Do Student Perceptions of Diversity Emphasis Relate to Perceived Learning of Psychology?

ERIC Educational Resources Information Center

Elicker, Joelle D.; Snell, Andrea F.; O'Malley, Alison L.

2010-01-01

We examined the extent to which students' perceived inclusion of diversity issues in the Introduction to Psychology course related to perceptions of learning. Based on the responses of 625 students, multilevel linear modeling analyses revealed that student perceptions of diversity emphasis in the class were positively related to how well students…

Perceptions of Classroom Assessment Tasks: An Interplay of Gender, Subject Area, and Grade Level

ERIC Educational Resources Information Center

Alkharusi, Hussain Ali; Al-Hosni, Salim

2015-01-01

This study investigates students' perceptions of classroom assessment tasks as a function of gender, subject area, and grade level. Data from 2753 students on Dorman and Knightley's (2006) Perceptions of Assessment Tasks Inventory (PATI) were analyzed in a MANOVA design. Results showed that students tended to hold positive perceptions of their…

Goal orientations, motivational climate, equality, and discipline of Spanish physical education students.

PubMed

Cervelló, Eduardo M; Jiménez, Ruth; del Villar, Fernando; Ramos, Luis; Santos-Rosa, Francisco J

2004-08-01

This study analyzes how dispositional goal orientations and perception of different motivational climates are related to the students' perception of sex-related egalitarian treatment and the appearance of disciplined or undisciplined behaviors in physical education classes. Analyses showed that ego orientation is a predictor of undisciplined behavior. Task orientation was positively associated to discipline. The perception of task-involving motivational climate is related to the students' perception of equal treatment. On the contrary, the perception of ego-involving climate has been linked positively to the prediction of the perception of sex discrimination in physical education classes and negatively to the perception of equality and the appearance of disciplined behavior. This study discusses the implications of these results related to teaching instructional actions in physical education classes.

"We Cannot Reach Them": Chinese Undergraduate Student Perceptions of the U.S. Campus Climate

ERIC Educational Resources Information Center

Longerbeam, Susan D.; DeStefano, Thomas J.; Lixin, Yu

2013-01-01

Chinese undergraduate student interaction with U.S. students and faculty shared significant relationships with positive perceptions of the U.S. campus climate in this study. Student interaction drew upon the contact hypothesis (Allport, 1954); faculty interaction drew upon Kuh and Hu (2001); and perceptions drew upon the campus climate for…

Positive Teacher Influence Strategies to Improve Secondary Instrumental Students' Motivation and Perceptions of Self

ERIC Educational Resources Information Center

Tucker, Olivia Gail

2018-01-01

Asmus's model of achievement motivation in music established a framework for the study of motivation in music education. Student perceptions of self were included in the model as a dynamic factor in student motivation to accomplish music learning tasks. Research has revealed further teacher influence on student motivation and perceptions of self…

Medical Students’ Perception of Their Educational Environment

PubMed Central

Pai, Preethi G; Menezes, Vishma; Srikanth; Subramanian, Atreya M.; Shenoy, Jnaneshwara P.

2014-01-01

Background: Students’ perception of the environment within which they study has shown to have a significant impact on their behavior, academic progress and sense of well-being. This study was undertaken to evaluate the students’ perception of their learning environment in an Indian medical school following traditional curricula and to study differences, if any, between the students according to the stages of medical education, i.e., the pre-clinical and clinical stages. Methodology: In the present study, the Dundee Ready Education Environment Measure (DREEM) inventory was administered to undergraduate medical students of first (n = 227), third (n = 175), fifth (n = 171) and seventh (n = 123) semesters. Scores obtained were expressed as mean ± Standard Deviation (SD) and analyzed using one-way ANOVA and Dunnett’s test. P-value < 0.05 was considered as significant. Results: The mean DREEM score for our medical school was 123/200.The first-year students were found to be more satisfied with learning environment (indicated by their higher DREEM score) compared to other semester students. Progressive decline in scores with each successive semester was observed. Evaluating the sub-domains of perception, the registrars in all semesters had a more positive perception of learning (Average mean score: 29.44), their perception of course organizers moved in the right direction (Average mean score: 26.86), their academic self-perception was more on the positive side (Average mean score: 20.14), they had a more positive perception of atmosphere (Average mean score: 29.07) and their social self-perception could be graded as not too bad (Average mean score: 17.02). Conclusion: The present study revealed that all the groups of students perceived their learning environment positively. However, a few problematic areas of learning environment were perceived such as: students were stressed more often; they felt that the course organizers were authoritarian and emphasized factual learning. Implementing more problem-based learning, student counseling and workshops on teaching-learning for educators might enable us to remedy and enrich our learning environment. PMID:24596737

[Does elitism of school influence the smoking-related health behaviour among grammar school students?].

PubMed

Józwicki, Wojciech; Gołda, Ryszard; Domaniewska, Jolanta; Skok, Zdzisław; Jarzemski, Piotr; Przybylski, Grzegorz; Domaniewski, Jan

2009-01-01

The aim of the study was connected with smoking health behaviour estimation among public (SZP) and nonpublic (SZN) grammar school students. The analysis of 156 anonymous questionnaires was made. Questionnaires contained questions of parents' education, material situation of family, physical education, social relations with family and peers and positive or negative perception of smoking. In total trial we observed a strong positive correlation between style of smoking or number of smoked cigarettes and positive perception of smoking (r = 0.62 or r = 0.36 respectively). The latter correlated significantly with family presence of smoking (r = 0.18). Percentages of smoking students of SZP and SZN differed and amounted 22% and 18% respectively. Within I/II SZP classes the smoking depended on material position of family (r = 0.28) and positive perception of smoking (r = 0.68). Among students of III SZP classes the dependence on material situation was stronger (r = 0.49), while students of III SZN classes became to perceive smoking more positive (r = 0.82). Social relations of students of I/II SZN classes were inversely proportional to prevalence of smoking in their families. Smoking students of III SZN classes worked out much more variously in comparison with pupils of SZP. The main motivation of smoking within school students was the positive perception of smoking. The differences of smoking prevalence within both types of school probably formed in the families and observed in I/II classes pupils, vanished during the time of III class of studying. Elitism of school do not protect the student from smoking: during the time of III SZN class the smoking receives clearly positive appearance and became established. Probably existing antinicotinic school programs should much more decidedly deliver the negative appearance of health effects of smoking.

Student and Faculty Perceptions of ICT Use in Undergraduate Agriculture Courses

ERIC Educational Resources Information Center

Johnson, Donald M.; Edgar, Leslie D.; Cox, Casandra K.

2013-01-01

Students and faculty in a land-grant college of agriculture were surveyed to determine their perceptions of current and future Information and Communication Technology (ICT) use in undergraduate agriculture courses. There was a large, positive relationship (r = 0.83) between student and faculty perceptions of the extent to which 40 specific ICT…

Perceptions of Authorial Identity in Academic Writing among Undergraduate Accounting Students: Implications for Unintentional Plagiarism

ERIC Educational Resources Information Center

Ballantine, Joan; McCourt Larres, Patricia

2012-01-01

The current study explores first, second and third-year UK accounting students' perceptions of authorial identity and their implications for unintentional plagiarism. The findings suggest that, whilst all students have reasonably positive perceptions of their authorial identity, there is room for improvement. Significant differences in second-year…

Factors Affecting Prepharmacy Students' Perceptions of the Professional Role of Pharmacists

PubMed Central

Plake, Kimberly S.; Newton, Gail D.; Mason, Holly L.

2010-01-01

Objective To assess prepharmacy students' perceptions of the professional role of pharmacists prior to enrollment in pharmacy school, and the association between perceptions and student demographics. Methods A 58-question survey instrument regarding pharmacists' roles, work experiences, and demographics was developed and administered to students (N = 127) enrolled in an organic chemistry laboratory experience at Purdue University. Results Theory of planned behavior subscales (attitude, subjective norm, perceived behavioral control) were influenced by students' grade point average, gender, and application to pharmacy school, while unpaid work experience affected professional commitment. Students evaluated work experience related to their pharmacy studies more positively than non-pharmacy-related areas in the theory of planned behavior subscales. Conclusions Evaluating students' perceptions may be beneficial in helping pharmacy educators design their curricula, as well as allowing admissions committees to select the most qualified students to promote the development of positive perceptions toward the professional role of pharmacists. Grade point average (GPA) and application to pharmacy school were associated with significant differences for the theory of planned behavior and professional commitment subscales. PMID:21301595

Implementing Collaborative Learning in Prelicensure Nursing Curricula: Student Perceptions and Learning Outcomes.

PubMed

Schoening, Anne M; Selde, M Susan; Goodman, Joely T; Tow, Joyce C; Selig, Cindy L; Wichman, Chris; Cosimano, Amy; Galt, Kimberly A

2015-01-01

This study evaluated learning outcomes and student perceptions of collaborative learning in an undergraduate nursing program. Participants in this 3-phase action research study included students enrolled in a traditional and an accelerated nursing program. The number of students who passed the unit examination was not significantly different between the 3 phases. Students had positive and negative perceptions about the use of collaborative learning.

Comparing student and staff perceptions of the "Educational Climate" in Spanish Dental Schools using the Dundee Ready Education Environment Measure.

PubMed

Tomás, I; Aneiros, A; Casares-de-Cal, M A; Quintas, V; Prada-López, I; Balsa-Castro, C; Ceballos, L; Gómez-Moreno, G; Llena, C; López-Jornet, P; Machuca, M C; Palés, J

2018-02-01

To compare the perceptions of students and teachers of the "Educational Climate" (EC) in Spanish public dental schools. A group of 1064 students and 354 teachers from six Spanish public dental schools responded to the DREEM questionnaire. This has 50 items grouped into five subscales: perception of learning (Learning); perception of teachers (Teachers); academic self-perceptions (Academic); perception of the atmosphere in the faculty (Atmosphere); and social self-perceptions (Social). The DREEM scale provides results for each item, each subscale and the overall EC. The EC scores were 123.2 (61.6%) for the students and 134.1 (67.0%) for the teachers (P<.001). The scores of the students and teachers for the subscales were, respectively: 27.9 (58.1%) and 30.2 (63.0 %) for Learning (P<.001); 26.8 (60.9%) and 32.6 (74.1%) for Teachers (P<.001); 20.7 (64.7%) and 20.5 (64.0%) for Academic (P=.333); 29.9 (62.3%) and 33.7 (70.3%) for Atmosphere (P<.001); and 17.9 (64.0%) and 16.9 (60.5%) for Social (P<.001). The students identified six problematic items (12.0 %) compared to only two (4.0 %) highlighted by the teachers. The students and teachers considered the EC to be "more positive than negative" in Spanish public dental schools; and the different subscales to be "positive and acceptable." The teachers did, however, evaluate the EC, and specifically the learning-teaching process, more positively than their students, identifying fewer problematic educational aspects. Both groups agreed on the need to: improve support systems for students who suffer from stress and reduce teaching based on "factual learning." © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Malaysian medical students' perceptions of a film to promote psychiatry as a career.

PubMed

Vasudevan, Umadevi; Bharathy, Arokiamary; Jun Min, Koay; Panikulam, Joseph Jacob; Saleem, Fahad; Hassali, Azmi; Russell, Vincent

2015-04-01

We aimed to evaluate perceptions of a Royal College of Psychiatrists promotional film among Malaysian medical students. Year 3 (n=108) and Year 5 (n=108) students completed separate standard measures of attitudes to psychiatry: the ATP 30 and Balon scales, respectively. A questionnaire was also administered recording students' socio-demographic information, career preferences, perceptions of the film's effectiveness and its influence on career choice. Quantitative and qualitative analyses of responses were performed. The overall response rate was 95.5%. Mean career preference ranking for psychiatry was higher for Year 5 than for Year 3 (p=0.025). For most Year 3 (64.8%) and Year 5 (58.3%) respondents the film conveyed a positive image of psychiatry. Fewer perceived it as influencing career choice: 31.4% for Year 3 and 27.2% for Year 5. Higher scores on both attitudinal scales correlated positively with increasing likelihood of students rating the film positively (Year 3: p=0.000; Year 5: p=0.003). Thematic content analysis suggested possible socio-cultural influences on students' perceptions. Despite conveying a positive image of psychiatry, promotional films may have limited impact in changing students' attitudes towards psychiatry and in increasing interest in psychiatry as a career. © The Royal Australian and New Zealand College of Psychiatrists 2015.

A Cross-National Comparison of School Students' Perceptions Regarding High Performing Peers

ERIC Educational Resources Information Center

Oh, Hyerim; Sutherland, Margaret; Stack, Niamh; del Mar Badia, Maria; Blumen, Sheyla; Nguyen Quoc, Anh-Thu; Wormald, Catherine; Maakrun, Julie; Baier, Barbara; Schmidt, Martha; Ziegler, Albert

2014-01-01

This cross-national scenario based study examined fourth-grade students' perceptions of high-performing classmates in terms of their expected intellectual abilities, positive social qualities and popularity among their peers across seven countries. The overall results show that high academic achievements predominantly lead to positive expectations…

College Student Perceptions of the Content of Father Stereotypes

ERIC Educational Resources Information Center

Troilo, Jessica; Coleman, Marilyn

2008-01-01

This study used a three-step procedure to examine 663 Midwestern university students' perceptions of the content of social stereotypes related to seven types of fathers. Married and adoptive fathers were the most positively stereotyped groups, and divorced residential fathers were also viewed quite positively. There were relatively neutral views…

Relations among Teacher Expectancies, Student Perceptions of Teacher Oral Feedback, and Student Self-Concept: An Empirical Study in Taiwanese Elementary Schools.

ERIC Educational Resources Information Center

Chen, Yi-Hsin; Thompson, Marilyn S.

This research investigated the relationships among teacher expectancy, student perception, and student self-concept. A sample of 1,598 Taiwanese elementary school children in grades 3-6 were administered a school self-concept scale and a measure of their perceptions of teachers' positive and negative oral feedback in academic and nonacademic…

Perceptions by medical students of their educational environment for obstetrics and gynaecology in metropolitan and rural teaching sites.

PubMed

Carmody, Dianne F; Jacques, Angela; Denz-Penhey, Harriet; Puddey, Ian; Newnham, John P

2009-12-01

Medical student education in Western Australia is expanding to secondary level metropolitan hospitals and rural sites to accommodate workforce demands and increasing medical student numbers. To determine if students' perceptions of the teaching environment for obstetrics and gynaecology differ between tertiary, secondary level metropolitan hospitals and rural sites, and to determine if students' perceptions of their learning environment are associated with improved academic performance. An evaluation was conducted of medical students' perceptions of their learning environment during an obstetrics and gynaecology program at a variety of sites across metropolitan and rural Western Australia. The evaluation was based on the Dundee Ready Education Environmental Measure (DREEM) questionnaire. There were no significant differences in students' perceptions of their learning environment between the tertiary hospital, combined programs involving a tertiary and secondary metropolitan hospital, rural sites with a population of more than 25,000 and rural sites with a population less than 25,000 people. Perceptions were similar in male and female students. The overall mean score for all perceptions of the learning environment in obstetrics and gynaecology were in the range considered to be favorable. Higher scores of perceptions of the learning environment were associated positively with the measures of academic achievement in the clinical, but not written, examination. Medical students' perceptions of their learning environment in obstetrics and gynaecology were not influenced by the geographical site of delivery or their gender but were positively related to higher academic achievement. Providing appropriate academic and clinical support systems have been put in place the education of medical students can be extended outside major hospitals and into outer metropolitan and rural communities without any apparent reduction in perceptions of the quality of their learning environment.

