores as the dependent measure. Step 1 scores and the five dichotomous variables were treated as student-level predictors. Internal medicine clerkship length and average Step 1 score were used to predict school-to-school variation in average internal medicine subject examination scores. Completion of rotations in surgery, pediatrics and family medicine prior to taking the internal medicine examination significantly improved scores, with the largest benefit observed for surgery (coefficient = 1.58 points; p value < 0.01); completion of rotations in ob/gyn and psychiatry were unrelated to internal medicine subject examination performance. At the school level, longer internal medicine clerkships were associated with higher scores on the internal medicine examination (coefficient = 0.23 points/week; p value < 0.01). The order in which students complete clinical clerkships and the length of the internal medicine clerkship are associated with their internal medicine subject examination scores. Findings may have implications for curriculum re-design.

Level and potential social-ecological factors associated with physical inactivity and sedentary behavior among Moroccan school-age adolescents: a cross-sectional study.

PubMed

El-Ammari, Abdelghaffar; El Kazdouh, Hicham; Bouftini, Siham; El Fakir, Samira; El Achhab, Youness

2017-05-18

Creating a successful intervention that supports an active lifestyle and prevents sedentary one requires a better understanding of the factors associated with physical inactivity (PI) and sedentary behavior (SB). However, these factors have not been assessed among Moroccan adolescents. This study aimed to determine prevalence of PI and SB and to explore their potential social-ecological associated factors in school-age adolescents. In this cross-sectional study, 764 students (age range, 14-19 years) were enrolled from six schools in Taza city, Morocco. The Global School-based Student Health Survey was used to collect data about variables. We used bivariate and multivariate analyses to assess relations between dependent and independent variables. Overall, the prevalence of PI was 79.5% and SB was 36.5%. Among girls, these rates were higher (87.0 and 39.1%, respectively) than rates shown in boys (70.9 and 33.6%, respectively). In the multivariate logistic regression analysis, PI was associated with the following variables: illiterate father, hunger, suicidal ideation, inadequate vegetable consumption, and absence from physical education classes. Age, inadequate vegetable consumption, and absenteeism were associated with SB. The prevalence of PI and SB is high, especially among girls. Thus, there is an urgent need to implement appropriate interventions to reduce PI and SB levels in secondary school-age adolescents and the associated factors identified can be useful.

Burgers or tofu? Eating between two worlds: risk information seeking and processing during dietary acculturation.

PubMed

Lu, Hang

2015-01-01

This study attempted to examine what factors might motivate Chinese international students, the fastest growing ethnic student group in the United States, to seek and process information about potential health risks from eating American-style food. This goal was accomplished by applying the Risk Information Seeking and Processing (RISP) model to this study. An online 2 (severity: high vs. low) × 2 (coping strategies: present vs. absent) between-subjects experiment was conducted via Qualtrics to evaluate the effects of the manipulated variables on the dependent variables of interest as well as various relationships proposed in the RISP model. A convenience sample of 635 participants was recruited online. Data were analyzed primarily using structural equation modeling (SEM) in AMOS 21.0 with maximum likelihood estimation. The final conceptual model has a good model fit to the data given the sample size. The results showed that although the experimentally manipulated variables failed to cause any significant differences in individuals' perceived severity and self-efficacy, this study largely supported the RISP model's propositions about the sociopsychological factors that explain individual variations in information seeking and processing. More specifically, the findings indicated a prominent role of informational subjective norms and affective responses (both negative and positive emotions) in predicting individuals' information seeking and processing. Future implications and limitations are also discussed.

Alcohol and tobacco use and cognitive-motivational variables in school settings: effects on academic performance in Spanish adolescents.

PubMed

Inglés, Cándido J; Torregrosa, María S; Rodríguez-Marín, Jesús; García del Castillo, José A; Gázquez, José J; García-Fernández, José M; Delgado, Beatriz

2013-01-01

The aim of the present study was to analyze: (a) the relationship between alcohol and tobacco use and academic performance, and (b) the predictive role of psycho-educational factors and alcohol and tobacco abuse on academic performance in a sample of 352 Spanish adolescents from grades 8 to 10 of Compulsory Secondary Education. The Self-Description Questionnaire-II, the Sydney Attribution Scale, and the Achievement Goal Tendencies Questionnaire were administered in order to analyze cognitive-motivational variables. Alcohol and tobacco abuse, sex, and grade retention were also measured using self-reported questions. Academic performance was measured by school records. Frequency analyses and logistic regression analyses were used. Frequency analyses revealed that students who abuse of tobacco and alcohol show a higher rate of poor academic performance. Logistic regression analyses showed that health behaviours, and educational and cognitive-motivational variables exert a different effect on academic performance depending on the academic area analyzed. These results point out that not only academic, but also health variables should be address to improve academic performance in adolescence.

An examination of variables which influence high school students to enroll in an undergraduate engineering or physical science major

NASA Astrophysics Data System (ADS)

Porter, Christopher H.

The purpose of this study was to examine the variables which influence a high school student to enroll in an engineering discipline versus a physical science discipline. Data was collected utilizing the High School Activities, Characteristics, and Influences Survey, which was administered to students who were freshmen in an engineering or physical science major at an institution in the Southeastern United States. A total of 413 students participated in the survey. Collected data were analyzed using descriptive statistics, two-sample Wilcoxon tests, and binomial logistic regression techniques. A total of 29 variables were deemed significant between the general engineering and physical science students. The 29 significant variables were further analyzed to see which have an independent impact on a student to enroll in an undergraduate engineering program, as opposed to an undergraduate physical science program. Four statistically significant variables were found to have an impact on a student's decision to enroll in a engineering undergraduate program versus a physical science program: father's influence, participation in Project Lead the Way, and the subjects of mathematics and physics. Recommendations for theory, policy, and practice were discussed based on the results of the study. This study presented suggestions for developing ways to attract, educate, and move future engineers into the workforce.

Consideration of What May Influence Student Outcomes on Alternate Assessment.

ERIC Educational Resources Information Center

Browder, Diane M.; Fallin, Kathy; Davis, Stephanie; Karvonen, Meagan

2003-01-01

This article describes variables that may influence alternate assessment outcomes for students with disabilities and offers recommendations to enhance student achievement. These variables include technical quality, curriculum access, data collection, instructional effectiveness, risk factors, and resources allocated to instruction. Two of four…

Student Self-Reported Learning Outcomes of Field Trips: The pedagogical impact

NASA Astrophysics Data System (ADS)

Lavie Alon, Nirit; Tal, Tali

2015-05-01

In this study, we used the classification and regression trees (CART) method to draw relationships between student self-reported learning outcomes in 26 field trips to natural environments and various characteristics of the field trip that include variables associated with preparation and pedagogy. We wished to examine the extent to which the preparation for the field trip, its connection to the school curriculum, and the pedagogies used, affect students' self-reported outcomes in three domains: cognitive, affective, and behavioral; and the extent the students' socioeconomic group and the guide's affiliation affect students' reported learning outcomes. Given that most of the field trips were guide-centered, the most important variable that affected the three domains of outcomes was the guide's storytelling. Other variables that showed relationships with self-reported outcomes were physical activity and making connections to everyday life-all of which we defined as pedagogical variables. We found no significant differences in student self-reported outcomes with respect to their socioeconomic group and the guide's organizational affiliation.

The motivations and experiences of students enrolled in online science courses at the community college

NASA Astrophysics Data System (ADS)

Ghosh, Urbi

An important question in online learning involves how to effectively motivate and retain students in science online courses. There is a dearth of research and knowledge about the experiences of students enrolled in online science courses in community colleges which has impeded the proper development and implementation of online courses and retention of students in the online environment. This study sought to provide an understanding of the relationships among each of the following variables: self-efficacy, task value, negative-achievement emotions, self-regulation learning strategies (metacognition), learning strategy (elaboration), and course satisfaction to student's performance (course final grade). Bandura's social-cognitive theory was used as a framework to describe the relationships among students' motivational beliefs (perceived task value, self-efficacy, and self-regulation) and emotions (frustration and boredom) with the dependent variables (elaboration and overall course satisfaction). A mixed-method design was used with a survey instrumentation and student interviews. A variety of science online courses in biology, genetics, astronomy, nutrition, and chemistry were surveyed in two community colleges. Community colleges students (N = 107) completed a questionnaire during enrollment in a variety of online science online courses. Upon course completion, 12 respondents were randomly selected for follow-up in-depth interviews. Multiple regression results from the study indicate perceived task value and self-regulatory learning strategies (metacognition) were as important predictors for students' use of elaboration, while self-efficacy and the number of prior online courses was not significant predictors for students' elaboration when all four predictors were included. Frustration was a significant negative predictor of overall course satisfaction, and boredom unexpectedly emerged as a positive predictor when frustration was also in the model. In addition, the correlations indicated that elaboration and overall course satisfaction were not significantly related to participants' course grade (performance). Furthermore, five major themes emerged from the students' experiences: the role of personal dispositions, academic challenge, self-regulated learning, student communication, and the negative emotions that shaped student experiences. In particular, negative emotions most experienced by students were found to be anxiety, stress, frustration and confusion. In total, results from this study implicate an important role of emotions such as frustration in students' overall course satisfaction and the importance of task value. Students' career aspirations and direct use of the course content were more likely to report greater use of elaboration strategies. Finally, this research also found that students self-regulated their learning in the online environment on a variety of levels.

Identifying student difficulties with basic scientific reasoning skills: An example from control of variables

NASA Astrophysics Data System (ADS)

Boudreaux, Andrew

2006-05-01

Current national and local standards for the science learning of K-12 students emphasize both basic concepts (such as density) and fundamental reasoning skills (such as proportional reasoning, the interpretation of graphs, and the use of control of variables). At Western Washington University (WWU) and the University of Washington (UW), an effort is underway to examine the ability of university students to apply these same concepts and skills. Populations include students in liberal arts physics courses, introductory calculus-based physics courses, and special courses for the preparation of teachers. One focus of the research has been on the idea of control of variables. This topic is studied by students at all levels, from the primary grades, in which the notion of a ``fair test,'' is sometimes used, to university courses. This talk will discuss research tasks in which students are expected to infer from experimental data whether a particular variable influences (i.e., affects) or by itself determines (i.e., predicts) a given result. Student responses will be presented to identify specific difficulties.

What is the perception of biological risk by undergraduate nursing students?

PubMed Central

Moreno-Arroyo, Mª Carmen; Puig-Llobet, Montserrat; Falco-Pegueroles, Anna; Lluch-Canut, Maria Teresa; García, Irma Casas; Roldán-Merino, Juan

2016-01-01

Abstract Objective: to analyze undergraduate nursing students' perception of biological risk and its relationship with their prior practical training. Method: a descriptive cross-sectional study was conducted among undergraduate nursing students enrolled in clinical practice courses in the academic year 2013-2014 at the School of Nursing at the University of Barcelona. Variables: sociodemographic variables, employment, training, clinical experience and other variables related to the assessment of perceived biological risk were collected. Both a newly developed tool and the Dimensional Assessment of Risk Perception at the worker level scale (Escala de Evaluación Dimensional del Riesgo Percibido por el Trabajador, EDRP-T) were used. Statistical analysis: descriptive and univariate analysis were used to identify differences between the perception of biological risk of the EDRP-T scale items and sociodemographic variables. Results: students without prior practical training had weaker perceptions of biological risk compared to students with prior practical training (p=0.05 and p=0.04, respectively). Weaker perceptions of biological risk were found among students with prior work experience. Conclusion: practical training and work experience influence the perception of biological risk among nursing students. PMID:27384468

Dosage variability of topical ocular hypotensive products: a densitometric assessment.

PubMed

Gaynes, Bruce I; Singa, Ramesh M; Cao, Ying

2009-02-01

To ascertain consequence of variability in drop volume obtained from multiuse topical ocular hypotensive products in terms of uniformity of product dosage. Densitometric assessment of drop volume dispensed from 2 alternative bottle positions. All except one product demonstrated a statistically significant difference in drop volume when administered at either a 45-degree or 90-degree bottle angle (Student t test, P<0.001). Product-specific drop volume ranged from a nadir of 22.36 microL to a high of 53.54 microL depending on bottle angle of administration. Deviation in drop dose was directly proportional to variability in drop volume. Variability in per drop dosage was conspicuous among products with a coefficient of variation from 1.49% to 15.91%. In accordance with drop volume, all products demonstrated a statistically significant difference in drop dose at 45-degree versus 90-degree administration angles. Drop volume was found unrelated to drop uniformity (Spearman r=0.01987 and P=0.9463). Variability and lack of uniformity in drop dosage is clearly evident among select ocular hypotensive products and is related to angle of drop administration. Erratic dosage of topical ocular hypotensive therapy may contribute in part to therapeutic failure and/or toxicity.

Relationships among student attitudes, motivation, learning styles, learning strategies, patterns of learning, and achievement: A formative evaluation of distance education via Web-based courses

NASA Astrophysics Data System (ADS)

Shih, Ching-Chun

The World Wide Web (WWW) is the latest in a long line of educational technologies, and the list of courses on it is growing daily. Formative evaluations would help educators enhance teaching and learning in Web-based courses. This study analyzed the relationships between student achievement and the following variables: attitudes, motivation, learning strategies, patterns of learning, learning styles, and selected demographics. It was a population study that included 99 students taking two non-major introductory biology courses offered over the WWW by Iowa State University in the fall of 1997. Seventy-four (75%) students completed a learning style test, an on-line questionnaire, and received a grade by the end of the semester. The learning style test was the Group Embedded Figures Test (GEFT), which classified students as either field-dependent or field-independent. The on-line questionnaire consisted of four scales (attitude, motivation, learning strategies, and patterns of learning), whose pilot-test reliabilities ranged from .71 to .91. The selected demographic variables were gender, class level, previous experience in subject area, hours per week studying and working, computer access, and types of students as off-campus, on-campus, or adult students. Over two-thirds of the students taking the Web-based courses were field-independent learners; however, there were no significant differences (.05 level) in achievement by learning style. Also, different backgrounds of students with different learning styles learned equally well in Web-based courses. The students enjoyed the convenience and self-controlled learning pace and were motivated by competition and high expectations in Web-based learning. They used most the learning strategies of finding important ideas from lectures and memorizing key words of important concepts and least the learning strategy of making charts or tables to organize the material. They seemed more interested in checking their grades than in communicating with the class and instructors via e-mail, discussion netforum or chat netforum. Motivation and learning strategies were the two significant factors that explained more than one-third of student achievement measured by class grade. Educators should assist students in mastering different motivational and learning strategies to help them become self-regulated learners.

Willingness of Firefighting Program Students to Work in Disasters-Turkey.

PubMed

Kaya, Edip; Altintas, Hakan

2018-02-01

Introduction Firefighting is an important profession during disasters. Firefighters are on duty for many vital functions, including fire extinguishing, search and rescue work, and evacuation of disaster victims to a safe zone. In case of a disaster situation, it is vital to have willing personnel to work in disasters. In the literature, type of disaster, individual demographic factors, family factors, and workplace factors have been identified as factors that influence health care personnel's willingness to work during a disaster. However, little is known about firefighters and firefighter candidates' willingness to work in a disaster. Hypothesis/Problem This study was aimed to identify the willingness of civil defense and firefighting program students to work in different disasters after graduation and the factors associated with their willingness. The universe of this descriptive, epidemiological study was 1,116 students of civil defense and firefighting programs in Turkey. They were from 11 different universities. In the research study, a sample was not chosen as it was aimed at reaching the whole universe. A standardized survey form of 58 questions, prepared by researchers, was used to gather data. The rate of participation was 65.5%. Of the students, 82.8% said that after graduation they would like to work in disasters, whereas 16.2% were indecisive. The students were less willing to work in nuclear accidents (42.4%) and epidemic disasters (32.1%). In chi-square analysis, "willingness of students to work in disasters after graduation" (dependent variable) and the independent variables: "university of student," "exercising regularly," "having a hobby related to disaster," "having been educated about disaster," and "being satisfied from the received education" were found statistically significant. When students' willingness to work in disasters after graduation (ref=unwilling) was analyzed with multi-variate analysis, only "university of students" and "having a hobby related to disasters" were found statistically significant. Overall, 16.2% of the students stated that they were indecisive to work in disasters in the future, and 1.0% of them stated that they did not want to work in disasters. Moreover, willingness of students to work in nuclear accident and contagious disease disasters has been found to be lower compared to other disaster types. Kaya E , Altintas H . Willingness of firefighting program students to work in disasters-Turkey. Prehosp Disaster Med. 2018;33(1):13-22.

Describing medical student curiosity across a four year curriculum: An exploratory study.

PubMed

Sternszus, Robert; Saroyan, Alenoush; Steinert, Yvonne

2017-04-01

Intellectual curiosity can be defined as a desire for knowledge that leads to exploratory behavior and consists of an inherent and stable trait (i.e. trait curiosity) and a variable context-dependent state (i.e. state curiosity). Although intellectual curiosity has been considered an important aspect of medical education and practice, its relationship to medical education has not been empirically investigated. The purpose of this exploratory study was to describe medical students' intellectual curiosity across a four-year undergraduate program. We employed a cross-sectional design in which medical students, across a four-year undergraduate program at McGill University, completed the Melbourne Curiosity Inventory as a measure of their state and trait intellectual curiosity. A Mixed Models ANOVA was used to compare students across year of training. Four hundred and two out of 751 students completed the inventory (53.5%). Trait curiosity was significantly higher than state curiosity (M = 64.5, SD = 8.5 versus M = 58.5, SD = 11.6) overall, and within each year of training. This study is the first to describe state and trait intellectual curiosity in undergraduate medical education. Findings suggest that medical students' state curiosity may not be optimally supported and highlight avenues for further research.

The Influence of Student and School Variables on Student Performance on the New Jersey Assessment of Skills and Knowledge in Grade 8

ERIC Educational Resources Information Center

Pereira, Maria A.

2011-01-01

This study examined the strength and the direction of the relationships between student (i.e., socioeconomic status, attendance, and gender) and school variables (i.e., formative assessment usage and ASI classification) found in the extant literature to influence student achievement in language arts and mathematics. Analyses were conducted using…

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…

A spatial analysis of the spread of mumps: the importance of college students and their spring-break-associated travel.

PubMed

Polgreen, P M; Bohnett, L C; Yang, M; Pentella, M A; Cavanaugh, J E

2010-03-01

To characterize the association between county-level risk factors and the incidence of mumps in the 2006 Iowa outbreak, we used generalized linear mixed models with the number of mumps cases per county as the dependent variable. To assess the impact of spring-break travel, we tested for differences in the proportions of mumps cases in three different age groups. In the final multivariable model, the proportion of Iowa's college students per county was positively associated (P<0.0001) with mumps cases, but the number of colleges was negatively associated with cases (P=0.0002). Thus, if the college students in a county were spread among more campuses, this was associated with fewer mumps cases. Finally, we found the proportion of mumps cases in both older and younger persons increased after 1 April (P=0.0029), suggesting that spring-break college travel was associated with the spread of mumps to other age groups.

An explanatory model of maths achievement:Perceived parental involvement and academic motivation.

PubMed

Rodríguez, Susana; Piñeiro, Isabel; Gómez-Taibo, Mª L; Regueiro, Bibiana; Estévez, Iris; Valle, Antonio

2017-05-01

Although numerous studies have tried to explain performance in maths very few have deeply explored the relationship between different variables and how they jointly explain mathematical performance. With a sample of 897 students in 5th and 6th grade in Primary Education and using structural equation modeling (SEM), this study analyzes how the perception of parents’ beliefs is related to children´s beliefs, their involvement in mathematical tasks and their performance. Perceived parental involvement contributes to the motivation of their children in mathematics. Direct supervision of students’ academic work by parents may increase students’ concerns about the image and rating of their children, but not their academic performance. In fact, maths achievement depends directly and positively on the parents’ expectations and children’s maths self-efficacy and negatively on the parents’ help in tasks and performance goal orientation. Perceived parental involvement contributes to children’s motivation in maths essentially conveying confidence in their abilities and showing interest in their progress and schoolwork.

Effects of Classical Background Music on Stress, Anxiety, and Knowledge of Filipino Baccalaureate Nursing Students.

PubMed

Evangelista, Kevin; Macabasag, Romeo Luis A; Capili, Brylle; Castro, Timothy; Danque, Marilee; Evangelista, Hanzel; Rivero, Jenica Ana; Gonong, Michell Katrina; Diño, Michael Joseph; Cajayon, Sharon

2017-10-28

Previous work on the use of background music suggests conflicting results in various psychological, behavioral, and educational measures. This quasi-experiment examined the effect of integrating classical background music during a lecture on stress, anxiety, and knowledge. A total of 42 nursing students participated this study. We utilized independent sample t-test and multivariate analysis of variance to examine the effect of classical background music. Our findings suggest that the presence or absence of classical background music do not affect stress, anxiety, and knowledge scores (Λ = 0.999 F(3, 78) = 0.029, p = 0.993). We provided literature to explain the non-significant result. Although classical music failed to establish a significant influence on the dependent variables, classical background music during lecture hours can be considered a non-threatening stimulus. We recommend follow up studies regarding the role of classical background music in regulating attention control of nursing students during lecture hours.