Perceptions of Classroom Working Alliance and Student Performance

ERIC Educational Resources Information Center

Toste, Jessica R.; Heath, Nancy; Dallaire, Lynn

2010-01-01

Positive teacher-student relationship has been established as an important contributor to students' social, behavioral, and academic adjustment. Nevertheless, current research has not employed relationship measures that examine both teachers' and students' perceptions. Furthermore, the measures currently being used lack breadth in the definition…

Perceptions of Indian dental hygiene students toward their profession and its relationship with their explicit self-esteem scores

PubMed Central

Gupta, Shipra; Jain, Ashish; Garg, Sakshi; Sood, Shaveta; Kumari, Bindiya

2014-01-01

Background: The purpose of this study was to investigate the perceptions toward the profession, the level of explicit self-esteem (ESE) of Indian students pursuing the course of dental hygienists, to evaluate the relationship between the two and to develop educational strategies to positively influence students’ perceptions. We also wished to evaluate the level of satisfaction of the students to the current status of professional employment in the country. Materials and Methods: Students in the second year of the dental hygienist 2-year course were asked to participate in a cross-sectional survey study. An instrument was used to obtain students’ perceptions about the profession by estimating the dimensions of “Motivation,” “Expectation” and “Environment”. Their self-esteem was evaluated using the Rosenberg self-esteem scale. Relationship of self esteem scores with perceptions towards profession was then evaluated. Results: Scores for dimensions including “Motivation,” “Expectation” and “Environment” were significantly high, as were the self-esteem scores. The level of ESE was positively correlated with their perceptions of the profession. Conclusions: The perception of the Indian dental hygienist students was significantly high and positively correlated to the ESE scores. We also conclude that environmental factors may be more influential than innate cultural factors for the development of self-esteem. PMID:25565754

Investigating the relationship between children's environmental perceptions and ecological actions through environmental learning experiences

NASA Astrophysics Data System (ADS)

Manoli, Constantinos C.

This study investigated the relationship between children's environmental perceptions and their ecological actions before and after attending Earthkeepers, an earth education program. Participants were 604 4th , 5th, and 6th grade students from 14 schools in Arizona and Pennsylvania. A comparison of the environmental perceptions of participants revealed a statistically significant difference between those who undertook more and those who undertook fewer or no positive ecological actions. After the program, students who undertook more positive ecological actions, for example using less energy and fewer materials, had more pro-environmental perceptions than their counterparts. Individual interviews with 18 of the participants supported the positive relationship between environmental perceptions and ecological actions and provided further explanations for those actions.

School climate, family structure, and academic achievement: a study of moderation effects.

PubMed

O'Malley, Meagan; Voight, Adam; Renshaw, Tyler L; Eklund, Katie

2015-03-01

School climate has been lauded for its relationship to a host of desirable academic, behavioral, and social-emotional outcomes for youth. The present study tested the hypothesis that school climate counteracts youths' home-school risk by examining the moderating effects of students' school climate perceptions on the relationship between family structure (i.e., two-parent, one-parent, foster-care, and homeless households), and academic performance (i.e., self-reported [grade point average] GPA). The present sample consisted of 902 California public high schools, including responses from over 490,000 students in Grades 9 and 11. Results indicated that, regardless of family structure, students with more positive school climate perceptions self-reported higher GPAs. Youths with two-parent, one-parent, and homeless family structures displayed stepwise, linear improvements in self-reported GPA as perceptions of climate improved. Foster-care students' positive school climate perceptions had a weaker effect on their self-reported GPA compared with students living in other family structures. A unique curvilinear trend was found for homeless students, as the relationship between their school climate perceptions and self-reported GPA was stronger at lower levels. Overall, the moderation effect of positive school climate perceptions on self-reported GPA was strongest for homeless youth and youth from one-parent homes, suggesting that school climate has a protective effect for students living in these family structures. A protective effect was not found for youth in foster-care. Implications for research and practice are discussed.

Evolving Impressions: Undergraduate Perceptions of Graduate Teaching Assistants and Faculty Members over a Semester

PubMed Central

Kendall, K. Denise; Schussler, Elisabeth E.

2013-01-01

Undergraduate experiences in lower-division science courses are important factors in student retention in science majors. These courses often include a lecture taught by faculty, supplemented by smaller sections, such as discussions and laboratories, taught by graduate teaching assistants (GTAs). Given that portions of these courses are taught by different instructor types, this study explored student ratings of instruction by GTAs and faculty members to see whether perceptions differed by instructor type, whether they changed over a semester, and whether certain instructor traits were associated with student perceptions of their instructors’ teaching effectiveness or how much students learned from their instructors. Students rated their faculty instructors and GTAs for 13 instructor descriptors at the beginning and near the end of the semester in eight biology classes. Analyses of these data identified differences between instructor types; moreover, student perception changed over the semester. Specifically, GTA ratings increased in perception of positive instructional descriptors, while faculty ratings declined for positive instructional descriptors. The relationship of these perception changes with student experience and retention should be further explored, but the findings also suggest the need to differentiate professional development by the different instructor types teaching lower-division science courses to optimize teaching effectiveness and student learning in these important gateway courses. PMID:23463232

What do beginning students, in a rurally focused medical course, think about rural practice?

PubMed

Young, Louise; Lindsay, Daniel B; Ray, Robin A

2016-12-07

Medical schools may select students for their attitudes towards rural medical practice, yet the rural-urban disparity in availability of medical practitioners and services has not diminished in recent times despite government initiatives and increasing numbers being trained for a career in medicine. One medical school, with a focus on rural and remote medicine, aims to select students with positive perceptions for rural medical practice. A research project collected data on the perceptions of these medical students in the first week of their medical studies. Students completed a low stakes essay on the life and work of a rural doctor. Initially, this formed part of a literacy assessment to determine any students requiring remediation. All students were asked if they would consent to their essay being reviewed for a research project. Data was obtained from those students who consented and handed their essays in for review. The 103 student essays underwent thematic analysis and sentences were coded into three main themes of rural lifestyle, doctor role and rural practice. Second level themes were further elicited and results were quantified according to whether they were positive or negative. Positive themes included rural lifestyle, doctor role, views of doctor, impact on community, broader work and skills knowledge, and better relationships with community and patients. Negative themes included doctor's health, pressure on doctor, family problems, greater workload, privacy and confidentiality issues, cultural issues, isolation, limited resources and financial impacts. Quantitisation of this data was used to transform essay sentences into a numerical form which allowed statistical analysis and comparison of perceptions using Z tests. No significant differences on the number of positive and negative responses for rural lifestyle and rural practice were found. The rural doctor role had a significantly more positive than negative views. Significant differences were found for positive views of the rural doctor role and negative views of rural practice. Participants from a capital city background reported a significantly higher percentage of responses related to negative views of rural practice than their regional and rural counterparts. Students from capital city areas had significantly more negative views about the rural doctor role, especially related to workload, limited resources and isolation than students from rural and regional areas. Students entering medical school already have both positive and negative views about the life and work of a rural doctor. Those students from capital city areas have significantly more negative views despite being selected to enter a medical course with a rural focus based on their expressed rural perceptions. Further work is required to refine selection criteria and the year level experiences and learning opportunities which may positively influence student perceptions about rural medical practice to overcome early negative perceptions at the beginning of medical school.

Sexuality in later life: examining beliefs and perceptions of undergraduate students.

PubMed

Freeman, Shannon; Sousa, Sarah; Neufeld, Eva

2014-01-01

Understanding students' beliefs and perceptions of sex/sexuality in later life can reduce and prevent ageist myths and stereotypes. The objective of this study was to gauge undergraduate students' knowledge of several myths, stereotypes, and facts regarding sex/sexuality in later life, including lesbian, gay, bisexual, and transgendered (LGBT) older adults. More than 85% of students held a positive view of sex/sexuality in later life with 65% believing that they would engage in sexual activity past age 80 (N=125). Correct responses to true/false questions were higher for those with a positive perspective on aging, and recognizing that sexual behavior does not cease to be important with aging was the strongest predictor of holding a positive view on sexuality in later life. No significant differences were observed from responses regarding LGBT older adults or constraints to sexuality in long term care facilities. The positive perceptions among students in the current study suggest an increased acceptance of sexuality and diversity that should be maintained in university curricula.

Pakistani Students' Perceptions about Use of the Internet in Their Academic Activities

ERIC Educational Resources Information Center

Ali, Zarqa S.

2014-01-01

The aim of the study is to explore Pakistani university students' use of the Internet in their studies and their perceptions of online academic life. Findings show that Internet use for academic purposes has both positive and negative aspects. There is a gender difference in Pakistani students' perceptions about the use of the Internet in their…

Student Trust in Teachers and Student Perceptions of Safety: Positive Predictors of Student Identification with School

ERIC Educational Resources Information Center

Mitchell, Roxanne M.; Kensler, Lisa; Tschannen-Moran, Megan

2018-01-01

This study examined the effects of student trust in teacher and student perceptions of safety on identification with school. Data were collected from one large urban district in an eastern state. Participants included 5441 students in 3rd through 12th grades from 49 schools. Students responded to surveys that assessed student trust in teachers,…

The effect of mathematics games to the student perception of mathematics subject: A case study in Sekolah Kebangsaan Bukit Kuda, Klang

NASA Astrophysics Data System (ADS)

Abdul Hadi, Normi; Mohd Noor, Norlenda; Abd Halim, Suhaila; Alwadood, Zuraida; Khairol Azmi, Nurul Nisa'

2013-04-01

Mathematics is a basic subject in primary and secondary schools. Early exposure to mathematics is very important since it will affect the student perception towards this subject for their entire life. Therefore, a program called 'Mini Hari Matematik' was conducted to expose the basic mathematics concept through some games which fit the knowledge of Standard four and five students. A questionnaire regarding student perception towards this subject was distributed before and after the program. From the analysis, the program has positively changed the student's perception towards mathematics.

Students' perception of the learning environment in a distributed medical programme.

PubMed

Veerapen, Kiran; McAleer, Sean

2010-09-24

The learning environment of a medical school has a significant impact on students' achievements and learning outcomes. The importance of equitable learning environments across programme sites is implicit in distributed undergraduate medical programmes being developed and implemented. To study the learning environment and its equity across two classes and three geographically separate sites of a distributed medical programme at the University of British Columbia Medical School that commenced in 2004. The validated Dundee Ready Educational Environment Survey was sent to all students in their 2nd and 3rd year (classes graduating in 2009 and 2008) of the programme. The domains of the learning environment surveyed were: students' perceptions of learning, students' perceptions of teachers, students' academic self-perceptions, students' perceptions of the atmosphere, and students' social self-perceptions. Mean scores, frequency distribution of responses, and inter- and intrasite differences were calculated. The perception of the global learning environment at all sites was more positive than negative. It was characterised by a strongly positive perception of teachers. The work load and emphasis on factual learning were perceived negatively. Intersite differences within domains of the learning environment were more evident in the pioneer class (2008) of the programme. Intersite differences consistent across classes were largely related to on-site support for students. Shared strengths and weaknesses in the learning environment at UBC sites were evident in areas that were managed by the parent institution, such as the attributes of shared faculty and curriculum. A greater divergence in the perception of the learning environment was found in domains dependent on local arrangements and social factors that are less amenable to central regulation. This study underlines the need for ongoing comparative evaluation of the learning environment at the distributed sites and interaction between leaders of these sites.

Student computer attitudes, experience and perceptions about the use of two software applications in Building Engineering

NASA Astrophysics Data System (ADS)

Chiner, Esther; Garcia-Vera, Victoria E.

2017-11-01

The purpose of this study was to examine students' computer attitudes and experience, as well as students' perceptions about the use of two specific software applications (Google Drive Spreadsheets and Arquimedes) in the Building Engineering context. The relationships among these variables were also examined. Ninety-two students took part in this study. Results suggest that students hold favourable computer attitudes. Moreover, it was found a significant positive relationship among students' attitudes and their computer experience. Findings also show that students find Arquimedes software more useful and with higher output quality than Google Drive Spreadsheets, while the latter is perceived to be easier to use. Regarding the relationship among students' attitudes towards the use of computers and their perceptions about the use of both software applications, only a significant positive relationship in the case of Arquimedes was found. Findings are discussed in terms of its implications for practice and further research.

Students' Perceptions and Emotions Toward Learning in a Flipped General Science Classroom

NASA Astrophysics Data System (ADS)

Jeong, Jin Su; González-Gómez, David; Cañada-Cañada, Florentina

2016-10-01

Recently, the inverted instruction methodologies are gaining attentions in higher educations by claiming that flipping the classroom engages more effectively students with the learning process. Besides, students' perceptions and emotions involved in their learning process must be assessed in order to gauge the usability of this relatively new instruction methodology, since it is vital in the educational formation. For this reason, this study intends to evaluate the students' perceptions and emotions when a flipped classroom setting is used as instruction methodology. This research was conducted in a general science course, sophomore of the Primary Education bachelor degree in the Training Teaching School of the University of Extremadura (Spain). The results show that the students have the overall positive perceptions to a flipped classroom setting. Particularly, over 80 % of them considered that the course was a valuable learning experience. They also found this course more interactive and were willing to have more courses following a flipped model. According to the students' emotions toward a flipped classroom course, the highest scores were given to the positive emotions, being fun and enthusiasm along with keyword frequency test. Then, the lowest scores were corresponded to negative emotions, being boredom and fear. Therefore, the students attending to a flipped course demonstrated to have more positive and less negative emotions. The results obtained in this study allow drawing a promising tendency about the students' perceptions and emotions toward the flipped classroom methodology and will contribute to fully frame this relatively new instruction methodology.

College Students' Perceptions of Wellness and Physical Activity

ERIC Educational Resources Information Center

Klepfer, Shaley DePolo

2013-01-01

College students are increasingly less physically active. Investigation into this problem is important because individuals develop lifelong habits during the college time period. College students' perceptions regarding physical activity and overall wellness are important factors in creating positive change toward healthier lifestyle habits. Based…

Student Perception of Competence and Attitude in Middle School Physical Education

ERIC Educational Resources Information Center

Scrabis-Fletcher, Kristin; Silverman, Stephen

2017-01-01

Motivation is a dynamic process that accounts for the interaction and filtration of information by the student and the effect that it has on student behavior. Perception of competence, an embedded motivational theory, posits that the influence of prior experience and information received from outside sources affects student behavior (Harter,…

Students' Perceptions of Teachers' Interpersonal Behaviour across Four Different School Subjects: Control Is Good but Affiliation Is Better

ERIC Educational Resources Information Center

Telli, Sibel

2016-01-01

Many researchers have pointed out that teachers' interpersonal behaviour relates to students' positive attitudes towards schooling. However, only few studies have examined whether students' perceptions of their teachers' interpersonal behaviour relates to students' subject-related attitudes across different school subjects. In this study, it was…

Servant Leadership: Faculty and Student Perceptions among Council for Christian Colleges and Universities (CCCU) Nursing Programs

ERIC Educational Resources Information Center

Coffman, Tammie J.

2017-01-01

Servant leadership characteristics and caring converged in exploration of faculty and students of private, Christian nursing schools. Faculty assessed their servant leadership behaviors while students disclosed their perceptions of faculty as caring persons. Students evaluated faculty positively on a six-point Likert scale (mean 5.26).…

The Malaysia DREEM: perceptions of medical students about the learning environment in a medical school in Malaysia.

PubMed

Al-Naggar, Redhwan A; Abdulghani, Mahfoudh; Osman, Muhamed T; Al-Kubaisy, Waqar; Daher, Aqil Mohammad; Nor Aripin, Khairun Nain Bin; Assabri, Ali; Al-Hidabi, Dawood A; Ibrahim, Mohamed Izham B Mohamed; Al-Rofaai, Ahmed; Ibrahim, Hisham S; Al-Talib, Hassanain; Al-Khateeb, Alyaa; Othman, Gamil Qasem; Abdulaziz, Qaid Ali; Chinna, Karuthan; Bobryshev, Yuri V

2014-01-01

Students' perceptions of their learning environment, by defining its strengths and weaknesses, are important for continuous improvement of the educational environments and curriculum. Therefore, the aim of this study was to explore students' perceptions of their learning environment, among medical students in Malaysia. Various aspects of the education environment were compared between year levels and sex. This cross-sectional study was conducted at the Management and Science University, Shah Alam, Malaysia in 2012. A total number of 438 medical students participated in this study, and the response rate was 87.6%. Data were analyzed using SPSS. Comparisons of the mean scores of Dundee Ready Education Environment Measure (DREEM) subscales were calculated. The t-test was used to determine statistically significant differences. The majority of the study participants were female, Malay, and from year 3 (68.7%, 65.3%, and 55.7%; respectively). Analysis of each of the 50 items of the DREEM inventory showed that 47 items scored ranged between 2.00 and 3.00, and three items scored below 2.00. These were identified as problem areas in this medical school that are required to be critically addressed. The overall score showed that the medical students' perceptions were positive. The students' perception toward educational environment was positive for all five DREEM subscales. The study found that, in general, the perceptions of the participants about the learning environment were positive. Nevertheless, the study also found there is a need for curriculum improvement in this school and identified priority areas for such improvement.

Student Extracurricular Participation, Student Achievement, and School Perception: An Elementary School Perspective

ERIC Educational Resources Information Center

Israel, John M.

2013-01-01

Research studies of extracurricular activities have illustrated specific relationships between participation and certain student characteristics, such as higher grades, higher standardized test scores, higher attendance, fewer discipline issues, and increased positive school perception. Since so much of the previous research on extracurricular…

Factors Influencing Student Participation in College Study Abroad Programs

ERIC Educational Resources Information Center

Bandyopadhyay, Soumava; Bandyopadhyay, Kakoli

2015-01-01

This paper proposes a theoretical framework to investigate the factors that influence student participation in college study abroad programs. The authors posit that students' general perceptions regarding the study abroad experience and their expectations of intercultural awareness from study abroad programs will impact their perceptions of…

Effects of self-concept levels and perceived academic achievements of Turkish students on smoking perceptions.

PubMed

Sert, Hilal Parlak; Bektas, Murat; Ozturk, Candan

2014-01-01

The objective of this study was to examine the effect of self-concept levels and perceived academic achievements of sixth, seventh and eighth grade primary school students upon their perceptions about smoking. The data were collected with the Socio-Demographic Data Collection Form, Pier-Herris Self-Concept scale and Children's Decision Balance Scale. The study sample consisted of 374 students receiving education in the sixth, seventh and eighth grades of three primary schools, which were selected among primary schools of Izmir Provincial Directorate for National Education representing three socio-economic groups with a simple random sampling method. The data were collected in December 2012-January 2013. Percentages and the t test were used in the evaluation of the data. While students with a positive self-concept had score averages of 7.12±2.18 regarding the lower dimension of smoking pros and 29.0±2.47 regarding the lower dimension of smoking cons, their counterparts with a negative self-concept had score averages of 8.61±3.76 (p=0.000) and 28.1±3.49 (p=0.004), respectively. According to self-perception, there was statistical difference between perceptions of students regarding smoking (p<0.01). While students perceiving themselves successful had score averages of 7.81±3.13 and 28.5±3.19 regarding the lower dimension of smoking benefit and harm, students perceiving themselves unsuccessful had score averages of 8.27±3.39 (p=0.333) and 29.01±2.05 (p=0.235), with no difference determined. Students with a positive self-perception had a low perception of smoking pros and a high perception of smoking cons. Perception of academic achievement did not affect the pros and cons perceptions of children regarding smoking.

Family medicine and sports medicine students' perceptions of their educational environment at a primary health care center in Germany: using the DREEM questionnaire.

PubMed

Kavukcu, Ethem; Burgazli, K Mehmet; Akdeniz, Melahat; Bilgili, Pinar; Öner, Mehmet; Koparan, Sezen; Yörümez, Aybegüm

2012-09-01

The medical learning environment is changing progressively due to its crucial importance in clinical learning and educational performance. The purpose of this study was to investigate student perceptions of the medical learning environment at a primary health care center outside of a university hospital using the Dundee Ready Educational Environment Measure (DREEM) questionnaire. Various aspects of the environment were compared between family medicine (FM) and sports medicine (SM) students to assess the role of these different rotations and their effect on student perceptions. The DREEM questionnaire, a validated tool for measuring perceptions of educational environments in medical educational environments, was completed by 110 students who were enrolled in FM and SM rotations at Wuppertal Primary Health Care and Research Center in Wuppertal, Germany. Other than 9 of the 50 items, there were no statistically significant differences in DREEM questionnaire scores between these 2 groups, indicating that students' perceptions of the educational environment were not remarkably affected by their rotations. Scores across the sample were fairly high (FM students, 139.45/200; SM students, 140.05/200; overall total score, 139.85/200). These high scores suggest that students enrolled in FM and SM health science programs generally hold positive perceptions of their course environment outside of the university hospital. The positive perception of the educational environment at this primary health care center is hopefully indicative of similar rotations' perceptions internationally. While future studies are needed to confirm this, the current findings offer a chance to identify and explore the areas that received low scores in greater detail.

Differences on Primary Care Labor Perceptions in Medical Students from 11 Latin American Countries

PubMed Central

Mayta-Tristán, Percy; Montenegro-Idrogo, Juan José; Mejia, Christian R.; Abudinén A., Gabriel; Azucas-Peralta, Rita; Barrezueta-Fernandez, Jorge; Cerna-Urrutia, Luis; DaSilva-DeAbreu, Adrián; Mondragón-Cardona, Alvaro; Moya, Geovanna; Valverde-Solano, Christian D.; Theodorus-Villar, Rhanniel; Vizárraga-León, Maribel

2016-01-01

Background The shortage in Latin-American Primary Care (PC) workforce may be due to negative perceptions about it. These perceptions might be probably influenced by particular features of health systems and academic environments, thus varying between countries. Methods Observational, analytic and cross-sectional multicountry study that evaluated 9,561 first and fifth-year medical students from 63 medical schools of 11 Latin American countries through a survey. Perceptions on PC work was evaluated through a previously validated scale. Tertiles of the scores were created in order to compare the different countries. Crude and adjusted prevalence ratios were calculated using simple and multiple Poisson regression with robust variance. Results Approximately 53% of subjects were female; mean age was 20.4±2.9 years; 35.5% were fifth-year students. Statistically significant differences were found between the study subjects’ country, using Peru as reference. Students from Chile, Colombia, Mexico and Paraguay perceived PC work more positively, while those from Ecuador showed a less favorable position. No differences were found among perceptions of Bolivian, Salvadoran, Honduran and Venezuelan students when compared to their Peruvian peers. Conclusions Perceptions of PC among medical students from Latin America vary according to country. Considering such differences can be of major importance for potential local specific interventions. PMID:27414643

Appraisal of the dental school learning environment: the students' view.

PubMed

Henzi, David; Davis, Elaine; Jasinevicius, Roma; Hendricson, William; Cintron, Laura; Isaacs, Marcia

2005-10-01

The majority of studies examining dental school curriculum have addressed organization, structure, and content issues from the perspectives of administrators, faculty, practitioners/alumni, and professional organizations. However, few studies have focused on students' opinions of dental school. The purpose of this study was to determine students' perceptions of the learning environment, intellectual climate, and teacher-student relationships in dental school. This report describes how the "dental version" of the Medical Student Learning Environment Survey (MSLES) was used to identify students' perceptions of their dental education. Freshman and junior dental students' perceptions were measured with the Dental Student Learning Environment Survey (DSLES), which evaluates learning environment, intellectual climate, and relationships among students and teachers in seven areas: flexibility, student-to-student interaction, emotional climate, supportiveness, meaningful experience, organization, and breadth of interest. The DSLES was mailed to twenty-three dental schools in North America with eighteen of the schools distributing the inventory. A total of 619 dental students responded. Results were differentiated between freshman and junior dental students. Both freshman and junior students provided the highest (most positive) ratings for the DSLES subscales of "breadth of interest" (interest in dentistry and outside interests are encouraged) and "meaningful learning experience" (significance of courses to dentistry). Freshman students provided the lowest (least positive) ratings for "emotional climate" (students' responses to the way their courses were conducted and stress levels), and junior students provided the least positive ratings for "faculty supportiveness" (extent of faculty support and encouragement provided to students). The DSLES identified students' perceptions of their educational experience and localized areas for improvement. By addressing these areas of concern, faculty can increase student satisfaction with their dental education.

Student Perceptions of a Conceptual Physical Education Activity Course

ERIC Educational Resources Information Center

Jenkins, Jayne M.; Jenkins, Patience; Collums, Ashley; Werhonig, Gary

2006-01-01

Conceptual physical education (CPE) courses are typically included in university course work to provide students knowledge and skills to engage in physical activity for life. The purpose of this study was to identify CPE course characteristics that contributed to positive and negative student perceptions. Participants included 157 undergraduates…

College Students' Perceptions of What Teaching Assistants Are Self-Disclosing in the Classroom

ERIC Educational Resources Information Center

Punyanunt-Carter, Narissra Maria

2006-01-01

The purpose of this study was to examine college students' perceptions of their teaching assistants' self-disclosure behavior in the classroom. Students in the introductory speech course rated their teaching assistants' self-disclosure based on positive and negative statements. In addition, student rated the self-disclosure on intent to disclose,…

The Role of Student Academic Beliefs in Perceptions of Instructor Ideological Bias

ERIC Educational Resources Information Center

Linvill, Darren L.; Grant, Will J.

2017-01-01

A common perception exists in the media that university instructors are a liberal elite who use their positions to instill a biased perspective in their students. Exploring student attitudes in the United States and Australia, the present study examined how students' academic beliefs are related to their inferences of instructor ideological bias…

The Impact of a Collaborative Wikipedia Assignment on Teaching, Learning, and Student Perceptions in a Teacher Education Program

ERIC Educational Resources Information Center

Bravo, Vanessa J.; Young, Michael F.

2011-01-01

This study explored students' perceptions and behaviors of public wiki use during a collaborative Wikipedia assignment in a graduate technology and literacy education course. Results confirmed that the majority of students had an overall positive experience posting content on Wikipedia. Students learned how to use Wikipedia through collaborative…

Student Perceptions of the Benefits of a Learner-Based Writing Assignment in Organic Chemistry

ERIC Educational Resources Information Center

Ablin, Lois

2008-01-01

A writing assignment to increase student understanding of and interest in practical applications of organic chemistry is described. Students were required to study a pharmaceutical or other organic compound and perform a qualitative risk assessment on the chemical. Student perceptions of the benefits of the paper were generally positive. (Contains…

Adult Perceptions of Positive and Negative Infant Emotional Expressions

ERIC Educational Resources Information Center

Bolzani Dinehart, Laura H.; Messinger, Daniel S.; Acosta, Susan I.; Cassel, Tricia; Ambadar, Zara; Cohn, Jeffrey

2005-01-01

Adults' perceptions provide information about the emotional meaning of infant facial expressions. This study asks whether similar facial movements influence adult perceptions of emotional intensity in both infant positive (smile) and negative (cry face) facial expressions. Ninety-five college students rated a series of naturally occurring and…

Blended Learning: The Student Viewpoint.

PubMed

Shantakumari, N; Sajith, P

2015-01-01

Blended learning (BL) is defined as "a way of meeting the challenges of tailoring learning and development to the needs of individuals by integrating the innovative and technological advances offered by online learning with the interaction and participation offered in the best of traditional learning." The Gulf Medical University (GMU), Ajman, UAE, offers a number of courses which incorporate BL with contact classes and online component on an E-learning platform. Insufficient learning satisfaction has been stated as an obstacle to its implementation and efficacy. To determine the students' perceptions toward BL which in turn will determine their satisfaction and the efficacy of the courses offered. This was a cross-sectional study conducted at the GMU, Ajman between January and December 2013. Perceptions of BL process, content, and ease of use were collected from 75 students enrolled in the certificate courses offered by the university using a questionnaire. Student perceptions were assessed using Mann-Whitney U-test and Kruskal-Wallis test on the basis of gender, age, and course enrollment. The median scores of all the questions in the three domains were above three suggesting positive perceptions on BL. The distribution of perceptions was similar between gender and age. However, significant differences were observed in the course enrollment (P = 0.02). Students hold a positive perception of the BL courses being offered in this university. The difference in perceptions among students of different courses suggest that the BL format offered needs modification according to course content to improve its perception.

Assessment of Environmental Attitudes and Risk Perceptions among University Students in Mersin, Turkey.

PubMed

Yapici, Gulcin; Ögenler, Oya; Kurt, Ahmet Öner; Koçaş, Fazıl; Şaşmaz, Tayyar

2017-01-01

Environmental destruction is one of the most important problems in this century. The aim of the study was to determine the environmental attitudes and perceived risks associated with environmental factors of the students. This cross-sectional study was conducted in 7 faculties of Mersin University. The research data were collected using a questionnaire. The questionnaire included sociodemographic characteristics, the "Environmental Attitudes Scale," and the "Environmental Risk Perception Scale." 774 students who filled out questionnaires were evaluated. The sample included 55.8% females. Environmental Attitudes Scale mean scores of students were identified as 81.1 ± 11.3. The highest perceived risk was release of radioactive materials associated with nuclear power generation. The environmental attitudes and risk perception scores were higher in Health Sciences than in the other faculties. Females were more positive towards the environment and had higher risk perceptions than the men. There is a negative correlation between age and resource depletion risk and global environmental risk score. Students had a positive attitude to the environment and had moderate-level risk perception about the environment. Environmental awareness of students, especially those studying in the Social Sciences, should be increased. The environmental education curriculum should be revised throughout all the courses.

Learning through service: student perceptions on volunteering at interprofessional hepatitis B student-run clinics.

PubMed

Sheu, Leslie C; Zheng, Patricia; Coelho, Anabelle D; Lin, Lisa D; O'Sullivan, Patricia S; O'Brien, Bridget C; Yu, Albert Y; Lai, Cindy J

2011-06-01

Student-run clinics (SRCs) are widespread, but studies on their educational impact are limited. We surveyed preclinical medical, nursing, and pharmacy students about their experiences in a hepatitis B elective which provided opportunities to they could volunteer at hepatitis B screening and vaccination SRCs. Student responses revealed positive perceptions of the volunteer experience. Benefits included interacting with patients, developing clinical skills, providing service to disadvantaged populations, and collaborating with health professional peers. Students who participated in clinic reported enhanced skills compared to those who did not attend. SRCs play a valuable role in instilling positive attitudes and improving skills.

Faculty members' use of power: midwifery students' perceptions and expectations.

PubMed

Kantek, Filiz; Gezer, Nurdan

2010-08-01

the power dynamics of relationships/interactions between faculty members and students are of crucial importance for positive student outcomes. This study aimed to investigate the relationship between the perceptions and expectations of midwifery students in relation to the use of power by faculty members and bases of power. descriptive, quantitative study. a school for health sciences in Turkey. 122 midwifery students at the school. data were collected using a perceived leadership power survey, and analysed by frequency distribution, arithmetic mean, variance analysis and Cronbach's alpha. the students perceived that faculty members used coercive power most often and used reward power least often. Students expected their instructors to use expert power. In addition, in the examination of relationships between power bases, it was determined that there were positive correlations between legitimate, referent, reward and expert power, but coercive power was only positively correlated with legitimate power. this study found that students expect faculty members to use expert power, and faculty members need to reconsider their power bases. The factors affecting the perceptions of midwifery students regarding the use of power should be analysed in more detail. Copyright 2008 Elsevier Ltd. All rights reserved.

Student perceptions of a simulation-based flipped classroom for the surgery clerkship: A mixed-methods study.