An Integrated Theatre Production for School Nutrition Promotion Program

PubMed Central

Bush, Robert; Box, Selina; McCallum, David; Khalil, Stephanie

2018-01-01

In the context of stubbornly high childhood obesity rates, health promotion activities in schools provide a potential avenue to improve children’s nutritional behaviours. Theatre production has a rich history as a health behaviour promotion strategy but lacks sound, outcome-based evaluation. This study evaluated the effect of an integrated, two-part, place-based theatre performance program with 212 students in five schools in a regional urban and semi-rural area. The program included a theatre performance and a healthy eating competition. A brief survey assessed student healthy eating knowledge and attitudes at three time points. Nutrition behaviour was measured by scoring the contents of children’s lunch boxes before, during and up to six weeks after the intervention. Statistical analysis tested change over time on five variables (Knowledge, Attitude, Sometimes foods, Everyday foods, Overall lunch box score). Results showed that both components of the integrated program improved nutrition knowledge and that the theatre performance improved children’s healthy eating attitudes. All three lunch box scores peaked after the integrated program and remained significantly higher than baseline at 4–6 weeks follow-up. Interaction effects were identified for school catchment area on four of the five dependent variables. Evaluation of this integrated theatre production program indicates the potential benefit of taking a “super-setting” approach. It demonstrates an effect from students taking home information they had learned and incorporating it into lunch box preparation. It also showed consistent effects for school geographical catchment. This study suggests that, with careful, theory-based design, theatre productions in schools can improve student nutritional activities. PMID:29498690

An Integrated Theatre Production for School Nutrition Promotion Program.

PubMed

Bush, Robert; Capra, Sandra; Box, Selina; McCallum, David; Khalil, Stephanie; Ostini, Remo

2018-03-02

In the context of stubbornly high childhood obesity rates, health promotion activities in schools provide a potential avenue to improve children's nutritional behaviours. Theatre production has a rich history as a health behaviour promotion strategy but lacks sound, outcome-based evaluation. This study evaluated the effect of an integrated, two-part, place-based theatre performance program with 212 students in five schools in a regional urban and semi-rural area. The program included a theatre performance and a healthy eating competition. A brief survey assessed student healthy eating knowledge and attitudes at three time points. Nutrition behaviour was measured by scoring the contents of children's lunch boxes before, during and up to six weeks after the intervention. Statistical analysis tested change over time on five variables (Knowledge, Attitude, Sometimes foods, Everyday foods, Overall lunch box score). Results showed that both components of the integrated program improved nutrition knowledge and that the theatre performance improved children's healthy eating attitudes. All three lunch box scores peaked after the integrated program and remained significantly higher than baseline at 4-6 weeks follow-up. Interaction effects were identified for school catchment area on four of the five dependent variables. Evaluation of this integrated theatre production program indicates the potential benefit of taking a "super-setting" approach. It demonstrates an effect from students taking home information they had learned and incorporating it into lunch box preparation. It also showed consistent effects for school geographical catchment. This study suggests that, with careful, theory-based design, theatre productions in schools can improve student nutritional activities.

Upper-Division Student Difficulties with Separation of Variables

ERIC Educational Resources Information Center

Wilcox, Bethany R.; Pollock, Steven J.

2015-01-01

Separation of variables can be a powerful technique for solving many of the partial differential equations that arise in physics contexts. Upper-division physics students encounter this technique in multiple topical areas including electrostatics and quantum mechanics. To better understand the difficulties students encounter when utilizing the…

A Survey on Turkish Elementary School Students' Environmental Friendly Behaviours and Associated Variables

ERIC Educational Resources Information Center

Alp, Elvan; Ertepinar, Hamide; Tekkaya, Ceren; Yilmaz, Ayhan

2008-01-01

This study investigated elementary school students' environmental knowledge and attitudes, the effects of sociodemographic variables on environmental knowledge and attitudes, and how self-reported environmentally friendly behaviour is related to environmental knowledge, behavioural intentions, environmental affects, and the students' locus of…

Application of pedagogy reflective in statistical methods course and practicum statistical methods

NASA Astrophysics Data System (ADS)

Julie, Hongki

2017-08-01

Subject Elementary Statistics, Statistical Methods and Statistical Methods Practicum aimed to equip students of Mathematics Education about descriptive statistics and inferential statistics. The students' understanding about descriptive and inferential statistics were important for students on Mathematics Education Department, especially for those who took the final task associated with quantitative research. In quantitative research, students were required to be able to present and describe the quantitative data in an appropriate manner, to make conclusions from their quantitative data, and to create relationships between independent and dependent variables were defined in their research. In fact, when students made their final project associated with quantitative research, it was not been rare still met the students making mistakes in the steps of making conclusions and error in choosing the hypothetical testing process. As a result, they got incorrect conclusions. This is a very fatal mistake for those who did the quantitative research. There were some things gained from the implementation of reflective pedagogy on teaching learning process in Statistical Methods and Statistical Methods Practicum courses, namely: 1. Twenty two students passed in this course and and one student did not pass in this course. 2. The value of the most accomplished student was A that was achieved by 18 students. 3. According all students, their critical stance could be developed by them, and they could build a caring for each other through a learning process in this course. 4. All students agreed that through a learning process that they undergo in the course, they can build a caring for each other.

Happy classes make happy students: Classmates' well-being predicts individual student well-being.

PubMed

King, Ronnel B; Datu, Jesus Alfonso

2017-12-01

Student well-being has mostly been studied as an individual phenomenon with little research investigating how the well-being of one's classmates could influence a student's well-being. The aim of the current study was to examine how the aggregate well-being of students who comprise a class could predict students' subsequent well-being (Time 2 well-being) after controlling for the effects of prior well-being (Time 1 well-being) as well as key demographic variables such as gender and age. Two studies among Filipino secondary school students were conducted. In Study 1, 788 students from 21 classes participated; in Study 2, 404 students from 10 classes participated. For Study 1, questionnaires assessing students' life satisfaction, positive affect and negative affect were administered twice seven months apart. For Study 2, the well-being questionnaires were administered twice, three months apart. Hierarchical linear modeling was used with level 1 (Time 1 individual well-being, gender, and age) and level 2 (class well-being) predictors. Results across the two studies provided converging lines of evidence: students who were in classes with higher levels of life satisfaction and positive affect were also more likely to have higher life satisfaction and positive affect at Time 2. The study indicated that the well-being of a student partly depends on the well-being of their classmates providing evidence for the social contagion of well-being in the classroom context. Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Comparative Analysis of Results from a Cognitive Emotion Regulation Questionnaire Between International Students from West Asia and Xinjiang College Students in China

PubMed Central

HU, Hongxing; ALSRON, Bahargul; XU, Bin; HAO, Wei

2016-01-01

Background The Cognitive Emotion Regulation Questionnaire (CERQ) is a cognitive and emotional tool measuring how individuals deal with stressful life events. However differences exist in the results of CERQ among individuals. Objective This study was conducted to investigate the CERQ results and depressive symptoms of students at our university (both local and international students) in order to provide further guidance for psychological interventions. Methods 255 sophomore and junior international students (171 male and 84 female) and 262 sophomore and junior Chinese students (124 male and 138 female) were investigated using CERQ, ASLEC and SDS questionnaires. Results were analyzed using SPSS 16.0. Result Compared to Chinese students, international students more often used cognitive adjustment methods such as “positive refocusing”,“re-focus on planning” and “catastrophizing”. In regression equations where depression symptoms were used as the dependent variable, “self-blaming” and “catastrophizing”positively contributed to depression symptoms in international students, while“acceptance” was negatively correlated with depression symptoms.In Chinese students, “life events score” and “catastrophizing”were positively correlated withdepression symptoms, while “positive re-evaluating” was negatively correlated with depression symptoms. Conclusion Among students of different races, positive coping methods were negatively correlated with depression symptoms and could possibly prevent the occurrence of depression, while negative coping methods were positively correlated with depression.Encouraging students to use adaptive coping methods during psychological intervention is an effective way to adjust cognitions and behavior for depression prevention. PMID:28638209

Haemodialysis, nutritional disorders and hypoglycaemia in critical care.

PubMed

Crespo, Jeiel Carlos Lamonica; Gomes, Vanessa Rossato; Barbosa, Ricardo Luís; Padilha, Katia Grillo; Secoli, Silvia Regina

2017-03-09

This study aimed to determine hypoglycemia incidence and associated factors in critically ill patients. It looked at a retrospective cohort with 106 critically ill adult patients with 48 hours of glycaemic control and 72 hours of follow up. The dependent variable, hypoglycaemia (≤70 mg/dl), was assessed with respect to independent variables: age, diet, insulin, catecholamines, haemodialysis, nursing workload and the Simplified Acute Physiology Score. Statistical analysis was performed using Student's t-test, Fisher's exact test and logistic regression at 5% significance level. Incidence of hypoglycaemia was 14.2%. Hypoglycaemia was higher in the group of patients on catecholamines (p=0.040), with higher glycaemic variability (p<0.001) and death in the intensive care unit (p=0.008). Risk factors were identified as absence of oral diet (OR 5.11; 95% CI 1.04-25.10) and haemodialysis (OR 4.28; 95% CI 1.16-15.76). Patients on haemodialysis and with no oral diet should have their glycaemic control intensified in order to prevent and/or manage hypoglycaemic episodes.

Sleep variability and fatigue in adolescents: Associations with school-related features.

PubMed

Matos, M G; Gaspar, T; Tomé, G; Paiva, T

2016-10-01

This study aims to evaluate the influences of sleep duration and sleep variability (SleepV), upon adolescents' school-related situations. The Health Behaviour in School-Aged Children (HBSC) survey is based on a self-completed questionnaire. The participants were 3164 pupils (53.7% girls), attending the 8th and 10th grades, 14.9 years old, and were inquired about subjective sleep duration during the week and weekends, SleepV, fatigue, difficulties in sleep initiation, school achievement, feelings towards schools, pressure with school work and skipping classes. Multiple regression models used, as dependent variables: (a) school achievement, (b) disliking school, (c) pressure with school work and (d) skipping classes, using as independent variables, each of the remaining school-related variables, fatigue, total sleep duration and difficulties in sleep initiation. The average sleep duration in the week and during weekdays was lower than recommended for these age groups, and almost half of students had high SleepV between weekdays and weekends. A logistic model revealed that the absence of SleepV was associated with lower perception of school work pressure, less frequent skipping classes, more infrequent fatigue and more infrequent difficulties in sleep initiation. Poor sleep quality, SleepV and insufficient sleep duration affected negatively school-related variables. © 2015 International Union of Psychological Science.

[Chemical and behavioural addiction of medical students. Comparative study in Lebanese students].

PubMed

Moaouad, J; Kazour, F; Haddad, R; Rouhayem, J; Chammai, R; Richa, S

2012-12-01

Evaluate chemical and behavioural dependence of medical students, and compare it to a control group (students in non-medical faculties), in order to underline the harmful effect of university on medical students' dependence. A three-part questionnaire was distributed to a sample of 140 medical students at the Saint-Joseph university of Beirut (USJ), and to 140 students in many other USJ faculties, and filled in anonymously. The first part is about demographic criteria and the second and third parts are respectively about chemical and behavioural dependence, based on DSM IV criteria. There is no statistically significant difference between the two studied populations concerning the dependence on alcohol, cannabis, sedatives, opiates, amphetamines, workaholism, gambling and Internet. However, the prevalence of addiction to caffeine, cocaine, nicotine; sexual addiction, and compulsive buying are significantly lower in medical students when compared to the control group. Men, compared to women, did not show significantly higher levels of dependence on chemical substances. Workaholism is not significantly more prevalent in women. Sexual addiction and compulsive buying are not significantly higher in men. However, pathological gambling and Internet addiction are significantly more prevalent in men. Finally, this study does not show a variation in dependence through the years of medical studies. Most studies show that medical students have high levels of dependence on alcohol, opiates and sedatives. The results of our study show greater dependence on caffeine followed by nicotine, alcohol and sedatives. Medical students in our population did not reveal higher dependence rates compared to other university students. Overall, substance addiction in medical students may be related to the stress of medical studies, and easy access to drugs and prescriptions. These factors may be balanced by perfectionist traits, ethical standards and knowledge of adverse effects seen in medical students resulting in more adjusted prevalence of addiction when compared to other university students. The prevalence of chemical and behavioural dependency of medical students is not higher than the other population. Copyright © 2011 L’Encéphale, Paris. Published by Elsevier Masson SAS. All rights reserved.