PubMed

Liebert, Cara A; Mazer, Laura; Bereknyei Merrell, Sylvia; Lin, Dana T; Lau, James N

2016-09-01

The flipped classroom, a blended learning paradigm that uses pre-session online videos reinforced with interactive sessions, has been proposed as an alternative to traditional lectures. This article investigates medical students' perceptions of a simulation-based, flipped classroom for the surgery clerkship and suggests best practices for implementation in this setting. A prospective cohort of students (n = 89), who were enrolled in the surgery clerkship during a 1-year period, was taught via a simulation-based, flipped classroom approach. Students completed an anonymous, end-of-clerkship survey regarding their perceptions of the curriculum. Quantitative analysis of Likert responses and qualitative analysis of narrative responses were performed. Students' perceptions of the curriculum were positive, with 90% rating it excellent or outstanding. The majority reported the curriculum should be continued (95%) and applied to other clerkships (84%). The component received most favorably by the students was the simulation-based skill sessions. Students rated the effectiveness of the Khan Academy-style videos the highest compared with other video formats (P < .001). Qualitative analysis identified 21 subthemes in 4 domains: general positive feedback, educational content, learning environment, and specific benefits to medical students. The students reported that the learning environment fostered accountability and self-directed learning. Specific perceived benefits included preparation for the clinical rotation and the National Board of Medical Examiners shelf exam, decreased class time, socialization with peers, and faculty interaction. Medical students' perceptions of a simulation-based, flipped classroom in the surgery clerkship were overwhelmingly positive. The flipped classroom approach can be applied successfully in a surgery clerkship setting and may offer additional benefits compared with traditional lecture-based curricula. Copyright © 2016 Elsevier Inc. All rights reserved.

Patients’ Perceptions Towards the Participation of Medical Students in their Care

PubMed Central

Ghobain, Mohammed Al; Alghamdi, Abdullah; Arab, Ala; Alaem, Nora; Aldress, Turki; Ruhyiem, Mead

2016-01-01

Objectives: Patient interaction is a vital part of healthcare training. This study aimed to investigate patients’ perceptions of the participation of medical students in their care. Methods: This descriptive cross-sectional study was conducted between October 2014 and March 2015 among 430 patients admitted to the medical and surgical wards at the King Abdulaziz Medical City, Riyadh, Saudi Arabia. An Arabic questionnaire was designed to assess the demographic characteristics of the patients and their perceptions of students’ participation in their medical care. Results: A total of 416 patients completed the survey (response rate: 97%). Overall, 407 patients (98%) acknowledged the educational benefit of involving medical students in their care. A total of 368 patients (88%) had no objection to a medical student being involved in their care. Of these, 98% were willing to be asked about their medical history by medical students, 89% would permit physical examinations by medical students and 39% preferred that the gender of the medical student match their own. Education level (P <0.003), a positive prior experience with a medical student (P <0.001) and perception of the medical students’ attitudes (P <0.001) had a significant effect on patients’ acceptance of medical students participating in their care. Conclusion: In general, the patients had a positive perception of medical students, with most patients acknowledging the educational benefit of student participation in patient care. As patients’ perceptions of students’ professionalism, confidence and respect for privacy were significantly related to acceptance of care, education on these aspects should be a priority in medical curricula. PMID:27226915

Use and perception of electronic cigarettes among college students.

PubMed

Trumbo, Craig W; Harper, Raquel

2013-01-01

This study provides insight into how electronic cigarettes (e-cigarettes) may affect the social normative environment for tobacco use among college students. Participants were 244 freshman and sophomore students. Students completed an online self-report survey in April 2011. There is a higher acceptance rate of e-cigarette smoking in public than traditional tobacco. For intention to use an e-cigarette, the strongest predictor is current tobacco use, followed by a positive orientation toward public use of e-cigarettes. Positive orientation toward public use of e-cigarettes is significantly predicted by the use of alternate tobacco, intention to use or try e-cigarettes, positive orientation toward public use of tobacco, positive attitude toward e-cigarettes, positive perception of social norms for use of e-cigarettes, and favorable orientation toward e-cigarettes as an innovation. These models suggest attitudinal, social normative, innovation, and behavioral factors may combine to bring the e-cigarette into wider use among college students.

The learning environment as a mediating variable between self-directed learning readiness and academic performance of a sample of saudi nursing and medical emergency students.

PubMed

Alotaibi, Khaled N

2016-01-01

There has been some ground-breaking research on self-directed learning (SDL) in nursing education which reveals the superiority of SDL to traditional learning methods in terms of students' academic performance and the development of positive attitudes toward the learning process on the part of both students and teachers. The relationship between students' self-directed learning readiness (SDLR) and students' academic performance, and the mediating role of students' perceptions of the learning environment needs further investigation. In this study, it is proposed that students' perceptions of their learning environment could enhance their SDLR and thus boost their academic performance (in terms of their GPA). A descriptive design was used to examine the relationships between the domains of SDLR, which are self-management, desire to learn and self-control and students' perceptions of the learning environment (SPLE) and students' GPA. A survey involving 342 [Corrected] Saudi students from nursing and emergency medical services undergraduate programs in King Saud University was used for this research. The results showed that SDLR level positively influenced students' academic performance positively, and that students' perceptions of their learning environment played a significant role in determining their level of SDLR and academic performance. It is recommended that nursing and emergency medical services educators provide a supportive learning environment in terms of good teaching, clear goals and standards, appropriate assessment, appropriate workload, and emphasis on independence to encourage students to engage in the process of SDL which can, in turn, enhance their academic performance. Copyright © 2015 Elsevier Ltd. All rights reserved.

Medical students' perceptions of emerging learning communities at one medical school.

PubMed

Rosenbaum, Marcy E; Schwabbauer, Marian; Kreiter, Clarence; Ferguson, Kristi J

2007-05-01

In 1999, the University of Iowa Roy J. and Lucille A. Carver College of Medicine (UICCOM) established a student management model consisting of four student-style learning communities (LCs), each comprising one quarter of the students from each class, with the goal of fostering student connection, excellence, learning, leadership, and service. The authors present results of a prospective evaluation of medical students' perceptions of emerging LCs and their impact on medical student life at UICCOM. A two-page questionnaire, administered in 1999 and again in 2003 to all second-through fourth-year and MD/PhD students, assessed connections among students from different years of study, students' participation in activities, anticipated/perceived benefits of LCs, concerns about LCs, and the impact of LCs on students' perceptions of the learning environment. Questions were open ended or Likert scaled; statistical analyses were descriptive, parametric, and nonparametric. Comparison of results between 1999 and 2003 demonstrated increased connections between students and participation in LC activities, positive perceptions of the overall learning environment, increased access to faculty and staff, and increased involvement in leadership and service activities. Student concerns included continued obstacles to involvement in LCs for third- and fourth-year students. This prospective evaluation demonstrates that LCs can contribute to more positive perceptions of the learning environment and increased interaction between students throughout medical school. LCs seem to increase student leadership development and engagement in the broader community. Further investigation is needed to determine how these potential benefits of LCs can be maximized and made more accessible to all students.

Perceptions of family relations when mothers and fathers are depicted with different parenting styles.

PubMed

McGillicuddy-De Lisi, Ann V; De Lisi, Richard

2007-12-01

College students (N = 125) reported their perceptions of family relations in response to vignettes that presented 5 different parenting styles. Participants viewed family relations as most positive when parents were portrayed as authoritative or permissive and as most negative when parents were portrayed as uninvolved-neglecting or authoritarian. Student gender and parent gender effects qualified these findings. Female students reported family relations to be less positive than did male students when parents were depicted as authoritarian or as uninvolved-neglecting, and they rated family relations more positively than did male students when parents were depicted as permissive. Participants viewed family relations as more positive when mothers rather than fathers were presented as permissive and when fathers rather than mothers were depicted as authoritarian. The authors discuss the findings of the study in relation to theories of beliefs about children and implications for future parenting styles of male and female college students.

Assessing medical students' perceptions of patient safety: the medical student safety attitudes and professionalism survey.

PubMed

Liao, Joshua M; Etchegaray, Jason M; Williams, S Tyler; Berger, David H; Bell, Sigall K; Thomas, Eric J

2014-02-01

To develop and test the psychometric properties of a survey to measure students' perceptions about patient safety as observed on clinical rotations. In 2012, the authors surveyed 367 graduating fourth-year medical students at three U.S. MD-granting medical schools. They assessed the survey's reliability and construct and concurrent validity. They examined correlations between students' perceptions of organizational cultural factors, organizational patient safety measures, and students' intended safety behaviors. They also calculated percent positive scores for cultural factors. Two hundred twenty-eight students (62%) responded. Analyses identified five cultural factors (teamwork culture, safety culture, error disclosure culture, experiences with professionalism, and comfort expressing professional concerns) that had construct validity, concurrent validity, and good reliability (Cronbach alphas > 0.70). Across schools, percent positive scores for safety culture ranged from 28% (95% confidence interval [CI], 13%-43%) to 64% (30%-98%), while those for teamwork culture ranged from 47% (32%-62%) to 74% (66%-81%). They were low for error disclosure culture (range: 10% [0%-20%] to 27% [20%-35%]), experiences with professionalism (range: 7% [0%-15%] to 23% [16%-30%]), and comfort expressing professional concerns (range: 17% [5%-29%] to 38% [8%-69%]). Each cultural factor correlated positively with perceptions of overall patient safety as observed in clinical rotations (r = 0.37-0.69, P < .05) and at least one safety behavioral intent item. This study provided initial evidence for the survey's reliability and validity and illustrated its applicability for determining whether students' clinical experiences exemplify positive patient safety environments.

Parent-Teacher Collaboration: Teacher Perceptions of What Is Needed to Support Students with ASD in the Inclusive Classroom

ERIC Educational Resources Information Center

Schultz, Tia R.; Able, Harriet; Sreckovic, Melissa A.; White, Tamira

2016-01-01

Positive parent-professional collaboration is critical for the educational success of students with autism spectrum disorder (ASD). However, little is known about teacher perceptions of parent-professional collaboration. Thirty-four teachers participated in a qualitative study to gain a better understanding of teachers' perceptions of helpful…

Fusing a Reversed and Informal Learning Scheme and Space: Student Perceptions of Active Learning in Physical Chemistry

ERIC Educational Resources Information Center

Donnelly, Julie; Hernández, Florencio E.

2018-01-01

Physical chemistry students often have negative perceptions and low expectations for success in physical chemistry, attitudes that likely affect their performance in the course. Despite the results of several studies indicating increased positive perception of physical chemistry when active learning strategies are used, a recent survey of faculty…

A Cross-Cultural Study of Possible Iatrogenic Effects of Gifted Education Programs: Tenth Graders' Perceptions of Academically High Performing Classmates

ERIC Educational Resources Information Center

Oh, Hyerim; Sutherland, Margaret; Stack, Niamh; Badia Martín, Maria del Mar; Blumen, Sheyla; Nguyen, Quoc Anh-Thu; Wormald, Catherine; Maakrun, Julie; Ziegler, Albert

2015-01-01

Previous empirical studies have yielded inconclusive results about peer perceptions of academically high performing students. The purpose of this study was to investigate students' perceptions of the intellectual ability, positive social qualities, and popularity of a hypothetical new high performing classmate. Participants were 1060 Vietnamese,…

Structural Modeling on the Relationship between Positive Perception, Deliberative Belief, and Friendship Quality: A Study with Undergraduate Students

ERIC Educational Resources Information Center

Lin, Chun-Wen

2018-01-01

Some of the key issues in pedagogy are the way of students' peer learning, collaboration, and team work at school. Friendship quality is essential for academic achievement by peer learning and team work. In line with that, the aim of the present study is to examine the associations between variables that are positive perception, deliberative…

Relational perceptions in high school physical education: teacher- and peer-related predictors of female students' motivation, behavioral engagement, and social anxiety.

PubMed

Gairns, Felicity; Whipp, Peter R; Jackson, Ben

2015-01-01

Although researchers have demonstrated the importance of interpersonal processes in school-based physical education (PE), there have been calls for further studies that account for multiple relational perspectives and provide a more holistic understanding of students' relational perceptions. Guided by principles outlined within self-determination theory and the tripartite efficacy model, our aim was to explore the ways in which students' perceptions about their teacher and classmates directly and/or indirectly predicted motivation, anxiety, and engagement in PE. A total of 374 female high-school students reported the extent to which their teachers and classmates independently (a) engaged in relatedness-supportive behaviors, (b) satisfied their need for relatedness, and (c) were confident in their ability in PE (i.e., relation-inferred self-efficacy). Students also rated their motivation and anxiety regarding PE, and teachers provided ratings of in-class behavioral engagement for each student. Analyses demonstrated support for the predictive properties of both teacher- and peer-focused perceptions. Students largely reported more positive motivational orientations when they held favorable perceptions regarding their teacher and peers, and autonomous motivation was in turn positively related to behavioral engagement ratings. These findings offer novel insight into the network of interpersonal appraisals that directly and indirectly underpins important in-class outcomes in PE.

The Interplay of Students' School Engagement, School Self-Concept and Motivational Relations during Adolescence.

PubMed

Bakadorova, Olga; Raufelder, Diana

2017-01-01

Existing literature evidences the association between adolescents' school self-concept and engagement, both concepts being related to students' perception of teachers and peers as motivators. However, few longitudinal studies explore the interplay of these factors. The present study aims to close this gap, applying latent cross-lagged panel design to two-wave data from German adolescent students [1088 8th grade students at T1 ( M age = 13.7, SD = 0.53; 53.9% girls) and 845 9th grade students at T2 ( M age = 14.86; SD = 0.57; 55% girls) from the initial sample]. Besides direct effects, three cross-lagged over-time paths were found to be significant: students' perception of peers as positive motivators (PPMs) at the beginning of 8th grade (T1) positively predicts their behavioral school engagement at the end of 9th grade (T2), as well as emotional school engagement at the beginning of 8th grade positively predicts students' perception of PPMs 1.5 years later. Furthermore, behavioral school engagement at T1 functions as a predictor of a student's school self-concept at T2.

Perceptions of Self-Efficacy among STEM Students with Disabilities

ERIC Educational Resources Information Center

Jenson, Ronda J.; Petri, Alexis N.; Day, Arden D.; Truman, Kevin Z.; Duffy, Kate

2011-01-01

Numerous studies examine the relationship between self-efficacy and positive outcomes for postsecondary students. Collectively they echo that self-efficacy is an essential component to positive outcomes. Relatively few studies focused on students with disabilities majoring in STEM fields. Twenty postsecondary students with disabilities…

Influence of motivation, self-efficacy and situational factors on the teaching quality of clinical educators.

PubMed

Dybowski, Christoph; Sehner, Susanne; Harendza, Sigrid

2017-05-08

Being exposed to good teachers has been shown to enhance students' knowledge and their clinical performance, but little is known about the underlying psychological mechanisms that provide the basis for being an excellent medical teacher. Self-Determination Theory (SDT) postulates that more self-regulated types of motivation are associated with higher performance. Social Cognitive Theory (SCT) focuses on self-efficacy that has been shown to be positively associated with performance. To investigate the influences of different types of teaching motivation, teaching self-efficacy, and teachers' perceptions of students' skills, competencies and motivation on teaching quality. Before the winter semester 2014, physicians involved in bedside teaching in internal medicine at the University Medical Center Hamburg-Eppendorf completed a questionnaire with sociodemographic items and instruments measuring different dimensions of teaching motivation as well as teaching self-efficacy. During the semester, physicians rated their perceptions of the participating students who rated the teaching quality after each lesson. We performed a random intercept mixed-effects linear regression with students' ratings of teaching quality as the dependent variable and students' general interest in a subject as covariate. We explored potential associations between teachers' dispositions and their perceptions of students' competencies in a mixed-effects random intercept logistic regression. 94 lessons given by 55 teachers with 500 student ratings were analyzed. Neither teaching motivation nor teaching self-efficacy were directly associated with students' rating of teaching quality. Teachers' perceptions of students' competencies and students' general interest in the lesson's subject were positively associated with students' rating of teaching quality. Physicians' perceptions of their students' competencies were significantly positively predicted by their teaching self-efficacy. Teaching quality might profit from teachers who are self-efficacious and able to detect their students' competencies. Students' general interest in a lesson's subject needs to be taken into account when they are asked to evaluate teaching quality.

Medical students' perception of the learning environment at King Saud University Medical College, Saudi Arabia, using DREEM Inventory.

PubMed

Soliman, Mona M; Sattar, Kamran; Alnassar, Sami; Alsaif, Faisal; Alswat, Khalid; Alghonaim, Mohamed; Alhaizan, Maysoon; Al-Furaih, Nawaf

2017-01-01

The students' perception of the learning environment is an important aspect for evaluation and improvement of the educational program. The College of Medicine at King Saud University (KSU) reformed its curriculum in 2009 from a traditional to a system-oriented hybrid curriculum. The objective of the present study was to determine the perception of the second batch (reformed curriculum) of medical graduates about the educational environment at the College of Medicine, KSU, using the Dundee Ready Education Environment Measure (DREEM) scale. The fifth year medical students were asked to evaluate the educational program after graduation in May 2014. The questionnaire was distributed to the graduate students electronically. The DREEM questionnaire consisted of 50 items based on Likert's scale; and five domains, namely, students' perceptions of learning, perceptions of teachers, academic self-perceptions, perceptions of atmosphere, and social self-perceptions. Data were analyzed using SPSS. A total of 62 students participated in the study. The score for students' perception of learning among medical students ranged from 2.93 to 3.64 (overall mean score: 40.17). The score for students' perception of teachers ranged from 2.85 to 4.01 (overall mean score: 33.35). The score for students' academic self-perceptions ranged from 3.15 to 4.06 (overall mean score: 28.4). The score for students' perception of atmosphere ranged from 2.27 to 3.91 (overall mean score: 41.32). The score for students' social self-perceptions ranged from 2.85 to 4.33 (overall mean score: 24.33). The general perceptions of the students in all five sub-scales were positive. The overall student's perception about the educational environment was satisfactory. This study was important to evaluate the students' perception of the learning environment among medical graduates of the reformed curriculum and provided guidance on areas of improvement in the curriculum.

Elementary Student Perceptions of School Climate and Associations with Individual and School Factors

ERIC Educational Resources Information Center

La Salle, Tamika P.; Zabek, Faith; Meyers, Joel

2016-01-01

School climate has increasingly been recognized as an essential component of school improvement owing to the established associations between a positive school climate and academic outcomes for students. Our study examines associations among a brief measure of school climate assessing elementary student perceptions and the College and Career Ready…

Education Student Perceptions of Virtual Reality as a Learning Tool

ERIC Educational Resources Information Center

Domingo, Jelia R.; Bradley, Elizabeth Gates

2018-01-01

The purpose of this study was to ascertain student perceptions of the use and value of three-dimensional virtual environments. A grounded theory approach was used to gather and examine data. Just over half of student participants reported positive experiences. However, most experienced technical difficulties. Despite the technical challenges of…

Teachers' Perceptions and Expectations and the Black-White Test Score Gap.

ERIC Educational Resources Information Center

Ferguson, Ronald F.

2003-01-01

Evaluates how schools can positively affect the test score gap between black and white students by examining two potential sources for this difference: teachers and students. Offers evidence for the proposition that teachers' perceptions, expectations, and behaviors interact with students' beliefs, behaviors, and work habits in ways that help to…

Engineering perceptions of female and male K-12 students: effects of a multimedia overview on elementary, middle-, and high-school students

NASA Astrophysics Data System (ADS)

Johnson, Amy M.; Ozogul, Gamze; DiDonato, Matt D.; Reisslein, Martin

2013-10-01

Computer-based multimedia presentations employing animated agents (avatars) can positively impact perceptions about engineering; the current research advances our understanding of this effect to pre-college populations, the main target for engineering outreach. The study examines the effectiveness of a brief computer-based intervention with animated agents in improving perceptions about engineering. Five hundred sixty-five elementary, middle-, and high-school students in the southwestern USA viewed a short computer-based multimedia overview of four engineering disciplines (electrical, chemical, biomedical, and environmental) with embedded animated agents. Students completed identical surveys measuring five subscales of engineering perceptions immediately before and after the intervention. Analyses of pre- and post-surveys demonstrated that the computer presentation significantly improved perceptions for each student group, and that effects were stronger for elementary school students, compared to middle- and high-school students.

Multi-ethnic high school students' perceptions of nursing in the USA and Israel: a descriptive quantitative study.

PubMed

Degazon, Cynthia E; Ben Natan, Merav; Shaw, Holly K; Ehrenfeld, Mally

2015-01-01

In order to target new recruits or future generation of ethnic minority nurses about their potential fit in nursing, it is necessary to understand their perceptions of the profession. Successful recruitment of high school students into nursing in part requires congruency between perceptions of an ideal career and perceptions of nursing as a career. The purposes of this study were to compare ethnic minority high school students in the USA and in Israel on their perceptions of nursing as a career, and to understand how those perceptions compare to their perceptions of an ideal career. A descriptive quantitative design was employed to study a sample of 330 ethnic minority high school students from the USA and from Israel. The Mann-Whitney U procedure was used to compare the groups' perceptions; a two-sided Wilcoxon Signed-Ranks test was used to determine the differences between their perceptions of an ideal career and of nursing as a career. The USA students had more positive perceptions of nursing as a career than did the Israeli students. Both groups of students did not perceive nursing as an ideal career: They perceived nurses as hard workers, performing arduous tasks and busy work, not academically challenged, with limited opportunity for leadership and autonomy, and earning less money than they would want in an ideal career. Caring for others was a highly valued attribute for an ideal career and for nursing as a career. A minority career development plan that underscores the positive attributes of nursing should be designed in both the USA and in Israel for ethnic minority high school students. The plan should effectively communicate nursing as a caring profession that is academically rigorous and intellectually challenging with available leadership opportunities in institutions and society. Copyright © 2014 Elsevier Ltd. All rights reserved.

Students' perception of the learning environment in a distributed medical programme

PubMed Central

Veerapen, Kiran; McAleer, Sean

2010-01-01

Background The learning environment of a medical school has a significant impact on students' achievements and learning outcomes. The importance of equitable learning environments across programme sites is implicit in distributed undergraduate medical programmes being developed and implemented. Purpose To study the learning environment and its equity across two classes and three geographically separate sites of a distributed medical programme at the University of British Columbia Medical School that commenced in 2004. Method The validated Dundee Ready Educational Environment Survey was sent to all students in their 2nd and 3rd year (classes graduating in 2009 and 2008) of the programme. The domains of the learning environment surveyed were: students' perceptions of learning, students' perceptions of teachers, students' academic self-perceptions, students' perceptions of the atmosphere, and students' social self-perceptions. Mean scores, frequency distribution of responses, and inter- and intrasite differences were calculated. Results The perception of the global learning environment at all sites was more positive than negative. It was characterised by a strongly positive perception of teachers. The work load and emphasis on factual learning were perceived negatively. Intersite differences within domains of the learning environment were more evident in the pioneer class (2008) of the programme. Intersite differences consistent across classes were largely related to on-site support for students. Conclusions Shared strengths and weaknesses in the learning environment at UBC sites were evident in areas that were managed by the parent institution, such as the attributes of shared faculty and curriculum. A greater divergence in the perception of the learning environment was found in domains dependent on local arrangements and social factors that are less amenable to central regulation. This study underlines the need for ongoing comparative evaluation of the learning environment at the distributed sites and interaction between leaders of these sites. PMID:20922033

Enhancing teamwork using a creativity-focussed learning intervention for undergraduate nursing students - A pilot study.

PubMed

Carson, O M; Laird, E A; Reid, B B; Deeny, P G; McGarvey, H E

2018-02-22

A cohort of year two students (n = 181) was exposed to a transformational and experiential learning intervention in the form of team-led poster development workshops to enhance competence and interpersonal skills for working in teams. The aims of this study were to test the suitability of an amended TeamSTEPPS teamwork perceptions questionnaire (T-TPQ) for measuring the impact of the intervention on students' perceptions of team working, and to ascertain students' views about the experience. This was a two phase pilot study. Phase 1 was a repeated measures design to test the T-TPQ for evaluating the impact of the experiential intervention, and Phase 2 was a survey of students' views and opinions. Descriptive and statistical analysis of the data were performed. Our findings suggest that age and part-time employment mediate towards more positive teamwork perceptions. Teamwork perceptions increased from week 3 to week 9 of the experiential intervention, and students viewed the experience positively. This was the first time that the T-TPQ was tested for suitability for measuring the impact of an experiential learning intervention among nursing students. Despite limitations, our study indicates that the amended T-TPQ is sensitive to changes in teamwork perceptions in repeated measures design studies among nursing students. Copyright © 2018 Elsevier Ltd. All rights reserved.

Medical students perception of their medical environment-expected versus actual perceptions--a cross sectional study.

PubMed

Sundus, Ayesha; Haider, Mohammad Nadir; Ibrahim, Mohammad Faisal; Younus, Nida; Farooqui, Mohammad Talha; Iftikhar, Fatiha; Siddique, Osama; Aziz, Sina

2014-02-01

To compare the expected (perceptions of their environment at the beginning of their 1st year) versus actual perceptions (perceptions at the end of 1st year) of 1st year students at Dow University of Health Sciences. The 'expected' perceptions of the students were recorded at the beginning of their 1st year (n = 411) of medical education when they entered the medical school using Dundee Ready Educational Environment Measure (DREEM). DREEM is a validated and self-administered inventory which focuses on learning, teachers, self-confidence and academic as well as social environment. The 'actual' perceptions were then recorded at the end of their first year (n = 405) of education when they had received adequate exposure of their environment. The 2 records were then compared. The total expected DREEM score was 118/200 and the total actual DREEM score was 113/200. The expected domain (Students' perceptions of learning, students' perceptions of teachers, students' academic self-perceptions, students' perceptions of atmosphere, and students' social self-perceptions) scores were 28/48, 26/44, 20/32, 28/48, and 16/28. The actual domain scores were 27/48, 23/44, 19/32, 27/48, 16/28. However both the actual and expected scoring displayed satisfactory environment for learning. Significant differences (p < 0.0001) were found in the two samples. In general the results displayed that the students perceived the environment positively but the significant difference found in the two samples, demonstrated that their expectations were not met.

Negative ageing stereotypes in students and faculty members from three health science schools.

PubMed

León, Soraya; Correa-Beltrán, Gloria; Giacaman, Rodrigo A

2015-06-01

To explore the ageing stereotypes held by health students and faculty members in three health science schools in Chile. This cross-sectional study surveyed 284 students and faculty members from the dental, physical therapy and speech therapy schools of the University of Talca, Chile. A validated 15-question questionnaire about negative stereotypes was used (CENVE). The questions were divided into three categories: (i) health, (ii) social factors and motivation and (iii) character and personality. The scores for each category were grouped into the following categories: (i) positive, (ii) neutral and (iii) negative. Negative stereotypes were compared across genders, socio-economic status levels, classes, positions (student or faculty member) and schools. The majority of the participants held neutral stereotypes towards ageing, followed by positive perceptions. No differences were detected between the genders, schools or classes. While most of the students had neutral perceptions about ageing, the faculty's perceptions were rather positive (p = 0.0182). In addition, people of lower-middle socio-economic status held more positive stereotypes about ageing than the participants of high and middle status (p = 0.0496). Stereotypes about ageing held by health-related students and faculty members appear to be rather neutral. The stereotypes seem to be better among students with some clinical experience, students of lower socio-economic status and faculty members. © 2013 John Wiley & Sons A/S and The Gerodontology Society. Published by John Wiley & Sons Ltd.

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.

The role of personal resilience and personality traits of healthcare students on their attitudes towards interprofessional collaboration.

PubMed

Avrech Bar, Michal; Katz Leurer, Michal; Warshawski, Sigalit; Itzhaki, Michal

2018-02-01

Interprofessional collaboration (IPC) improves communication between healthcare workers and healthcare delivery. Interprofessional education (IPE) is essential in preparing healthcare students for cooperating with other healthcare disciplines in a real work setting. Although higher education settings have a responsibility to provide collaborative healthcare practice to students, IPE has not yet been prompted worldwide as a formal division in health professional education and in Israel IPE among health professions students is scarce. To examine the attitudes of health professions students towards IPC in correlation with their personal resilience and personality traits. A descriptive cross-sectional design was used. Participants were fourth year nursing, occupational therapy (OT), and physical therapy students studying in an academic undergraduate program at a School of Health Professions in a central university in Israel. Attitudes were assessed with a questionnaire consisting of the Interdisciplinary Education Perception Scale, the Connor-Davidson Resilience Scale, the Big Five Inventory of personality dimensions, and a question evaluating students' experience with the PBL (Problem-Based Learning) method. Questionnaires were completed by 184 health professions students. Nursing students' perception of actual cooperation with other professions and their perceived competency and autonomy in their profession were slightly lower than those of other students. Among nursing students, positive correlations were found between competency & autonomy and resilience (p<0.01) and between competency & autonomy and agreeableness (p<0.05). Positive correlations were also found between their perception of actual cooperation with other professions and: resilience (p<0.01), agreeableness (p<0.05), conscientiousness (p<0.05), and openness (p<0.05). Only OT students were familiar with and experienced in the PBL method. This experience with PBL was found correlated with more positive attitudes towards competency and autonomy in the profession and higher positive perception of actual cooperation with other professions. IPE, including PBL, should be integrated in health professions students' training. Copyright © 2017 Elsevier Ltd. All rights reserved.

Medical Student Perceptions of the Learning Environment in Medical School Change as Students Transition to Clinical Training in Undergraduate Medical School.

PubMed

Dunham, Lisette; Dekhtyar, Michael; Gruener, Gregory; CichoskiKelly, Eileen; Deitz, Jennifer; Elliott, Donna; Stuber, Margaret L; Skochelak, Susan E

2017-01-01

Phenomenon: The learning environment is the physical, social, and psychological context in which a student learns. A supportive learning environment contributes to student well-being and enhances student empathy, professionalism, and academic success, whereas an unsupportive learning environment may lead to burnout, exhaustion, and cynicism. Student perceptions of the medical school learning environment may change over time and be associated with students' year of training and may differ significantly depending on the student's gender or race/ethnicity. Understanding the changes in perceptions of the learning environment related to student characteristics and year of training could inform interventions that facilitate positive experiences in undergraduate medical education. The Medical School Learning Environment Survey (MSLES) was administered to 4,262 students who matriculated at one of 23 U.S. and Canadian medical schools in 2010 and 2011. Students completed the survey at the end of each year of medical school as part of a battery of surveys in the Learning Environment Study. A mixed-effects longitudinal model, t tests, Cohen's d effect size, and analysis of variance assessed the relationship between MSLES score, year of training, and demographic variables. After controlling for gender, race/ethnicity, and school, students reported worsening perceptions toward the medical school learning environment, with the worst perceptions in the 3rd year of medical school as students begin their clinical experiences, and some recovery in the 4th year after Match Day. The drop in MSLES scores associated with the transition to the clinical learning environment (-0.26 point drop in addition to yearly change, effect size = 0.52, p < .0001) is more than 3 times greater than the drop between the 1st and 2nd year (0.07 points, effect size = 0.14, p < .0001). The largest declines were from items related to work-life balance and informal student relationships. There was some, but not complete, recovery in perceptions of the medical school learning environment in the 4th year. Insights: Perceptions of the medical school learning environment worsen as students continue through medical school, with a stronger decline in perception scores as students' transition to the clinical learning environment. Students reported the greatest drop in finding time for outside activities and students helping one another in the 3rd year. Perceptions differed based on gender and race/ethnicity. Future studies should investigate the specific features of medical schools that contribute most significantly to student perceptions of the medical school learning environment, both positive and negative, to pinpoint potential interventions and improvements.

School discipline and disruptive classroom behavior: the moderating effects of student perceptions.