Predictors of First-Year Sultan Qaboos University Students' Grade Point Average

ERIC Educational Resources Information Center

Alkhausi, Hussain Ali; Al-Yahmadi, Hamad; Al-Kalbani, Muna; Clayton, David; Al-Barwani, Thuwayba; Al-Sulaimani, Humaira; Neisler, Otherine; Khan, Mohammad Athar

2015-01-01

This study investigated predictors of first-year university grade point average (GPA) using academic and nonacademic variables. Data were collected from 1511 Omani students selected conveniently from the population of students entering Sultan Qaboos University (SQU) in Fall 2010. Variables considered in the analysis were general education diploma…

More than Math: On the Affective Domain in Developmental Mathematics

ERIC Educational Resources Information Center

Guy, G. Michael; Cornick, Jonathan; Beckford, Ian

2015-01-01

Students at a large urban community college enrolled in fourteen sections of a developmental algebra class. While cognitive variables are often used to place students, affective characteristics may also influence their success. To explore the impact of affective variables, students took ACT's Engage survey measuring motivation, academic-related…

Time Use and Educational Attainment: A Study of Undergraduate Students.

ERIC Educational Resources Information Center

Etcheverry, Emily J.; And Others

1993-01-01

A Canadian university study of 308 students' time use in academic areas used a model relating variables of social background, social psychological characteristics, time use, and educational attainment. Findings suggested that, taking into account these other variables, the time students spend on academic activities and paid employment has little…

Authentic Leadership and Emotional Intelligence: Predicting Student Success

ERIC Educational Resources Information Center

Jasso, Sonia Lizette

2016-01-01

Student success has been predicted conservatively, using academic, demographic, and economic variables. Since many colleges are feeling the pressure to produce more graduates, student success is at the forefront of all universities. This study looks to find a relationship between traditional and non-traditional variables. The objective of the…

Relations between Representational Consistency, Conceptual Understanding of the Force Concept, and Scientific Reasoning

ERIC Educational Resources Information Center

Nieminen, Pasi; Savinainen, Antti; Viiri, Jouni

2012-01-01

Previous physics education research has raised the question of "hidden variables" behind students' success in learning certain concepts. In the context of the force concept, it has been suggested that students' reasoning ability is one such variable. Strong positive correlations between students' preinstruction scores for reasoning…

Teachers' and Students' Work-Culture Variables Associated with Positive School Outcome.

ERIC Educational Resources Information Center

Goldwater, Orna D.; Nutt, Roberta L.

1999-01-01

Investigates whether goodness of fit between teachers' and students' backgrounds is associated with subjective grading and objective achievement at school. One hundred one seventh graders and twenty of their teachers completed the Self-Report Family Inventory. Similarity between teachers' and students' work-culture variables was associated with…

Students' Evaluation of Teaching, Approaches to Learning, and Academic Achievement

ERIC Educational Resources Information Center

Diseth, Age

2007-01-01

Students' evaluation and perception of the learning environment are considered to be important predictors of students' approaches to learning. These variables may also account for variance in academic outcome, such as in examination grades, but previous research has rarely included a comparison between all of these variables. This article…

How Students Circumvent Problem-Solving Strategies that Require Greater Cognitive Complexity.

ERIC Educational Resources Information Center

Niaz, Mansoor

1996-01-01

Analyzes the great diversity in problem-solving strategies used by students in solving a chemistry problem and discusses the relationship between these variables and different cognitive variables. Concludes that students try to circumvent certain problem-solving strategies by adapting flexible and stylistic innovations that render the cognitive…

Admission Criteria and Other Variables as Predictors of Business Student Graduation

ERIC Educational Resources Information Center

Truell, Allen D.; Woosley, Sherry

2008-01-01

Previous research has largely overlooked discipline specific admission criteria at the undergraduate level and its relationship to student success. Thus, the purpose of this study was to determine if college of business admission criteria and other variables predicted undergraduate college of business student graduation. The specific variables…

Influence of School-Level Variables on Aggression and Associated Attitudes of Middle School Students

ERIC Educational Resources Information Center

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

2011-01-01

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…

Factors affecting student success in a first-year mathematics course: a South African experience

NASA Astrophysics Data System (ADS)

Kizito, Rita; Munyakazi, Justin; Basuayi, Clement

2016-01-01

In spite of sustained efforts tertiary institutions implement to try and improve student academic performance, the number of students succeeding in first-year mathematics courses remains disturbingly low. For most students, the gap between their mathematical capability and the competencies they are expected and need to develop to function effectively in these courses persists even after course instruction. In this study, an instrument for identifying and examining factors affecting student performance and success in a first-year Mathematics university course was developed and administered to 86 students. The overall Cronbach's Alpha coefficient for the questionnaire was found to be 0.916. Having identified variables from prior research known to affect student performance, factor analysis was used to identify variables exhibiting the greatest impact on student performance. The variables included prior academic knowledge, workload, student approaches to learning, assessment, student support teaching quality, methods and resources. From the analysis, students' perceptions of their workload emerged as the factor having the greatest impact on student's performance, followed by the matriculation examination score. The findings are discussed and strategies that can be used to improve teaching and contribute to student success in a first-year mathematics course in a South African context are presented.

Studying Gender Bias in Physics Grading: The role of teaching experience and country

NASA Astrophysics Data System (ADS)

Hofer, Sarah I.

2015-11-01

The existence of gender-STEM (science, technology, engineering, and mathematics) stereotypes has been repeatedly documented. This article examines physics teachers' gender bias in grading and the influence of teaching experience in Switzerland, Austria, and Germany. In a 2 × 2 between-subjects design, with years of teaching experience included as moderating variable, physics teachers (N = 780) from Switzerland, Austria, and Germany graded a fictive student's answer to a physics test question. While the answer was exactly the same for each teacher, only the student's gender and specialization in languages vs. science were manipulated. Specialization was included to gauge the relative strength of potential gender bias effects. Multiple group regression analyses, with the grade that was awarded as the dependent variable, revealed only partial cross-border generalizability of the effect pattern. While the overall results in fact indicated the existence of a consistent and clear gender bias against girls in the first part of physics teachers' careers that disappeared with increasing teaching experience for Swiss teachers, Austrian teachers, and German female teachers, German male teachers showed no gender bias effects at all. The results are discussed regarding their relevance for educational practice and research.

Modifying Self-Blame, Self-Esteem, and Disclosure Through a Cooperative Cross-Age Teaching Intervention for Bullying Among Adolescents.

PubMed

Boulton, Michael J; Boulton, Louise

2017-08-01

Bullying is common among school students, and some victims hold self-blaming attributions, exhibit low self-esteem, and do not seek social support. A wait-list control pre-/post-test experimental design, with random allocation, was used to assess the effects of a novel cross-age teaching of social issues (CATS) intervention on the latter 3 variables among peer-identified victims of bullying (N = 41, mean age = 14.5 years). In small cooperative groups of classmates, participants designed and delivered a lesson to younger students that informed them that bullies not victims are in the wrong, victims have no reason to feel bad about themselves, and that seeking help can be beneficial. CATS led to a significant improvement on all 3 dependent variables with mostly large effect sizes; these positive effects were even stronger with a bigger dose of intervention (6 hr vs. 4 hr), and changes in self-blame, and separately changes in self-esteem, mediated the positive effect of the intervention on help-seeking. The theoretical and practical implications of these results were discussed, especially in terms of supporting a highly vulnerable subgroup of adolescents.

Gender Differences in Sexual Behaviors in Korean Adolescents.

PubMed

Hong, Eunyoung; Kang, Youngmi

The purposes of this study were to identify whether there are gender differences in sexual behaviors among Korean adolescents and to explore the factors that influence safe sex practices across both sexes. A secondary analysis was conducted using nationally representative data obtained from the 2014 Youth Risk Behavior Web-based Survey. Sample consisted of 3,210 adolescents who had experience of sexual intercourse. The dependent variable in this study was practicing safe sex. The independent variables included a range of individual, family, and school factors. Female adolescents were less likely to practice safe sex (i.e., always using a condom). Individual (smoking, no drinking before sexual intercourse), family (living with parents, higher allowance per week) and school factors (non-coeducational school students, had received school-based sex education) were significant predictors of practicing safe sex in males. In contrast, family (lower economic status) and school factors (middle school students) predicted practicing safe sex among female adolescents. We demonstrated that gender plays an important role in the sexual behavior of adolescents. The findings of this study indicate a need to design and implement gender-specific interventions. Copyright © 2017 Elsevier Inc. All rights reserved.

Determining Directional Dependency in Causal Associations

PubMed Central

Pornprasertmanit, Sunthud; Little, Todd D.

2014-01-01

Directional dependency is a method to determine the likely causal direction of effect between two variables. This article aims to critique and improve upon the use of directional dependency as a technique to infer causal associations. We comment on several issues raised by von Eye and DeShon (2012), including: encouraging the use of the signs of skewness and excessive kurtosis of both variables, discouraging the use of D’Agostino’s K2, and encouraging the use of directional dependency to compare variables only within time points. We offer improved steps for determining directional dependency that fix the problems we note. Next, we discuss how to integrate directional dependency into longitudinal data analysis with two variables. We also examine the accuracy of directional dependency evaluations when several regression assumptions are violated. Directional dependency can suggest the direction of a relation if (a) the regression error in population is normal, (b) an unobserved explanatory variable correlates with any variables equal to or less than .2, (c) a curvilinear relation between both variables is not strong (standardized regression coefficient ≤ .2), (d) there are no bivariate outliers, and (e) both variables are continuous. PMID:24683282

Student engagement in interprofessional working in practice placement settings.