PubMed

Way, Sandra M

2011-01-01

This study examines the relationship between school discipline and student classroom behavior. A traditional deterrence framework predicts that more severe discipline will reduce misbehavior. In contrast, normative perspectives suggest that compliance depends upon commitment to rules and authority, including perceptions of fairness and legitimacy. Using school and individual-level data from the National Education Longitudinal Study of 1988 and multilevel regression modeling, the author finds support for the normative perspective. Students who perceive school authority as legitimate and teacher–student relations as positive are rated as less disruptive. While perceptions of fairness also predict lower disruptions, the effects are mediated by positive teacher–student relations. Contrary to the deterrence framework, more school rules and higher perceived strictness predicts more, not less, disruptive behavior. In addition, a significant interaction effect suggests that attending schools with more severe punishments may have the unintended consequence of generating defiance among certain youth.

Designing and Evaluating an Interprofessional Experiential Course Series Involving Medical and Pharmacy Students

PubMed Central

Dueñas, Gladys G.; Zanoni, Aileen; Grover, Anisha B.

2016-01-01

Objective. To prepare first-year and second-year pharmacy and medical students to build effective collaborative health care teams by participating in an interprofessional experiential 6-semester course series. Design. An interprofessional experiential course series was designed using a variety of teaching methods to achieve both interprofessional and experiential learning outcomes. A standardized objective behavioral assessment was developed to measure team performance of interprofessional communication and teamwork. In addition, student perceptions were measured using a validated instrument. Assessment. A majority of teams demonstrated appropriate competence with respect to interprofessional communication and teamwork. Additionally, a majority of students expressed positive perceptions of interprofessional collaboration with respect to teamwork, roles and responsibilities, and patient outcomes. Conclusion. An interprofessional experiential course series can be successfully implemented to achieve both interprofessional and experiential learning outcomes. Highly collaborative teams and positive student perceptions provide evidence of achievement of interprofessional education learning outcomes. PMID:27402988

Adolescents’ Stage-Environment Fit in Middle and High School: The Relationship Between Students’ Perceptions of Their Schools and Themselves

PubMed Central

Booth, Margaret Zoller; Gerard, Jean M.

2012-01-01

This mixed-methods longitudinal project investigates the association between student perceptions of their schools and themselves. Findings from the first two waves of data analysis with 894 middle and high school students in a midsized Great Lakes city reveal similarities and differences between the grade levels (7th–10th) and their perceptions of their schools. Although 7th-grade students enter middle school with the most positive feelings about their schools, they lose this feeling of euphoria by the end of their academic year. In contrast, the 10th-grade females are the most positive of all students, recognizing school characteristics which assist with their self-efficacy. Results from quantitative analyses indicate that student attitudes toward school and a sense of school connectedness are linked to both self-esteem and academic self-efficacy. PMID:25332512

Student Teachers' and Mentor Teachers' Perceptions and Expectations of a Mentoring Relationship: Do They Match or Clash?

ERIC Educational Resources Information Center

Izadinia, Mahsa

2016-01-01

This study examines similarities and differences between mentor teachers' and student teachers' perceptions of the components of a positive mentoring relationship and its impact on the identity formation of student teachers. In addition to the interview data, the participants were asked to use metaphors to describe the mentoring relationship. The…

Student Perceptions of Their Biology Teacher's Interpersonal Teaching Behaviors and Student Achievement

NASA Astrophysics Data System (ADS)

Madike, Victor N.

Inadequate student-teacher interactions in undergraduate courses have been linked to poor student performance. Researchers have noted that students' perceptions of student-teacher relationships may be an important factor related to student performance. The administration of a Mid-Atlantic community college prioritized increasing undergraduate biology student performance. The purpose of this quantitative study was to examine the relationship between students' biology achievement and their perceptions of interpersonal teaching behaviors and student-teacher interactions in introductory biology courses. Leary's theory on interpersonal communication and the systems communication theory of Watzlawick, Beavin, and Jackson served as the theoretical foundation. The Wubbel's Likert-scale questionnaire on student-teacher interactions was administered to 318 undergraduate biology students. Non-parametric Spearman's rank correlations revealed a significant direct correlation between students' grades and their perceptions of teachers' interpersonal teaching behaviors. The relationship between student achievement and students' perceptions of student-teacher interactions prompted the recommendation for additional study on the importance of student-teacher interactions in undergraduate programs. A recommendation for local practice included faculty development on strategies for improving student-teacher interactions. The study's implications for positive social change include increased understanding for administrators and instructors on the importance of teacher-student interactions at the community college level.

Assessment of Environmental Attitudes and Risk Perceptions among University Students in Mersin, Turkey

PubMed Central

Ögenler, Oya; Kurt, Ahmet Öner; Koçaş, Fazıl; Şaşmaz, Tayyar

2017-01-01

Background Environmental destruction is one of the most important problems in this century. Objective The aim of the study was to determine the environmental attitudes and perceived risks associated with environmental factors of the students. Methods This cross-sectional study was conducted in 7 faculties of Mersin University. The research data were collected using a questionnaire. The questionnaire included sociodemographic characteristics, the “Environmental Attitudes Scale,” and the “Environmental Risk Perception Scale.” 774 students who filled out questionnaires were evaluated. Results The sample included 55.8% females. Environmental Attitudes Scale mean scores of students were identified as 81.1 ± 11.3. The highest perceived risk was release of radioactive materials associated with nuclear power generation. The environmental attitudes and risk perception scores were higher in Health Sciences than in the other faculties. Females were more positive towards the environment and had higher risk perceptions than the men. There is a negative correlation between age and resource depletion risk and global environmental risk score. Conclusion Students had a positive attitude to the environment and had moderate-level risk perception about the environment. Environmental awareness of students, especially those studying in the Social Sciences, should be increased. The environmental education curriculum should be revised throughout all the courses. PMID:28912823

Predicting negative drinking consequences: examining descriptive norm perception.

PubMed

Benton, Stephen L; Downey, Ronald G; Glider, Peggy S; Benton, Sherry A; Shin, Kanghyun; Newton, Douglas W; Arck, William; Price, Amy

2006-05-01

This study explored how much variance in college student negative drinking consequences is explained by descriptive norm perception, beyond that accounted for by student gender and self-reported alcohol use. A derivation sample (N=7565; 54% women) and a replication sample (N=8924; 55.5% women) of undergraduate students completed the Campus Alcohol Survey in classroom settings. Hierarchical regression analyses revealed that student gender and average number of drinks when "partying" were significantly related to harmful consequences resulting from drinking. Men reported more consequences than did women, and drinking amounts were positively correlated with consequences. However, descriptive norm perception did not explain any additional variance beyond that attributed to gender and alcohol use. Furthermore, there was no significant three-way interaction among student gender, alcohol use, and descriptive norm perception. Norm perception contributed no significant variance in explaining harmful consequences beyond that explained by college student gender and alcohol use.

The Interactive Effects of Facial Expressions of Emotion and Verbal Messages on Perceptions of Affective Meaning.

ERIC Educational Resources Information Center

Friedman, Howard S.

1979-01-01

Students' perceptions of sincerity, dominance, and positivity were measured by pairing happy, angry, surprised and sad faces of teachers with teachers' comments characterized as positive or negative and dominant or submissive. Clear effects of facial-verbal combinations emerged; there were no sex differences other than in perceptions of sincerity.…

Participants' Perceptions of Their Outward Bound Final Expedition and the Relationship to Instructor Supervisory Position

ERIC Educational Resources Information Center

Bobilya, Andrew J.; Kalisch, Kenneth R.; Daniel, Brad

2014-01-01

The purpose of this mixed-method study was to understand participants' perceptions of their Outward Bound Final Expedition experience and more specifically the relationship between the instructor supervisory position and participant's perception of learning. A sample of 331 students consented to participate and completed a survey at the conclusion…

Knowledge and Perception about Pharmacovigilance among Pharmacy Students of Universities in Sana’a Yemen

PubMed Central

Othman, Gamil Qasem; Ibrahim, Mohamed Izham Mohamed; Alshakka, Mohammed; Ansari, Mukhtar; Al-Qadasi, Farouk

2017-01-01

Introduction Pharmacists in community or hospital setting play a key role in reporting Adverse Drug Reaction (ADRs) during practice. Under reporting is considered as a profession malpractice worldwide. Aim To determine the level of knowledge and perception about phramacovigilance and ADRs reporting among final year pharmacy students of Universities in Sana’a Yemen. Materials and Methods A cross-sectional study design was conducted among 385 final year pharmacy students. One public and four private universities were selected randomly using a validated self-administered questionnaire. The questionnaire contained data about student demographic data, knowledge and perception about the ADRs. The data was analysed by SPSS program and Chi-square tests were used to assess the significance of association. Results The male students were more knowledgeable than female (p=0.035), as well as private university students had better ideas on how to report ADRs than public university students (p=0.009). Private university students reported that pharmacovigilance topic is well covered in their curriculum compared to public university students (p≤0.001). A significant difference was seen amongst the students of public and private universities when asked about reporting ADRs in future, former found more confident (p≤0.001). Furthermore, the private university students also had more command on the concept of post-marketing surveillance than public university students (p≤0.001). The private university students in Yemen were more known to causality assessment of ADRs as compared to the students of public universities (p≤0.001). The results of perception revealed regarding perception toward ADRs and pharmacovigilance. Female students (p≤0.018) and private universities students (p≤0.001) had positive perception than male and public university students respectively. Conclusion The findings showed poor knowledge among students in Sana’a Universities and positive perception towards pharmacovigilance and ADRs reporting. A poor knowledge among the future pharmacists suggests need for educational interventions and improvement of strategies to ease the reporting mechanisms. Steps can be taken to improve pharmacovigilance tools and methods in Yemen as well as incorporating subjects of pharmacovigilance in the health faculty’s curriculum in Yemen. PMID:28764191

Knowledge and Perception about Pharmacovigilance among Pharmacy Students of Universities in Sana'a Yemen.

PubMed

Othman, Gamil Qasem; Ibrahim, Mohamed Izham Mohamed; Alshakka, Mohammed; Ansari, Mukhtar; Al-Qadasi, Farouk; Halboup, Abdulsalam M

2017-06-01

Pharmacists in community or hospital setting play a key role in reporting Adverse Drug Reaction (ADRs) during practice. Under reporting is considered as a profession malpractice worldwide. To determine the level of knowledge and perception about phramacovigilance and ADRs reporting among final year pharmacy students of Universities in Sana'a Yemen. A cross-sectional study design was conducted among 385 final year pharmacy students. One public and four private universities were selected randomly using a validated self-administered questionnaire. The questionnaire contained data about student demographic data, knowledge and perception about the ADRs. The data was analysed by SPSS program and Chi-square tests were used to assess the significance of association. The male students were more knowledgeable than female (p=0.035), as well as private university students had better ideas on how to report ADRs than public university students (p=0.009). Private university students reported that pharmacovigilance topic is well covered in their curriculum compared to public university students (p≤0.001). A significant difference was seen amongst the students of public and private universities when asked about reporting ADRs in future, former found more confident (p≤0.001). Furthermore, the private university students also had more command on the concept of post-marketing surveillance than public university students (p≤0.001). The private university students in Yemen were more known to causality assessment of ADRs as compared to the students of public universities (p≤0.001). The results of perception revealed regarding perception toward ADRs and pharmacovigilance. Female students (p≤0.018) and private universities students (p≤0.001) had positive perception than male and public university students respectively. The findings showed poor knowledge among students in Sana'a Universities and positive perception towards pharmacovigilance and ADRs reporting. A poor knowledge among the future pharmacists suggests need for educational interventions and improvement of strategies to ease the reporting mechanisms. Steps can be taken to improve pharmacovigilance tools and methods in Yemen as well as incorporating subjects of pharmacovigilance in the health faculty's curriculum in Yemen.

Perceptions of teachers' general and informational feedback and intrinsic motivation in physical education: two-year effects.

PubMed

Koka, Andre; Hein, Vello

2006-10-01

Relative change or stability of perceived positive general feedback and perceived informational feedback and their influence on students' intrinsic motivation in physical education over two years were examined. 302 students, ages 11 to 15 years, responded to the Perception of Teacher's Feedback questionnaire. Two years later, these students filled out the questionnaire again, along with a modified version of the Sport Motivation Scale. Analysis showed that both types of perceived feedback exhibited moderate stability over the two years. Perceived positive general feedback demonstrated a significant direct effect on students' intrinsic motivation measured concurrently in physical education. Further, fixing to zero the effect of perceived positive general feedback on intrinsic motivation measured concurrently, an effect emerged over the two years.

Dental Students’ Educational Environment and Perceived Stress: The University of Malaya Experience

PubMed Central

Myint, Kyaimon; See-Ziau, Hoe; Husain, Ruby; Ismail, Rosnah

2016-01-01

Background An equitable and positive learning environment fosters deep self-directed learning in students and, consequently, good practice in their profession. Although demotivating weaknesses may lead to repeated day-to-day stress with a cascade of deleterious consequences at both personal and professional levels, a possible relationship between these parameters has not been reported. This study was undertaken to determine the relationship between students’ perceptions of their educational environment and their stress levels. Methods Sixty-one first year students at the Dental Faculty, University of Malaya, Malaysia participated. The Dundee Ready Education Environment Measure (DREEM) was used to determine educational environment while self-rated perceived stress level was measured by the Depression Anxiety Stress Scale (DASS). Results Most students (62.39%) showed positive perceptions for the total and five domains of DREEM. The highest percentage was observed for “Students perception of learning” (64.04%) while the lowest was for “Students’ social self-perception” (60.32%). At the same time, 61% of students showed high perceived stress levels. However, this was not associated with their DREEM scores. Conclusion Although a positive perception of their educational environment was found, minor corrective measures need to be implemented. Furthermore, longitudinal studies on an annual basis would provide useful input for strategic planning purposes. PMID:27418869

Why do some students struggle while others succeed in chemistry? A study of the influence of undergraduate student beliefs, perceptions, and use of resources on performance in introductory chemistry

NASA Astrophysics Data System (ADS)

Sinapuelas, Michelle Leigh Shaver

This dissertation explores how student beliefs about the nature of science learning, beliefs in their academic ability, perceptions of the classroom environment, perceptions of external support, and use of resources contribute to success in introductory chemistry as measured by midterm and final exam scores. These factors were selected for study because they are susceptible to instructional intervention. A beliefs and perceptions survey and use of resources framework were developed, tested, and utilized to find predictors for student grades. To measure beliefs and perceptions the Chemistry Beliefs and Perceptions Survey was developed and tested. A total of 428 introductory chemistry students responded to the survey measuring their beliefs and perceptions during Fall 2009. Factor analysis of student responses yielded four categories of beliefs and perceptions: nature of science learning, academic ability, classroom environment, and external support. A hierarchical linear model estimated the influence of student beliefs and perceptions on exam scores. There was a positive relationship between exam scores and (a) belief in academic ability and (b) belief that learning science involves understanding dynamic processes. There was a negative relationship between exam scores and perception of external support. Perceptions of the classroom environment were not strongly related to exam scores. These results were replicated with survey responses collected from students taking the course the following Fall (N=597). To characterize student use of resources, a subset of survey participants (N=61) were interviewed at three time-points spanning the Fall 2009 semester. Interview responses were used to create a Use of Resources Framework. This framework described students as memorizers, procedural thinkers, critical thinkers, or researchers. Students characterized as memorizers or procedural thinkers view outside sources of information as the "authority," while critical thinkers and researchers evaluate information for themselves and generate explanations in their own words by using multiple relevant ideas. The four use of resource levels were shown to predict exam performance. There was a positive relationship between use of resources and exam performance. Survey and interview measures were combined for the subset of 61 students to explore the joint contribution of use of resources along with beliefs and perceptions on exam performance. The influence of student beliefs in their academic ability on exam performance was found to be mediated by use of resources. That is, there was a positive relationship between belief in academic ability and use of resources. There was also a positive relationship between overall use of resources and exam performance. To illustrate these relationships, three case studies are described. The case studies demonstrate the strong relationship between use of resources (for example the textbook, solving problems, interactions with peers) and understanding of chemistry as revealed on the exams. The cases illustrate how students use resources to understand the course material. Memorizers and procedural thinkers explain the idea of boiling based on connection of recalled information with little evaluation of these ideas. Critical thinkers and researchers explain their understanding in their own words, including evaluation of multiple explanations on the topic. These results suggest that it might be valuable to instruct students in productive ways to use resources so they can succeed in chemistry. This may be done by modeling effective strategies to become a more independent learner such as (a) evaluation or critique of information before accepting its accuracy, (b) translate information to create their own understanding, (c) work out problems on their own before confirming answers with others, (d) opportunities to exchange and evaluate ideas with others. Instructional interventions that improve student use of resources in chemistry could lead to better overall student performance.