PubMed

Pollard, Katherine

2009-10-01

. To investigate the nature of student engagement in interprofessional interaction while on placement. Due to continuing emphasis on improving interprofessional collaboration, UK educational establishments are required to offer pre-qualifying health and social care students interprofessional education in order that they acquire relevant competencies. However, few formal interprofessional education initiatives occur in practice settings and little is known about pre-qualifying students' non-formal learning about interprofessional issues while on placement. From 2003-2005 an English Faculty of Health and Social Care conducted a qualitative study to explore opportunities for interprofessional learning and working available to students in practice placement settings. Case studies were conducted in a coronary care ward, a medical ward for older patients, a maternity unit, a paediatric unit, an integrated community learning disabilities team and a residential facility for adults with challenging behaviour. Gaining access was complex, due to variable student timetables and UK research governance requirements. Sites were therefore selected according to geographical area and timing of student placements. Details of interprofessional interaction (formal and informal) were observed and recorded. Interviews were conducted with a convenience sample of 20 practitioners and 15 students. Data were analysed thematically. Student experience varied considerably. Contributing factors included the influence of doctors and differing professional cultures; mentors' support for student engagement in interprofessional working; and individual students' confidence levels. Most sites were managed by nurses and some senior nurses were proactive in involving students interprofessionally. However, many students lacked systematic support for interprofessional engagement. Students lack parity of experience concerning interprofessional activity on placement. Where they do not have systematic support, their engagement depends mainly on their own confidence. Senior nurses are ideally placed to promote environments where students can develop interprofessional competencies through systematic interprofessional engagement.

Home Variables as Correlates of Senior Secondary Students' Achievement in History

ERIC Educational Resources Information Center

Osokoya, Israel O.

2005-01-01

This study examined eight home environmental variables as they predict students' academic attainment in history. The variables considered included warmth and democracy in the home, interactions between parents and children, the language of communication at home, relations between the parents, parents' aspirations for the children's education,…

Affective Variables Indicating Success for Compensatory Education Projects.

ERIC Educational Resources Information Center

Cavin, Alonzo; And Others

This document is a study of the importance of affective variables and the implications of these variables in student success or failure. A 28 item questionnaire was administered to 30 college students enrolled in a compensatory education program. The questionnaire assessed attitudes toward professors, administrators, peers, toward relevance of…

Against Conventional Wisdom: Factors Influencing Hispanic Students' Reading Achievement

ERIC Educational Resources Information Center

Percell, Jay C.; Kaufman, Kristina

2013-01-01

The researchers performed a variable analysis of the 2002 Educational Longitudinal Study data investigating factors that influence students' reading scores on standardized tests. Hispanic and non-Hispanic Scores were analyzed and controlling variables were compared to determine the effect of each on both populations. Certain variables commonly…

An Examination of Secondary School Students' Academic Achievement in Science Course and Achievement Scores in Performance Assignments with Regard to Different Variables: A Boarding School Example

ERIC Educational Resources Information Center

Bozdogan, Aykut Emre; Günaydin, Esra; Okur, Alperen

2014-01-01

The aim of the study is to explore the academic achievement and performance tasks of students studying in a regional primary boarding school in science course with regard to different variables. The study was carried out via survey method and total 96 students, 57 of them boarding students and 39 of them non-boarding students studying in the 5th,…

a Latent Variable Path Analysis Model of Secondary Physics Enrollments in New York State.

NASA Astrophysics Data System (ADS)

Sobolewski, Stanley John

The Percentage of Enrollment in Physics (PEP) at the secondary level nationally has been approximately 20% for the past few decades. For a more scientifically literate citizenry as well as specialists to continue scientific research and development, it is desirable that more students enroll in physics. Some of the predictor variables for physics enrollment and physics achievement that have been identified previously includes a community's socioeconomic status, the availability of physics, the sex of the student, the curriculum, as well as teacher and student data. This study isolated and identified predictor variables for PEP of secondary schools in New York. Data gathered by the State Education Department for the 1990-1991 school year was used. The source of this data included surveys completed by teachers and administrators on student characteristics and school facilities. A data analysis similar to that done by Bryant (1974) was conducted to determine if the relationships between a set of predictor variables related to physics enrollment had changed in the past 20 years. Variables which were isolated included: community, facilities, teacher experience, number of type of science courses, school size and school science facilities. When these variables were isolated, latent variable path diagrams were proposed and verified by the Linear Structural Relations computer modeling program (LISREL). These diagrams differed from those developed by Bryant in that there were more manifest variables used which included achievement scores in the form of Regents exam results. Two criterion variables were used, percentage of students enrolled in physics (PEP) and percent of students enrolled passing the Regents physics exam (PPP). The first model treated school and community level variables as exogenous while the second model treated only the community level variables as exogenous. The goodness of fit indices for the models was 0.77 for the first model and 0.83 for the second model. No dramatic differences were found between the relationship of predictor variables to physics enrollment in 1972 and 1991. New models indicated that smaller school size, enrollment in previous science and math courses and other school variables were more related to high enrollment rather than achievement. Exogenous variables such as community size were related to achievement. It was shown that achievement and enrollment were related to a different set of predictor variables.

Mathematics Anxiety in College Students in Costa Rica and Their Relatonship with Academic Achievement and Socio-Demographic Variables

ERIC Educational Resources Information Center

Delgado Monge, Islande C.; Espinoza González, Johan; Fonseca Castro, Jennifer

2017-01-01

The study tried to determine the relationship between mathematics anxiety and the variables of gender, academic achievement, number of times students have taken the course and type of school in students taking the course MAT-001 General Mathematics of the National University of Costa Rica. To that end, a purposive sample of 472 students of such…

A Structural Examination of Academic Integration, Perceived Stress, Academic Performance, and Goal Commitment from an Elaborated Model of Adult Student Persistence.

ERIC Educational Resources Information Center

Sandler, Martin E.

The effects of selected variables on the academic persistence of adult students were examined in a study of a random sample of 469 adult students aged 24 years or older enrolled in a four-year college. The survey questionnaire, the Adult Student Experiences Survey, collected data regarding 12 endogenous variables and 13 exogenous variables…

Teacher Efficacy in Student Engagement, Instructional Management, Student Stressors, and Burnout: A Theoretical Model Using In-Class Variables to Predict Teachers' Intent-to-Leave

ERIC Educational Resources Information Center

Martin, Nancy K.; Sass, Daniel A.; Schmitt, Thomas A.

2012-01-01

The models presented here posit a complex relationship between efficacy in student engagement and intent-to-leave that is mediated by in-class variables of instructional management, student behavior stressors, aspects of burnout, and job satisfaction. Using data collected from 631 teachers, analyses provided support for the two models that…

An Examination of Fifth Grade Students' Attitudes towards Social Studies Course in Terms of Severable Variables

ERIC Educational Resources Information Center

Ilgaz, Selçuk

2018-01-01

The aim of this research is to investigate the 5th grade students' attitude towards social studies course regarding several variables. The population of the study consisted of 4435 fifth grade students studying in public schools in Malatya, Yesilyurt. The sample group consisted of 362 students from 10 schools in the same district. The data used in…

Increasing the understanding of chemical concepts: The effectiveness of multiple exposures

NASA Astrophysics Data System (ADS)

Bius, Janet H.

Chemistry is difficult because it has multilevels of knowledge with each level presenting challenges in vocabulary, abstract thinking, and symbolic language. Students have to be able to transfer between levels to understand the concepts and the theoretical models of chemistry. The cognitive theories of constructivism and cognitive-load theory are used to explain the difficulties novice learners have with the subject of chemistry and methods to increase success for students. The relationship between external representations, misconceptions and topics on the success of students are addressed. If students do not know the formalisms associated with chemical diagrams and graphs, the representations will decrease student success. Misconceptions can be formed when new information is interpreted based on pre-existing knowledge that is faulty. Topics with large amount of interacting elements that must be processed simultaneously are considered difficult to understand. New variables were created to measure the number of times a student is exposed to a chemical concept. Each variable was coded according to topic and learning environment, which are the lecture and laboratory components of the course, homework assignments and textbook examples. The exposure variables are used to measure the success rate of students on similar exam questions. Question difficulty scales were adapted for this project from those found in the chemical education literature. The exposure variables were tested on each level of the difficulty scales to determine their effect at decreasing the cognitive demand of these questions. The subjects of this study were freshmen science majors at a large Midwest university. The effects of the difficulty scales and exposure variables were measured for those students whose exam scores were in the upper one-fourth percentile, for students whose test scores were in the middle one-half percentile, and the lower one-fourth percentile are those students that scored the lowest on the exam. The most difficult for all three percentiles were the topics of acid/base equilibria and aqueous equilibria. The exposure variables of recall and algorithmic homework increased student success for all percentiles. Students perform better on exam questions when they understand the terminology and symbolic representations of a topic.

Asynchronous interaction, online technologies self-efficacy and self-regulated learning as predictors of academic achievement in an online class

NASA Astrophysics Data System (ADS)

McGhee, Rosie M. Hector

This research is a correlational study of the relationship among the independent variables: asynchronous interaction, online technologies self-efficacy, and self-regulated learning, and the dependent variable; academic achievement. This study involves an online computer literacy course at a local community college. Very little research exists on the relationship among asynchronous interaction, online technologies self-efficacy and self-regulated learning on predicting academic achievement in an online class. Liu (2008), in his study on student interaction in online courses, concluded that student interaction is a complex issue that needs more research to increase our understanding as it relates to distance education. The purpose of this study was to examine the relationships between asynchronous interaction, online technologies self-efficacy, self-regulated learning and academic achievement in an online computer literacy class at a community college. The researcher used quantitative methods to obtain and analyze data on the relationships among the variables during the summer 2010 semester. Forty-five community college students completed three web-based self-reporting instruments: (a) the GVU 10th WWW User Survey Questionnaire, (b) the Online Technologies Self-Efficacy Survey, and (c) selected items from the Motivated Strategies for Learning Questionnaire. Additional data was obtained from asynchronous discussions posted on Blackboard(TM) Learning Management System. The results of this study found that there were statistically significant relationships between asynchronous interaction and academic achievement (r = .55, p < .05) and between online technologies self-efficacy and academic achievement (r = .50, p < .05). However, there were low correlations between self-regulated learning and academic achievement ( r = -.02, p < .05). The results of this study reflect the constructivist tenants that the student is at the center of the learning experience. Driscoll (2005) said constructivist pedagogy sees the learner as an active participant in their learning experience rather than a passive vessel to be filled with information. This study is beneficial to theorists, administrators, leaders, online instructors, online course designers, faculty, students and others who are concerned about predictors for online students' success. Also, it serves as a foundation for future research and provides valuable information for educators interested in taking online teaching and learning to the next level.

The Effect of Task Instructions on Students' Use of Repetition in Argumentative Discourse

NASA Astrophysics Data System (ADS)

Gilabert, Sandra; Garcia-Mila, Merce; Felton, Mark K.

2013-11-01

The reasoning belief of argumentum ad nauseam assumes that when someone repeats something often enough, he or she becomes more convincing. The present paper analyses the use of this strategy by seventh-grade students in an argumentation task. Sixty-five students (mean age: 12.2, SD = 0.4) from a public school in a mid-sized urban environment took part in the study. The students were asked to either argue to convince an opposing partner or argue to reach consensus with an opposing partner on three dilemmas that dealt with energy sources. Data were gathered according to a between-groups design that included one independent variable (argumentative goal: to convince vs. to reach consensus) and one dependent variable (the degree of argumentative repetitions). We predicted that in the condition to convince their partner, the students would use the repetition strategy more often in their attempts to be persuasive. Our findings show that the mean number of argumentative repetitions was significantly higher for the persuasion group for both of the most frequent argumentative structures (claim and claim data). The mean percentage of repeated claims for the persuasion condition was 86.2 vs. 69.0 for the consensus condition. For the claim data, the mean percentage for the persuasion group was 35.2 vs. 24.3 for the consensus group. Also, students in the persuasion group tended to repeat one idea many times rather than repeating many ideas a few times within the same argumentative structure. The results of our study support the hypothesis that the goal of the argumentative task mediates argumentative discourse and, more concretely, the rate of repetitions and the conceptual diversity of the statements. These differences in rates of repetition and conceptual diversity are related to the amount of learning produced by the instructional goal. We apply Mercer's idea that not all classroom argumentation tasks promote learning equally.