Using psychological constructs from the MUSIC Model of Motivation to predict students' science identification and career goals: results from the U.S. and Iceland

NASA Astrophysics Data System (ADS)

Jones, Brett D.; Sahbaz, Sumeyra; Schram, Asta B.; Chittum, Jessica R.

2017-05-01

We investigated students' perceptions related to psychological constructs in their science classes and the influence of these perceptions on their science identification and science career goals. Participants included 575 middle school students from two countries (334 students in the U.S. and 241 students in Iceland). Students completed a self-report questionnaire that included items from several measures. We conducted correlational analyses, confirmatory factor analyses, and structural equation modelling to test our hypotheses. Students' class perceptions (i.e. empowerment, usefulness, success, interest, and caring) were significantly correlated with their science identification, which was correlated positively with their science career goals. Combining students' science class perceptions, science identification, and career goals into one model, we documented that the U.S. and Icelandic samples fit the data reasonably well. However, not all of the hypothesised paths were statistically significant. For example, only students' perceptions of usefulness (for the U.S. and Icelandic students) and success (for the U.S. students only) significantly predicted students' career goals in the full model. Theoretically, our findings are consistent with results from samples of university engineering students, yet different in some ways. Our results provide evidence for the theoretical relationships between students' perceptions of science classes and their career goals.

The Paradoxical Relationship between Student Achievement and Self-Perception: A Cross-National Analysis Based on Three Waves of TIMSS Data

ERIC Educational Resources Information Center

Shen, C.; Tam, H. P.

2008-01-01

Using 3 waves of the TIMSS data, this study investigates the relationship between 8th-graders' mathematics and science achievement and their self-perceptions on these 2 subjects. For within-country data, there is generally a positive relationship between students' achievement and the following 3 measures of their self-perception: how much they…

Evaluating Educational Practices for Positively Affecting Student Perceptions of a Sales Career

ERIC Educational Resources Information Center

Cummins, Shannon; Peltier, James W.; Pomirleanu, Nadia; Cross, James; Simon, Rob

2015-01-01

Despite demand for new graduates seeking a sales position, student reticence toward pursuing a sales career remains. While all students will not choose a sales career, diminishing the existence of sales-related misconceptions among the student population should establish sales as a viable career path for a larger number of students. We test six…

Teachers' and Students' Perceptions on the Problems of Effective Teaching and Learning of Science and Technology in Junior Secondary Schools

ERIC Educational Resources Information Center

Gimba, R. W.; Hassan, A. M.; Yaki, A. A; Chado, A. M.

2018-01-01

It has been observed that students shy away from the study of Science and Technology even though Science and Technology occupies a central position in the development of the nation. This shows the negative attitude and poor performance of students in Science and Technology. This has prompted the research into teachers and students' perceptions of…

Developmental changes and gender effects on motivational constructs based on the expectancy-value model in Czech and United States students regarding learning of science, mathematics, and other subjects

NASA Astrophysics Data System (ADS)

Yang, Eun-Mi

This study employed American and Czech student samples to investigate the motivational constructs used in Eccles and Wigfield's (1983) expectancy-value model. To predict achievement behavior, the model specifies relationships among expectancy for-success and task value, task-specific self-concept, perception of task-difficulty, perceptions of social environment, and interpretations and attributions for past events in relation to the social world. Czech and American students (n = 1,145) in grades 4--12 were the participants in this study. The causal relationships among the constructs were tested to investigate structural similarities and differences in the models for both countries. This study also explored developmental changes, gender, and national differences in the students' motivational beliefs for these motivational constructs: Expectancy for Success, Intrinsic Interest Value, Task-specific Self-concept, Perception of Task-difficulty, and Perceived Vocational Gender Dominance for science, mathematics, and other school subjects. The findings indicated that, for both countries, with respect to changes over grade level, compared to the younger students, the older students showed lower motivational beliefs for most subject areas except reading. However, the Czech students in grades 6--8 showed more positive motivational beliefs in life science and social studies than did the Czech students in other grade levels. In comparing genders, the male students exhibited more positive motivational beliefs in physical science than did the female students, and female students showed more positive motivational beliefs in reading than did the male students. For life science, the Czech female students rated Intrinsic Interest Value and Task-specific Self-concept higher than did their peer male students. The American students' motivational beliefs in reading were more positive than were Czech students', and the Czech students held more positive motivational beliefs in life science than did the American students. With minor variations for each country, the expectancy-value model provided a reasonable tool for understanding the causal relationships among the motivational beliefs. For the Czech sample, Perception of Task-difficulty was a strong negative predictor for Expectancy for Success for most school subjects except life science whereas, for the American sample, it was a weak but significant negative predictor for Intrinsic Interest Value for most school subjects except social studies. Implications for science education are discussed.

Medical laboratory science and nursing students' perception of academic learning environment in a Philippine university using Dundee Ready Educational Environment Measure (DREEM).

PubMed

Barcelo, Jonathan M

2016-01-01

This study aimed to compare the perception of the academic learning environment between medical laboratory science students and nursing students at Saint Louis University, Baguio City, Philippines. A cross-sectional survey research design was used to measure the perceptions of the participants. A total of 341 students from the Department of Medical Laboratory Science, School of Natural Sciences, and the School of Nursing answered the Dundee Ready Education Environment Measure (DREEM) instrument from April to May 2016. Responses were compared according to course of study, gender, and year level. The total mean DREEM scores of the medical laboratory science students and nursing students did not differ significantly when grouped according to course of study, gender, or year level. Medical laboratory science students had significantly lower mean scores in the sub-domains 'perception of learning' and 'perception of teaching.' Male medical laboratory science students had significantly lower mean scores in the sub-domain 'perception of learning' among second year students. Medical laboratory science students had significantly lower mean scores in the sub-domain 'perception of learning.' Nursing students identified 7 problem areas, most of which were related to their instructors. Medical laboratory science and nursing students viewed their academic learning environment as 'more positive than negative.' However, the relationship of the nursing instructors to their students needs improvement.

Bad Attitudes: Why Design Students Dislike Teamwork

ERIC Educational Resources Information Center

Tucker, Richard; Abbasi, Neda

2016-01-01

Positive experiences of teamwork in design contexts significantly improve students' satisfaction with teaching and their attitudes towards future teamwork. Thus, an understanding of the factors leading to negative and positive team experiences can inform strategies to support effective teamwork. This paper examines design students' perceptions and…

Students and Faculty Perceptions of an Undergraduate Nursing Research Internship Program.

PubMed

O'Brien, Tara; Hathaway, Donna

Nursing students in baccalaureate programs report that research is not visible in practice, and faculty conducting research report rarely interacting with students in undergraduate nursing programs. We examined student and faculty perceptions of a research internship embedded in an existing evidence-based practice course. Students (n = 15) and faculty (n = 5) viewed the internship as a positive experience that provided meaningful hands-on skills while generating interest in a potential research career. The internship also provided faculty the opportunity to identify potential doctoral students.

A self-determination theory approach to understanding the antecedents of teachers' motivational strategies in physical education.

PubMed

Taylor, Ian M; Ntoumanis, Nikos; Standage, Martyn

2008-02-01

Physical education teachers can influence students' self-determination through the motivational strategies that they use. The current study examined how teachers' reported use of three motivational strategies (providing a meaningful rationale, providing instrumental help and support, and gaining an understanding of the students) were predicted by perceived job pressure, perceptions of student self-determination, the teachers' autonomous orientation, psychological need satisfaction, and self-determination to teach. Structural equation modeling supported a model in which perceived job pressure, perceptions of student self-determination, and teacher autonomous orientation predicted teacher psychological need satisfaction, which, in turn positively influenced teacher self-determination. The last positively predicted the use of all three strategies. Direct positive effects of teachers' psychological need satisfaction on the strategies of gaining an understanding of students and instrumental help and support were also found. In summary, factors that influence teacher motivation may also indirectly affect their motivational strategies toward students.

Experiences and Perceptions of STEM Subjects, Careers, and Engagement in STEM Activities among Middle School Students in the Maritime Provinces

ERIC Educational Resources Information Center

Franz-Odendaal, Tamara A.; Blotnicky, Karen; French, Frederick; Joy, Phillip

2016-01-01

To enhance understanding of factors that might improve STEM career participation, we assessed students' self-perceptions of competency and interest in science/math, engagement in STEM activities outside of school, and knowledge of STEM career requirements. We show that the primary positive influencer directing students to a STEM career is high…

Improving Tobacco-Free Advocacy on College Campuses: A Novel Strategy to Aid in the Understanding of Student Perceptions about Policy Proposals

ERIC Educational Resources Information Center

Niemeier, Brandi S.; Chapp, Christopher B.; Henley, Whitney B.

2014-01-01

Objective: Tobacco-control policy proposals are usually met with opposition on college campuses. Research to understand students' viewpoints about health-related policy proposals and messaging strategies, however, does not exist. This study investigated students' perceptions about a smoke-free policy proposal to help understand their positions of…

Blind Optimism: A Cross-Cultural Study of Students' Temporal Constructs and Their Schooling Engagements

ERIC Educational Resources Information Center

Rossatto, Cesar Augusto

2004-01-01

This article examines students' perceptions and usage of time, their sense of optimism or lack of it, especially related to schooling. Positionality, or perceptions about life and projections of the future, has great impact on students' success in school. How they interpret the past, live in the present and foresee the future is significantly…

Effect of Perceived Parent-Child Relationship in Childhood on Resilience in Japanese Youth.

PubMed

Tamura, Takahiro

2018-01-01

The present study examined the effect of the perceived parent-child relationship in childhood on resilience in youth. It recruited 268 university students majoring in education and college students majoring in welfare science to investigate the relationship between their perception of parent-child relationship in their childhood and their current resilience by their responses on the Adolescent Resilience Scale and the Children's Perceived Affiliation for Parents Scale. The results indicated that female's positive perception of their relationship with their mothers in childhood had a positive influence on their resilience. On the other hand, the positive influence was inconspicuous and limited with regard to the perception of female's relationship with their fathers in childhood. In contrast, this positive influence was not confirmed in male participants regardless of the perception of their relationship with mothers and fathers in childhood. Although limited to females, these results suggest that youth's perception of their parent-child relationships in childhood significantly affected the development of resilience. In addition, sex difference was observed in this effect. The findings have been discussed with respect to the process of the development of resilience.

Effect of Students' Perceptions of Course Load on Test Anxiety

PubMed Central

Sansgiry, Sujit S.; Sail, Kavita

2006-01-01

Objectives The objective of this study was to examine the association between student perceptions of course load, their ability to manage time, and test anxiety. Methods A survey was self-administered to all students (professional years 1 through 4) enrolled in the PharmD curriculum at the University of Houston (2001) with items measuring test anxiety, perceived course load, and ability to manage time. Results One hundred ninety-eight students participated in the survey (response rate P1 = 48%, P2 = 52%, P3 = 52%, P4 = 72%). There was a significant difference in students' perception of course load, ability to manage time, and test anxiety scores across the 4 years. Test anxiety was positively correlated with students' perceptions of course load and negatively related to their ability to manage time with course work. Conclusions Students' perception of course load and their ability to manage time with their course work is associated with test anxiety. Future studies should evaluate the role of stress/time management programs to reduce stress and anxiety. PMID:17149404

Effect of students' perceptions of course load on test anxiety.

PubMed

Sansgiry, Sujit S; Sail, Kavita

2006-04-15

The objective of this study was to examine the association between student perceptions of course load, their ability to manage time, and test anxiety. A survey was self-administered to all students (professional years 1 through 4) enrolled in the PharmD curriculum at the University of Houston (2001) with items measuring test anxiety, perceived course load, and ability to manage time. One hundred ninety-eight students participated in the survey (response rate P1 = 48%, P2 = 52%, P3 = 52%, P4 = 72%). There was a significant difference in students' perception of course load, ability to manage time, and test anxiety scores across the 4 years. Test anxiety was positively correlated with students' perceptions of course load and negatively related to their ability to manage time with course work. Students' perception of course load and their ability to manage time with their course work is associated with test anxiety. Future studies should evaluate the role of stress/time management programs to reduce stress and anxiety.

Teachers' attitudes and perceptions about preparation of public schools to assist students with type 1 diabetes.

PubMed

Carral San Laureano, Florentino; Gutiérrez Manzanedo, José Vicente; Moreno Vides, Pablo; de Castro Maqueda, Guillermo; Fernández Santos, Jorge R; Ponce González, Jesús Gustavo; Ayala Ortega, María Del Carmen

2018-04-01

To assess teachers' attitudes and perceptions about preparation of public primary and secondary education schools in the Puerto Real University Hospital (Cádiz, Spain) area to care for students with type 1 diabetes mellitus (T1DM) METHODS: A descriptive observational study where answers to an attitude and perception questionnaire on the preparation of schools to care for pupils with T1DM were analyzed. A total of 765 teachers (mean age, 44.3±8.8 years; 61.7% women) from 44 public schools in the area of the Puerto Real University Hospital were selected by random sampling. Overall, 43.2% of teachers surveyed had or had previously had students with T1DM, but only 0.8% had received specific training on diabetes. 18.9% of teachers reported that one of their students with T1DM had experienced at least one episode of hypoglycemia at school, and half of them felt that their school was not prepared to deal with diabetic emergencies. 6.4% stated that their school had glucagon in its first aid kit, and 46.9% would be willing to administer it personally. Women, physical education teachers, and headmasters had a more positive perception of the school than their colleagues. Teachers with a positive perception of school preparation and with a positive attitude to administer glucagon were significantly younger than those with no positive perception and attitude. The study results suggest that teachers of public schools in our health area have not been specifically trained in the care of patients with T1DM and perceive that their educational centers are not qualified to address diabetic emergencies. Copyright © 2017 SEEN y SED. Publicado por Elsevier España, S.L.U. All rights reserved.

Do school resources influence the relationship between adolescent financial background and their school perceptions?

PubMed Central

Li, Kaigang; Haynie, Denise L.; Iannotti, Ronald J.

2015-01-01

BACKGROUND Socioeconomic status (SES) influences students’ school perceptions and affects their performance, engagement, and personal beliefs. This study examined the effects of school population SES and school resources on the association between student SES and student perceptions. METHODS School liking, classmate social relationships, family affluence, and experience of hunger were assessed in a nationally representative sample of 12,642 students (grades 5–10) in the 2009–10 Health Behavior in School-Aged Children study. School characteristics included school meal program, Title I dollars/student, school resources, and urban/rural status. Multilevel analysis was used. RESULTS At the individual level, both school liking and social relationships were negatively associated with student grade level. Boys liked school less and had more positive perceptions of social relationships than girls. Students in rural schools and who experienced hunger liked schools less and had poorer perceptions of social relationships than their respective counterparts. School-level percentage of students eligible for free/reduced meals accounted for 33% of the between-school variance in social relationships. CONCLUSIONS Family and school economic characteristics and grade level influenced students’ school perceptions. The associations between student SES, school population SES, and school perceptions suggests that school health professionals should recognize and address student economic issues at school. PMID:26032271

Student and Mentor Perceptions of Mentoring Effectiveness.