Sociocultural Determinants of Tobacco Smoking Initiation among University Students in Bucaramanga, Colombia, 2012.

PubMed

Afanador, Laura Del Pilar Cadena; Radi, Daniel Sebastián Salazar; Pinto, Luis Enrique Vásquez; Pinzón, Cristian Eduardo Pérez; Carreño, Manuel Felipe Castro

2014-09-01

Tobacco smoking is the leading cause of preventable mortality. The prevalence of smoking in adolescents in high schools ranges from 23.5% to 41%, respectively. In Colombia, these figures are similar and students entering the University are exposed to initiate smoking. The purpose of this study was to establish the determinants associated with the initiation of tobacco smoking among university students. A case-control paired by sex and age study design was used. The study population was the students of a private university of Bucaramanga, Santander, Colombia. The final sample consisted of 167 cases and 314 controls randomly select undergraduate university students. Data analysis was performed using a Logistic regression model adjusted by gender and age; using the initiation of tobacco smoking as the dependent variable, and as independent variables relationship with parents, history of parental smoking, university social environment, being away from hometown, steady girlfriend/boyfriend who smokes, alcohol consumption, physical activity, and Francis Score. THE SOCIAL ENVIRONMENT (ODDS RATIO [OR]: 32.70, 7.40-144.55), being away from hometown (OR: 3.06, 1.55-6.07), history of steady girlfriend/boyfriend who smoke (OR: 2.87, 1.43-5.76), a bad relationship with the father (OR: 8.01, 2.01-31.83), history of tobacco consumption of the mother (OR: 2.66, 1.37-5.17) and alcohol consumption (OR: 4.79, 1.91-12.00) appeared as determinants of initiation of tobacco smoking. As protector factors we found media advertisement (OR: 0.19, 0.05-0.71), light physical activity 2-3 times a week (OR: 0.33, 0.12-0.88), and a high result in Francis score (OR: 0.95, 0.919-0.99). University efforts for tobacco-free policies should focus on preventive advertisement, promoting physical activity and awareness among young students of social environmental factors that could influence their decision to start smoking tobacco.

The effect of the Alabama Mathematics, Science, and Technology Initiative (AMSTI) on middle school students' scores in mathematics and science

NASA Astrophysics Data System (ADS)

Ramey, Toni Boyd

The purpose of this study was to determine whether the application of the Alabama Mathematics, Science, and Technology Initiative (AMSTI) program in middle schools reduced the gaps found between students' CRT scores; specifically, did the gaps found in the CRT scores within the respective subgroups race, gender, SES, and special/regular education narrow? The subject areas considered by this study were mathematics and science. Student-level data were collected and examined for longitudinal changes over a three year period in which the AMSTI program was implemented at two participating public middle schools. The dependent variables used were mathematics and science CRT scores of 6th through 8th grade students. Three repeated measures MANCOVAs and one MANOVA were conducted in order to examine possible longitudinal changes in the mathematics and science scores of the student population as well as for changes in the gaps between the demographic groups of students within the subgroups. Significant decreases were found in the differences between the respective subgroups in the variables of SES and special education. The reductions were attributed to both mathematics and science. A significant reduction in the gap found between races was found, but could not be attributed to either mathematics or science. Gender was the only subgroup in which no significant change was found. Additionally, a questionnaire was administered to teachers in four public middle schools in which AMSTI had been implemented. ANOVAs were used to examine the responses to determine how teacher training in AMSTI materials and techniques affected reported teacher attitude and frequency of usage of inquiry-based lessons. When the responses of teachers with less than one year of AMSTI training were compared to those teachers with more than one year of training, no significant change in teachers' reported attitudes toward inquiry lessons or the frequency of usage of inquiry lessons was found.

A large-scale evaluation of the KiVa antibullying program: grades 4-6.

PubMed

Kärnä, Antti; Voeten, Marinus; Little, Todd D; Poskiparta, Elisa; Kaljonen, Anne; Salmivalli, Christina

2011-01-01

This study demonstrates the effectiveness of the KiVa antibullying program using a large sample of 8,237 youth from Grades 4-6 (10-12 years). Altogether, 78 schools were randomly assigned to intervention (39 schools, 4,207 students) and control conditions (39 schools, 4,030 students). Multilevel regression analyses revealed that after 9 months of implementation, the intervention had consistent beneficial effects on 7 of the 11 dependent variables, including self- and peer-reported victimization and self-reported bullying. The results indicate that the KiVa program is effective in reducing school bullying and victimization in Grades 4-6. Despite some evidence against school-based interventions, the results suggest that well-conceived school-based programs can reduce victimization. © 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.

[Opinion of medical and law students of Federal University of Rio Grande do Norte about abortion in Brazil].

PubMed

Medeiros, Robinson Dias de; Azevedo, George Dantas de; Oliveira, Emilly Auxiliadora Almeida de; Araújo, Fábio Aires; Cavalcanti, Francisco Jakson Benigno; Araújo, Gabriela Lucena de; Castro, Igor Rebouças

2012-01-01

To analyze and compare the knowledge and opinions of Law and Medical students regarding the issue of abortion in Brazil. This was a cross-sectional study involving 125 graduate students from the class of 2010. Of these, 52 were medical students (MED group) and 73 law students (LAW group). A questionnaire was applied based on published research about the topic. Dependent variables were: monitoring the abortion debate, knowledge concerning situations where abortion is permitted under Brazilian law, opinion about situations that agree with extending legal permission to terminate pregnancy and prior knowledge of someone who has undergone induced abortion. Independent variables were: sex, age, household income and graduation course. χ² and Fisher's exact tests, with the level of significance set at 5%. Most interviewees reported monitoring the debate on abortion in Brazil (67.3% of the MED group and 70.2% of the LAW group, p>0.05). When assessing knowledge on the subject, medical students had a significantly higher percentage of correct answers than law students (100.0 and 87.5%, respectively; p=0.005) regarding the legality of abortion for pregnancies resulting from rape. Elevated percentages of correct responses were also recorded for both groups in relation to pregnancies that threaten the life of the mother (94.2 and 87.5% for MED and LAW groups, respectively), but without statistical significance. A significant percentage of respondents declared they were in favor of extending legal abortion to other situations, primarily in cases of anencephaly (68%), pregnancy severely harming the mother's physical health (42.1%) or that of the fetus in cases of severe congenital malformation (33.7%). Results showed a satisfactory knowledge on the part of law and medical school graduate students regarding the legality of abortion in Brazil, combined with a favorable trend towards extending legal permission to other situations not covered by the law. It is important to underscore the inclusion of this topic in the undergraduate curriculum and the development of inter-professional teaching strategies.

Effects of multisensory resources on the achievement and science attitudes of seventh-grade suburban students taught science concepts on and above grade level

NASA Astrophysics Data System (ADS)

Roberts, Patrice Helen

This research was designed to determine the relationships among students' achievement scores on grade-level science content, on science content that was three years above-grade level, on attitudes toward instructional approaches, and learning-styles perceptual preferences when instructional approaches were multisensory versus traditional. The dependent variables for this investigation were scores on achievement posttests and scores on the attitude survey. The independent variables were the instructional strategy and students' perceptual preferences. The sample consisted of 74 educationally oriented seventh-grade students. The Learning Styles Inventory (LSI) (Dunn, Dunn, & Price, 1990) was administered to determine perceptual preferences. The control group was taught seventh-grade and tenth-grade science units using a traditional approach and the experimental group was instructed on the same units using multisensory instructional resources. The Semantic Differential Scale (SDS) (Pizzo, 1981) was administered to reveal attitudinal differences. The traditional unit included oral reading from the textbook, completing outlines, labeling diagrams, and correcting the outlines and diagrams as a class. The multisensory unit included five instructional stations established in different sections of the classroom to allow students to learn by: (a) manipulating Flip Chutes, (b) using Electroboards, (c) assembling Task Cards, (d) playing a kinesthetic Floor Game, and (e) reading an individual Programmed Learning Sequence. Audio tapes and scripts were provided at each location. Students circulated in groups of four from station to station. The data subjected to statistical analyses supported the use of a multisensory, rather than a traditional approach, for teaching science content that is above-grade level. T-tests revealed a positive and significant impact on achievement scores (p < 0.0007). No significance was detected on grade-level achievement nor on the perceptual-preference effect. Furthermore, the students indicated significantly more positive attitudes when instructed with a multisensory approach on either grade-level or above-grade level science content (p < 0.0001). The findings supported using a multisensory approach when teaching science concepts that are new to and difficult for students (Martini, 1986).

Physical fitness, health behaviour and health among nursing students: A descriptive correlational study.

PubMed

Klainin-Yobas, Piyanee; He, Hong-Gu; Lau, Ying

2015-12-01

Health behaviour is of great importance for nursing students to achieve optimal health. Healthy students tend to complete their study and remain in the nursing workforce. They will also serve as a role model of for patients. However, there is limited research concerning physical fitness and health behaviour (such as sleep problems) in this population. This study aims to examine the relationships among health behaviour, personal variables, physical fitness, perceived physical health and psychological health. A cross-sectional descriptive correlational study was used. A total of 335 nursing students who were enrolled in a university in Thailand. Data were collected by self-administered questionnaires and physical fitness tests. Independent variables were personal variables and health behaviour. Outcome variables included physical fitness, perceived physical health and psychological health. Descriptive statistics and path analyses were used to analyse data. Nursing students had poor to moderate levels of total physical fitness, with cardiovascular fitness and body flexibility components having the lowest scores. Students who exercised regularly tended to have better physical fitness, perceived physical health and psychological health. Those who did not have sleep problems had better psychological health. Some personal variables and health behaviours were associated with health among nursing students. Appropriate interventions are required to promote positive health behaviour in this population. Copyright © 2015 Elsevier Ltd. All rights reserved.

Student perceptions of independent versus facilitated small group learning approaches to compressed medical anatomy education.

PubMed

Whelan, Alexander; Leddy, John J; Mindra, Sean; Matthew Hughes, J D; El-Bialy, Safaa; Ramnanan, Christopher J

2016-01-01

The purpose of this study was to compare student perceptions regarding two, small group learning approaches to compressed (46.5 prosection-based laboratory hours), integrated anatomy education at the University of Ottawa medical program. In the facilitated active learning (FAL) approach, tutors engage students and are expected to enable and balance both active learning and progression through laboratory objectives. In contrast, the emphasized independent learning (EIL) approach stresses elements from the "flipped classroom" educational model: prelaboratory preparation, independent laboratory learning, and limited tutor involvement. Quantitative (Likert-style questions) and qualitative data (independent thematic analysis of open-ended commentary) from a survey of students who had completed the preclerkship curriculum identified strengths from the EIL (promoting student collaboration and communication) and FAL (successful progression through objectives) approaches. However, EIL led to student frustration related to a lack of direction and impaired completion of objectives, whereas active learning opportunities in FAL were highly variable and dependent on tutor teaching style. A "hidden curriculum" was also identified, where students (particularly EIL and clerkship students) commonly compared their compressed anatomy education or their anatomy learning environment with other approaches. Finally, while both groups highly regarded the efficiency of prosection-based learning and expressed value for cadaveric-based learning, student commentary noted that the lack of grade value dedicated to anatomy assessment limited student accountability. This study revealed critical insights into small group learning in compressed anatomy education, including the need to balance student active learning opportunities with appropriate direction and feedback (including assessment). © 2015 American Association of Anatomists.

The cognitive style of nursing students: educational implications for teaching and learning.

PubMed

Noble, Kim A; Miller, Susan M; Heckman, James

2008-06-01

As cognitive and kinesthetic demands on nursing students increase, so does the need for optimal learning environments. Witkin's empirically supported measure of field dependent/independent cognitive style assesses the manner in which students perceive and process information and classifies them along a continuum of field dependence to field independence. Witkin's Groups Embedded Figures Test (GEFT) was administered to 876 students enrolled in 10 health care programs. Statistically significant differences in the GEFT mean scores of students enrolled in the different programs were discovered. The effect size was moderate. Undergraduate nursing students scored higher on the GEFT than did graduate or RN-to-BSN nursing students. However, nursing students were classified as more field dependent than students in other health-related disciplines. Due to their cognitive processing requirements, field-dependent nursing students may be at risk for academic failure. Therefore, instructional strategies tailored to students' needs should be incorporated into the nursing curriculum.

Law School Financial Planning and Debt Management Brochure.

ERIC Educational Resources Information Center

Belmont, Jean

Information on managing debt acquired by St. John's University law students is provided. The cost of education for a graduate student includes tuition, fees, books, home maintenance, personal expenses, and transportation. A student budget for 1984-1985 is provided by students' dependency status (dependent 9 months, 9-month residency/dependent, and…

The Restorative Recovery School: Countering Chemical Dependency

ERIC Educational Resources Information Center

Riestenberg, Nancy

2007-01-01

In a recovery school, the students commit to working on recovery from chemical dependency and addiction while becoming successful students. Since all of the students attending the school have been in chemical dependency treatment, the safety of the environment is the first concern of students, their families and staff. Applying restorative…

Perceptions of Voice Teachers Regarding Students' Vocal Behaviors During Singing and Speaking.

PubMed

Beeman, Shellie A

2017-01-01

This study examined voice teachers' perceptions of their instruction of healthy singing and speaking voice techniques. An online, researcher-generated questionnaire based on the McClosky technique was administered to college/university voice teachers listed as members in the 2012-2013 College Music Society directory. A majority of participants believed there to be a relationship between the health of the singing voice and the health of the speaking voice. Participants' perception scores were the most positive for variable MBSi, the monitoring of students' vocal behaviors during singing. Perception scores for variable TVB, the teaching of healthy vocal behaviors, and variable MBSp, the monitoring of students' vocal behaviors while speaking, ranked second and third, respectively. Perception scores for variable TVB were primarily associated with participants' familiarity with voice rehabilitation techniques, gender, and familiarity with the McClosky technique. Perception scores for variable MBSi were primarily associated with participants' familiarity with voice rehabilitation techniques, gender, type of student taught, and instruction of a student with a voice disorder. Perception scores for variable MBSp were correlated with the greatest number of characteristics, including participants' familiarity with voice rehabilitation techniques, familiarity with the McClosky technique, type of student taught, years of teaching experience, and instruction of a student with a voice disorder. Voice teachers are purportedly working with injured voices and attempting to include vocal health in their instruction. Although a voice teacher is not obligated to pursue further rehabilitative training, the current study revealed a positive relationship between familiarity with specific rehabilitation techniques and vocal health. Copyright © 2017 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

[Academic performance in first year medical students: an explanatory multivariate model].

PubMed

Urrutia Aguilar, María Esther; Ortiz León, Silvia; Fouilloux Morales, Claudia; Ponce Rosas, Efrén Raúl; Guevara Guzmán, Rosalinda

2014-12-01

Current education is focused in intellectual, affective, and ethical aspects, thus acknowledging their significance in students´ metacognition. Nowadays, it is known that an adequate and motivating environment together with a positive attitude towards studies is fundamental to induce learning. Medical students are under multiple stressful, academic, personal, and vocational situations. To identify psychosocial, vocational, and academic variables of 2010-2011 first year medical students at UNAM that may help predict their academic performance. Academic surveys of psychological and vocational factors were applied; an academic follow-up was carried out to obtain a multivariate model. The data were analyzed considering descriptive, comparative, correlative, and predictive statistics. The main variables that affect students´ academic performance are related to previous knowledge and to psychological variables. The results show the significance of implementing institutional programs to support students throughout their college adaptation.

Study of Spiritual Intelligence and Adjustment Among Arts and Science College Students.

PubMed

Devi, R Kalpana; Rajesh, Nakulan V; Devi, M Anisha

2017-06-01

A study to evaluate the relationship between the spiritual intelligence and adjustment among the college students was conducted on a sample of 250 students in six various colleges of Tuticorin district, Tamil Nadu, India. Gender, religion, community, major subject, educational qualification of father and mother, student locality, college type, father and mother's occupation and monthly family income (n = 11 variables) were chosen for the study. Test of significance for spiritual intelligence and adjustment was studied and found them nonsignificant except student locality, found to be significant. Two valid and reliable instruments were used to assess student's spiritual intelligence and adjustment. Correlation and Chi-square analysis using structural equation model were used to analyze these data. Correlation analysis showed significant relationship between the variables among the college students (n = 250). Chi-square analysis of association between adjustments of college students showed that most variables are nonsignificant unlike father's educational qualification and mother's occupation. The results disclosed the significant positive relationship with spiritual intelligence and adjustment among adolescents.

ASSESSMENT OF THE WRITTEN LANGUAGE OF DEAF STUDENTS.

ERIC Educational Resources Information Center

MARKS, CLAUDE H.; STUCKLESS, E. ROSS

THIS INVESTIGATION WAS CONDUCTED TO DESCRIBE THE WRITTEN LANGUAGE OF DEAF STUDENTS BETWEEN 10 AND 18 YEARS OF AGE IN TERMS OF SIX MEASURABLE VARIABLES, AND TO RELATE THESE VARIABLES TO TEACHER JUDGMENTS OF QUALITY OF LANGUAGE. TEN STRATIFIED RANDOM SAMPLES OF COMPOSITIONS BY DEAF STUDENTS WERE SELECTED FROM 14 RESIDENTIAL AND DAY EDUCATIONAL…

The Connection between Role Model Relationships and Self-Direction in Developmental Students

ERIC Educational Resources Information Center

Di Tommaso, Kathrynn

2010-01-01

This paper presents a qualitative study that used classroom observations, faculty interviews, and student interviews to investigate the meaning and importance of seven non-cognitive variables to a cohort of developmental writing students at an urban community college. The variables studied included finances, study management, college surroundings,…

Engineering Students Designing a Statistical Procedure for Quantifying Variability

ERIC Educational Resources Information Center

Hjalmarson, Margret A.

2007-01-01

The study examined first-year engineering students' responses to a statistics task that asked them to generate a procedure for quantifying variability in a data set from an engineering context. Teams used technological tools to perform computations, and their final product was a ranking procedure. The students could use any statistical measures,…

Family Background of Beginning Education Students: Implications for Teacher Educators

ERIC Educational Resources Information Center

Stewart, Roger A.; Coll, Kenneth M.; Osguthorpe, Richard

2013-01-01

Teacher education has not historically focused on the social and emotional development of teachers even though there is evidence that such variables influence student success (Jennings & Greenberg, 2009). We believe such a focus is important and we explored variables in teacher education students' families of origin that underpin social and…

Mixed Methods Analysis of Multicultural Identity and Psychological Help Seeking Beliefs in College Students

ERIC Educational Resources Information Center

Walter, Jeffrey P.

2012-01-01

Research on the psychological help-seeking beliefs and behaviors of college students has provided evidence for differences among students based on demographic factors, with different variables being salient for different cultural groups. This mixed methods study focuses on understanding how common psychological help-seeking variables, including…

Understanding Mathematics Achievement: An Analysis of the Effects of Student and Family Factors

ERIC Educational Resources Information Center

Goforth, Kate; Noltemeyer, Amity; Patton, Jon; Bush, Kevin R.; Bergen, Doris

2014-01-01

Educators are increasingly recognising the importance of improving students' mathematics achievement. Much of the current research focuses on the impact of instructional variables on mathematics achievement. The goal of this study was to examine the influence of less researched variables--family and student factors. Participants were 747…

Science and Engineering as Viable Career Choices for Students with Disabilities: A Survey of Parents and Teachers.

ERIC Educational Resources Information Center

Alston, Reginald J.; Hampton, Joseph L.

2000-01-01

Examines parents' and teachers' perceptions regarding a number of variables as they related to career entry of disabled individuals into science and engineering. These variables included access to facilities, teachers' understanding of the academic needs of students, student aptitude and educational preparation, and career guidance. Results…

Peer Coaching of At-Risk Students in a Remedial Mathematics Course

ERIC Educational Resources Information Center

George, Michael; Khazanov, Leonid; McCarthy, Chris

2015-01-01

Remedial mathematics at the college level has evidenced strikingly low retention and passing rates. It has been shown that at least 25% of the variation in student performance is explained by students' affective variables such as attitudes, study skills, and mathematics anxiety. This study endeavored to address affective variables by: (a)…

Self-Regulated Learning and Ethnic/Racial Variables: Predicting Minority First-Generation College Students' Persistence

ERIC Educational Resources Information Center

Moore, John S., III.

2013-01-01

The purpose of this study was to investigate how self-regulated learning and ethnic/racial variables predict minority first-generation college student persistence and related constructs. Participants were drawn nationally from the U.S. Department of Education funded TRiO Student Support Services Programs. Additional participants from the Talent…

Tanning addiction and psychopathology: Further evaluation of anxiety disorders and substance abuse

PubMed Central

Ashrafioun, Lisham; Bonar, Erin E.

2014-01-01

Background Little research has investigated the correlates of problematic tanning and tanning dependence. Objective To identify characteristics associated with problematic tanning and tanning dependence, and to evaluate simultaneously the associations of variables as correlates of problematic tanning and tanning dependence. Method To assess tanning-related characteristics, psychopathology, and demographics, we administered questionnaires to 533 tanning university students; 31% met criteria for tanning dependence, 12% for problematic tanning. Results Both problematic tanning and tanning dependence were significantly associated with being female (p < .001; p < .001, respectively) and with higher scores on screening measures of obsessive-compulsive (p < .001, p = .005, respectively) and body dysmorphic disorders (p = .019, p < .001, respectively). Frequency of tanning in the past month was the strongest correlate of problematic tanning (p < .001) and tanning dependence (p < .001) when included in a model that controlled for shared variance among demographics and psychopathology. Limitations The sample was recruited from one university and contained only self-report measures. Conclusion Results suggest that those who engage in excessive tanning may also have significant psychiatric distress. Additional research is needed to characterize compulsive, problematic tanning as well as its rates, correlates, and risk factors among diverse samples. PMID:24373775

Contextualizing symbol, symbolizing context

NASA Astrophysics Data System (ADS)

Maudy, Septiani Yugni; Suryadi, Didi; Mulyana, Endang

2017-08-01

When students learn algebra for the first time, inevitably they are experiencing transition from arithmetic to algebraic thinking. Once students could apprehend this essential mathematical knowledge, they are cultivating their ability in solving daily life problems by applying algebra. However, as we dig into this transitional stage, we identified possible students' learning obstacles to be dealt with seriously in order to forestall subsequent hindrance in studying more advance algebra. We come to realize this recurring problem as we undertook the processes of re-personalization and re-contextualization in which we scrutinize the very basic questions: 1) what is variable, linear equation with one variable and their relationship with the arithmetic-algebraic thinking? 2) Why student should learn such concepts? 3) How to teach those concepts to students? By positioning ourselves as a seventh grade student, we address the possibility of children to think arithmetically when confronted with the problems of linear equation with one variable. To help them thinking algebraically, Bruner's modes of representation developed contextually from concrete to abstract were delivered to enhance their interpretation toward the idea of variables. Hence, from the outset we designed the context for student to think symbolically initiated by exploring various symbols that could be contextualized in order to bridge student traversing the arithmetic-algebraic fruitfully.

The Role of Individual and Social Variables in Predicting Body Dissatisfaction and Eating Disorder Symptoms among Iranian Adolescent Girls: An Expanding of the Tripartite Influence Mode.

PubMed

Shahyad, Shima; Pakdaman, Shahla; Shokri, Omid; Saadat, Seyed Hassan

2018-01-12

The aim of the present study was to examine the causal relationships between psychological and social factors, being independent variables and body image dissatisfaction plus symptoms of eating disorders as dependent variables through the mediation of social comparison and thin-ideal internalization. To conduct the study, 477 high-school students from Tehran were recruited by method of cluster sampling. Next, they filled out Rosenberg Self-esteem Scale (RSES), Physical Appearance Comparison Scale (PACS), Self-Concept Clarity Scale (SCCS), Appearance Perfectionism Scale (APS), Eating Disorder Inventory (EDI), Multidimensional Body Self Relations Questionnaire (MBSRQ) and Sociocultural Attitudes towards Appearance Questionnaire (SATAQ-4). In the end, collected data were analyzed using structural equation modeling. Findings showed that the assumed model perfectly fitted the data after modification and as a result, all the path-coefficients of latent variables (except for the path between self-esteem and thin-ideal internalization) were statistically significant (p>0.05). Also, in this model, 75% of scores' distribution of body dissatisfaction was explained through psychological variables, socio-cultural variables, social comparison and internalization of the thin ideal. The results of the present study provid experimental basis for the confirmation of proposed causal model. The combination of psychological, social and cultural variables could efficiently predict body image dissatisfaction of young girls in Iran.

Multilevel modeling and panel data analysis in educational research (Case study: National examination data senior high school in West Java)

NASA Astrophysics Data System (ADS)

Zulvia, Pepi; Kurnia, Anang; Soleh, Agus M.

2017-03-01

Individual and environment are a hierarchical structure consist of units grouped at different levels. Hierarchical data structures are analyzed based on several levels, with the lowest level nested in the highest level. This modeling is commonly call multilevel modeling. Multilevel modeling is widely used in education research, for example, the average score of National Examination (UN). While in Indonesia UN for high school student is divided into natural science and social science. The purpose of this research is to develop multilevel and panel data modeling using linear mixed model on educational data. The first step is data exploration and identification relationships between independent and dependent variable by checking correlation coefficient and variance inflation factor (VIF). Furthermore, we use a simple model approach with highest level of the hierarchy (level-2) is regency/city while school is the lowest of hierarchy (level-1). The best model was determined by comparing goodness-of-fit and checking assumption from residual plots and predictions for each model. Our finding that for natural science and social science, the regression with random effects of regency/city and fixed effects of the time i.e multilevel model has better performance than the linear mixed model in explaining the variability of the dependent variable, which is the average scores of UN.

Peer Educators and Close Friends as Predictors of Male College Students' Willingness to Prevent Rape

ERIC Educational Resources Information Center

Stein, Jerrold L.

2007-01-01

Astin's (1977, 1991, 1993) input-environment-outcome (I-E-O) model provided a conceptual framework for this study which measured 156 male college students' willingness to prevent rape (outcome variable). Predictor variables included personal attitudes (input variable), perceptions of close friends' attitudes toward rape and rape prevention…

Variability in Pretest-Posttest Correlation Coefficients by Student Achievement Level. NCEE 2011-4033

ERIC Educational Resources Information Center

Cole, Russell; Haimson, Joshua; Perez-Johnson, Irma; May, Henry

2011-01-01

State assessments are increasingly used as outcome measures for education evaluations. The scaling of state assessments produces variability in measurement error, with the conditional standard error of measurement increasing as average student ability moves toward the tails of the achievement distribution. This report examines the variability in…

Measuring Variability and Change with an Item Response Model for Polytomous Variables.

ERIC Educational Resources Information Center

Eid, Michael; Hoffman, Lore

1998-01-01

An extension of the graded-response model of F. Samejima (1969) is presented for the measurement of variability and change. The model is illustrated with a longitudinal study of student interest in radioactivity conducted with about 1,200 German students in elementary school when the study began. (SLD)

Student Test Grades in College: A Study of Possible Predictors

ERIC Educational Resources Information Center

Hammonds, Frank; Mariano, Gina

2015-01-01

Research on variables related to test performance has produced mixed results. Typically, research of this type involves only a few variables. In an attempt to obtain a more complete picture, we investigated how test grades might be related to variables such as classification, student seating location, test completion time, predicted grade, time…

Reasoning about Multiple Variables: Control of Variables Is Not the Only Challenge

ERIC Educational Resources Information Center

Kuhn, Deanna

2007-01-01

Thirty fourth-grade students participated in an extended intervention previously successful in fostering skills of scientific investigation and inference, notably control of variables (COV). The intervention was similarly successful for a majority of students in the present study, enabling them to isolate the three causal and two noncausal…

The Effect of Visual Variability on the Learning of Academic Concepts.

PubMed

Bourgoyne, Ashley; Alt, Mary

2017-06-10

The purpose of this study was to identify effects of variability of visual input on development of conceptual representations of academic concepts for college-age students with normal language (NL) and those with language-learning disabilities (LLD). Students with NL (n = 11) and LLD (n = 11) participated in a computer-based training for introductory biology course concepts. Participants were trained on half the concepts under a low-variability condition and half under a high-variability condition. Participants completed a posttest in which they were asked to identify and rate the accuracy of novel and trained visual representations of the concepts. We performed separate repeated measures analyses of variance to examine the accuracy of identification and ratings. Participants were equally accurate on trained and novel items in the high-variability condition, but were less accurate on novel items only in the low-variability condition. The LLD group showed the same pattern as the NL group; they were just less accurate. Results indicated that high-variability visual input may facilitate the acquisition of academic concepts in college students with NL and LLD. High-variability visual input may be especially beneficial for generalization to novel representations of concepts. Implicit learning methods may be harnessed by college courses to provide students with basic conceptual knowledge when they are entering courses or beginning new units.

An Entropy-Based Measure of Dependence between Two Groups of Random Variables. Research Report. ETS RR-07-20

ERIC Educational Resources Information Center

Kong, Nan

2007-01-01

In multivariate statistics, the linear relationship among random variables has been fully explored in the past. This paper looks into the dependence of one group of random variables on another group of random variables using (conditional) entropy. A new measure, called the K-dependence coefficient or dependence coefficient, is defined using…

Chemical Dependency in Students with and without Learning Disabilities.

ERIC Educational Resources Information Center

Karacostas, Demetra D.; Fisher, Gary L.

1993-01-01

Secondary students (88 with learning disabilities and 103 without) completed a substance abuse screening inventory. Of the 30 students who were classified as chemically dependent, 70% were students with learning disabilities. The presence or absence of a learning disability was a better predictor of chemical dependency than gender, ethnicity, age,…

Prediction of Osteopathic Medical School Performance on the basis of MCAT score, GPA, sex, undergraduate major, and undergraduate institution.

PubMed

Dixon, Donna

2012-04-01

The relationships of students' preadmission academic variables, sex, undergraduate major, and undergraduate institution to academic performance in medical school have not been thoroughly examined. To determine the ability of students' preadmission academic variables to predict osteopathic medical school performance and whether students' sex, undergraduate major, or undergraduate institution influence osteopathic medical school performance. The study followed students who graduated from New York College of Osteopathic Medicine of New York Institute of Technology in Old Westbury between 2003 and 2006. Student preadmission data were Medical College Admission Test (MCAT) scores, undergraduate grade point averages (GPAs), sex, undergraduate major, and undergraduate institutional selectivity. Medical school performance variables were GPAs, clinical performance (ie, clinical subject examinations and clerkship evaluations), and scores on the Comprehensive Osteopathic Medical Licensing Examination-USA (COMLEX-USA) Level 1 and Level 2-Clinical Evaluation (CE). Data were analyzed with Pearson product moment correlation coefficients and multivariate linear regression analyses. Differences between student groups were compared with the independent-samples, 2-tailed t test. A total of 737 students were included. All preadmission academic variables, except nonscience undergraduate GPA, were statistically significant predictors of performance on COMLEX-USA Level 1, and all preadmission academic variables were statistically significant predictors of performance on COMLEX-USA Level 2-CE. The MCAT score for biological sciences had the highest correlation among all variables with COMLEX-USA Level 1 performance (Pearson r=0.304; P<.001) and Level 2-CE performance (Pearson r=0.272; P<.001). All preadmission variables were moderately correlated with the mean clinical subject examination scores. The mean clerkship evaluation score was moderately correlated with mean clinical examination results (Pearson r=0.267; P<.001) and COMLEX-USA Level 2-CE performance (Pearson r=0.301; P<.001). Clinical subject examination scores were highly correlated with COMLEX-USA Level 2-CE scores (Pearson r=0.817; P<.001). No statistically significant difference in medical school performance was found between students with science and nonscience undergraduate majors, nor was undergraduate institutional selectivity a factor influencing performance. Students' preadmission academic variables were predictive of osteopathic medical school performance, including GPAs, clinical performance, and COMLEX-USA Level 1 and Level 2-CE results. Clinical performance was predictive of COMLEX-USA Level 2-CE performance.