ERIC Educational Resources Information Center

Andrews, Margaret; Chilton, Frances

2000-01-01

A Welsh study of 22 nurses serving as mentors and 11 student nurses/mentees showed that nurses with teaching and assessment qualifications rated themselves as more effective and supportive. Students rated mentors positively regardless of their qualifications; they rated mentors more positively than mentors rated themselves. (SK)

Initiating Opportunities to Enhance Preservice Teachers' Pedagogical Knowledge: Perceptions about Mentoring At-Risk Adolescents

ERIC Educational Resources Information Center

Garza, Ruben

2012-01-01

Providing preservice teachers in urban settings with authentic educational experiences may be an effective approach in preparing them to teach diverse students. Therefore, this investigation examined preservice teachers' perceptions of mentoring at-risk high school students. Data analysis reflected preservice teachers' positive experiences and…

Academically Gifted Students' Perceived Interpersonal Competence and Peer Relationships

ERIC Educational Resources Information Center

Lee, Seon-Young; Olszewski-Kubilius, Paula; Thomson, Dana Turner

2012-01-01

Perceptions of the interpersonal competence and peer relationships of 1,526 gifted adolescents who had previously participated in academic gifted programs at the Center for Talent Development were examined, using an online survey. Major findings included that the gifted students had generally positive perceptions of their abilities to initiate,…

College Students Perceptions of Web-Based Leaning in Basic Mathematics Subject

NASA Astrophysics Data System (ADS)

Husna, H.; Septia, T.; Cesaria, A.

2018-04-01

With the emergence of the Internet, e-learning has increasingly become the promising solution that continues to grow day after day. Considering students’ perception toward e-learning is important in successful development of e-learning in higher education, since attitude of user towards application of information technology is one of the most effective factors. This study aims to determine students' perceptions of using basic math textbook for physics with web-based. Students' perceptions are closely related to their achievement. The learning media in accordance with the desire of students will make them motivated. This research is qualitative data analysis was done descriptively. The data obtained in this study comes from researchers as the main instrument, the data questionnaire and interview data is unstructured. The results are students' perceptions of using basic math textbook for physics with web-based are in the positive category.

Blended Learning: The Student Viewpoint

PubMed Central

Shantakumari, N; Sajith, P

2015-01-01

Background: Blended learning (BL) is defined as “a way of meeting the challenges of tailoring learning and development to the needs of individuals by integrating the innovative and technological advances offered by online learning with the interaction and participation offered in the best of traditional learning.” The Gulf Medical University (GMU), Ajman, UAE, offers a number of courses which incorporate BL with contact classes and online component on an E-learning platform. Insufficient learning satisfaction has been stated as an obstacle to its implementation and efficacy. Aim: To determine the students’ perceptions toward BL which in turn will determine their satisfaction and the efficacy of the courses offered. Subjects and Methods: This was a cross-sectional study conducted at the GMU, Ajman between January and December 2013. Perceptions of BL process, content, and ease of use were collected from 75 students enrolled in the certificate courses offered by the university using a questionnaire. Student perceptions were assessed using Mann–Whitney U-test and Kruskal–Wallis test on the basis of gender, age, and course enrollment. Results: The median scores of all the questions in the three domains were above three suggesting positive perceptions on BL. The distribution of perceptions was similar between gender and age. However, significant differences were observed in the course enrollment (P = 0.02). Conclusion Students hold a positive perception of the BL courses being offered in this university. The difference in perceptions among students of different courses suggest that the BL format offered needs modification according to course content to improve its perception. PMID:26500788

Relation of perceptions of educational environment with mindfulness among Chinese medical students: a longitudinal study.

PubMed

Xu, Xin; Wu, Daxing; Zhao, Xiaohua; Chen, Junxiang; Xia, Jie; Li, Mulei; Nie, Xueqing; Zhong, Xue

2016-01-01

Perceived educational environment influences academic outcomes, such as academic achievement, students' behaviors, well-being, socio-emotional adjustment and explicit self-esteem. Mindfulness is a set of skills that are beneficial to physical and mental health. Recently, it has been increasingly discussed about its usefulness in education, but little research has explored whether mindfulness can predict perceptions of educational environment. The aim of this study was to explore Chinese medical students' perceptions of learning environment and their relationship with mindfulness. Medical students at the Second Xiangya Hospital of Central South University (N=431) completed the Chinese version of Dundee Ready Educational Environment Measure (DREEM-C) and the Kentucky Inventory of Mindfulness Skills (KIMS-C). One year later, a subgroup of the cohort (N=231) completed the DREEM-C again. Independent-samples t-test, variance analysis, correlation analysis, and hierarchical multiple regression (HMR) were conducted. DREEM-C total and subscales scores were net positive, but with room for improvement. Perceptions differed in relation to gender, academic year, and age. KIMS-C scores correlated with DREEM-C scores. The predictive effect persisted 1 year later. Medical students had net-positive perceptions about their learning environment. Higher mindfulness scores were associated with greater satisfaction with the environment and this association showed persistence.

Relation of perceptions of educational environment with mindfulness among Chinese medical students: a longitudinal study.

PubMed

Xu, Xin; Wu, Daxing; Zhao, Xiaohua; Chen, Junxiang; Xia, Jie; Li, Mulei; Nie, Xueqing; Zhong, Xue

2016-01-01

Background Perceived educational environment influences academic outcomes, such as academic achievement, students' behaviors, well-being, socio-emotional adjustment and explicit self-esteem. Mindfulness is a set of skills that are beneficial to physical and mental health. Recently, it has been increasingly discussed about its usefulness in education, but little research has explored whether mindfulness can predict perceptions of educational environment. The aim of this study was to explore Chinese medical students' perceptions of learning environment and their relationship with mindfulness. Methods Medical students at the Second Xiangya Hospital of Central South University (N=431) completed the Chinese version of Dundee Ready Educational Environment Measure (DREEM-C) and the Kentucky Inventory of Mindfulness Skills (KIMS-C). One year later, a subgroup of the cohort (N=231) completed the DREEM-C again. Independent-samples t-test, variance analysis, correlation analysis, and hierarchical multiple regression (HMR) were conducted. Results DREEM-C total and subscales scores were net positive, but with room for improvement. Perceptions differed in relation to gender, academic year, and age. KIMS-C scores correlated with DREEM-C scores. The predictive effect persisted 1 year later. Conclusions Medical students had net-positive perceptions about their learning environment. Higher mindfulness scores were associated with greater satisfaction with the environment and this association showed persistence.

The Effects of a School-Wide Positive Behavior Intervention Support Program on the Intrinsic Motivation of Third Grade Students

ERIC Educational Resources Information Center

Amis, Sarah Anne

2013-01-01

This research project sought to determine the effects of a School-Wide Positive Behavior Intervention Support program (SWPBIS) on the intrinsic motivation of third grade students in regard to student achievement, student behavior, and teacher perception. Students of two intermediate schools served as the treatment group and control group, and were…

Changes in Elementary Student Perceptions of Science, Scientists and Science Careers after Participating in a Curricular Module on Health and Veterinary Science

PubMed Central

Shin, Soo Yeon; Parker, Loran Carleton; Adedokun, Omolola; Mennonno, Ann; Wackerly, Amy; SanMiguel, Sandra

2015-01-01

This study examined to what extent a curriculum module that uses animal and human health scientists and science concepts to portray science and scientists in a relevant and authentic manner could enhance elementary students’ aspiration for science careers, attitudes to science, positive perceptions of scientists, and perceived relevance of science. The curriculum was developed by a research-based university program and has been put into practice in two early elementary classrooms in an urban school in the Midwest. An attitudinal rating survey and the Draw-A-Scientist Test (DAST) were used to assess pre to post changes in student attitudes toward science, perceptions of scientists, perceived relevance of science, and aspiration for science careers. Findings indicated that the implementation of this curriculum contributed positively to student attitudes toward science, decreased students’ stereotypical images of scientists, and increased student aspirations to become a scientist. PMID:26726271

Student Perceptions of Teacher Support and Competencies for Fostering Youth Purpose and Positive Youth Development: Perspectives from Two Countries

ERIC Educational Resources Information Center

Bundick, Matthew J.; Tirri, Kirsi

2014-01-01

With the growing interest in the development of purpose in youth, one important role that requires attention is the school teacher. The current article explores student perceptions of the role teachers can play in fostering purpose in their students in the mid- and late adolescent years, and the teacher competencies that facilitate purpose…

A Qualitative Examination of Yoga for Middle School Adolescents

PubMed Central

Butzer, Bethany; LoRusso, Amanda Marie; Windsor, Regina; Riley, Frankye; Frame, Kate; Khalsa, Sat Bir S.; Conboy, Lisa

2017-01-01

The present study was part of a group randomized controlled trial in which 7th grade students were assigned to a yoga intervention or physical-education-as-usual. Sixteen students were randomly selected from the yoga condition to participate in one-on-one interviews. Qualitative analyses revealed 13 themes that were organized into two categories: Usability (student perceptions of the usefulness, learnability, and convenience of the yoga intervention) and Effect (student perceptions of the direct results of the yoga intervention). Students reported both positive and negative opinions of yoga, especially when making direct comparisons between yoga and physical education. Students had particularly positive opinions regarding the beneficial effects of yoga on stress, sleep, and relaxation. Student opinions regarding the effects of yoga on self-regulation, social interaction, substance use, and academic performance were also generally positive, although somewhat mixed. Results suggest that qualitative research shows promise for providing an in-depth perspective on the impact of mind-body interventions in schools. PMID:28757897

Competence for internship: perceptions of final-year medical students.

PubMed

Draper, C E; Louw, G J

2012-07-01

A 'new', problem-based medical curriculum was introduced at the University of Cape Town (UCT) in 2002. The objective of this study was to assess the perceptions of competence for internship and the factors influencing competence of final-year medical students. Eighteen focus groups were conducted (six per year) with UCT final-year medical students in 2007 (n =27), 2008 (n =27), and 2009 (n =30). Guide questions covered student's expectations of internship, perceptions of competence, priorities regarding competence, and factors influencing competence. Participants felt generally positive about and competent to enter internship, and the transition into internship was characterized as having both personal and professional components. Participants identified interpersonal skills, theoretical grounding, and intellectual ability as strengths, and lack of basic science knowledge and certain procedural skills as weaknesses. Factors influencing competence included personal initiative, motivation, and clinical exposure. Curriculum strengths identified were teaching of interpersonal skills and development of students as lifelong learners. The main weaknesses identified were teaching and assessment of basic sciences, and problem-based learning (PBL). Overall, the participants felt generally positive about internship and the 'new' curriculum, and felt generally competent to enter internship. Their responses highlight the role of confidence in the development of competence. These findings highlight the complexities surrounding perceptions of students about competence and views about the content and methodology of the learning. Perceptions of students regarding competence are an important indicator of the attainment of intended curriculum outcomes, and provide valuable information for the improvement of curriculum.

Perceptions of uncivil student behavior in dental education.

PubMed

Ballard, Richard W; Hagan, Joseph L; Townsend, Janice A; Ballard, Mary B; Armbruster, Paul C

2015-01-01

Students and faculty members in the health professions classroom are expected to exhibit professional behaviors that are conducive to maintaining a positive learning environment, but there is little published research concerning incivility in the area of dental education. The aim of this study was to evaluate differences in perceptions of incivility between dental faculty and students, between students in different courses of study, and between students in different years of dental study. The study utilized an anonymous electronic survey of all dental faculty and administrators and all dental, dental hygiene, and dental laboratory technology students at a single institution. The survey instrument contained questions concerning perceived uncivil behavior in the classroom and clinical settings. Response rates were 54% for faculty and administrators and ranged from 60% to 97% for students in various years and programs. The results were analyzed based on gender, course of study, year of study, and ethnicity. Significant differences were found regarding perceptions of civil behaviour between faculty and students, male and female students, the year of study, and the course of study. These differences point to the need for further research as well as administrative leadership and faculty development to define guidelines in this area in order to ensure a positive learning environment.

Perception of victims of rape and perception of gender social roles among college students in Southwest Nigeria: validation of a 5-item gender scale.

PubMed

Opekitan, Afe Taiwo; Ogunsemi, Olawale; Osalusi, Bamidele; Adeleye, Olufunke; Ale, Ayotunde

2017-08-29

Our study focused on the perception of victims of rape and the relationship with the perception of social roles for gender among college students in southwest Nigeria using a 5-item gender social scale and a perception of victims of rape questionnaire. The study was done among 312 college students in Southwest Nigeria and explored the perception of victims of rape and gender social roles. The aim was to determine the relationship between perception of rape victims and view of gender social roles. We used a perception of rape victims questionnaire and a validated 5-item gender social roles scale to assess the views of participants. The findings revealed that females had better perception of victims of rape than males. Females also had more positive views of females' social roles involving gender. However, there was poor perception on work-related social roles and the traditional concept of headship in the varied situations described on the 5-item gender social scale. Old stereotypes of typically blaming victims of rape were not common beliefs among college students. There were no significant correlations between perception of victims of rape and perception of gender social roles among college students. Seemingly, the perception of victims of rape does not have a significant relationship with the concept of gender social roles.

A study to modify, extend, and verify, an existing model of interactive-constructivist school science teaching

NASA Astrophysics Data System (ADS)

Numedahl, Paul Joseph

The purpose of this study was to gain an understanding of the effects an interactive-constructive teaching and learning approach, the use of children's literature in science teaching and parental involvement in elementary school science had on student achievement in and attitudes toward science. The study was done in the context of Science PALS, a professional development program for inservice teachers. An existing model for interactive-constructive elementary science was modified to include five model variables; student achievement, student attitudes, teacher perceptions, teacher performance, and student perceptions. Data were collected from a sample of 12 teachers and 260 third and fourth grade students. Data analysis included two components, (1) the examination of relationships between teacher performance, teacher perceptions, student achievement and attitudes, and (2) the verification of a model using path analysis. Results showed a significant correlation between teacher perceptions and student attitude. However, only one model path was significant; thus, the model could not be verified. Further examination of the significant model path was completed. Study findings included: (1) Constructivist notions of teaching and learning may cause changes in the traditional role relationship between teachers and students leading to negative student attitudes. (2) Children who perceive parental interest toward science education are likely to have a positive attitude toward science learning, increased self-confidence in science and possess accurate ideas concerning the nature of science. (3) Students who perceive science instruction as relevant are likely to possess a positive attitude toward science learning, increased self-confidence in science, and possess accurate ideas concerning the nature of science. (4) Students who perceive their classroom as aligning with constructivist principles are likely to possess a positive attitude toward science, an increased self-confidence in science, and possess accurate ideas concerning the nature of science. (5) The inclusion of children's literature in elementary school science promotes a positive attitude toward science, an increase in student self-confidence in science, and fosters accurate understandings of the nature of science. Recommendations focus on student change, constructivist pedagogy, use of literature in science, and parental involvement in science education.

University Student and Lecturer Perceptions of Positive Emotions in Learning

ERIC Educational Resources Information Center

Rowe, Anna Dluzewska; Fitness, Julie; Wood, Leigh Norma

2015-01-01

This paper presents results of an investigation exploring the experience and functionality of positive feelings and emotions in learning and teaching. The role of emotions in learning is receiving increasing attention; however, few studies have researched how university students and academics experience and perceive positive emotions. A prototype…

Perceptions of School Climate as a Function of Bullying Involvement

ERIC Educational Resources Information Center

Nickerson, Amanda B.; Singleton, Demian; Schnurr, Britton; Collen, Mary Helen

2014-01-01

From a social-ecological perspective, bullying exists within the larger context of school climate. In this study, 2,240 middle and high school students participated in a districtwide effort to assess the prevalence and effects of bullying and cyberbullying, as well as perceptions of school climate. Students reported positive school climate…

Influence of Children's Positive Self-Perceptions on Donating Behavior in a Naturalistic Setting.

ERIC Educational Resources Information Center

Holte, Carol S.; And Others

1984-01-01

Investigated the effects of self-perceptions on the donating behavior of 43 fourth-grade students who had two opportunities to donate gum to another class. Students who received feedback after the first donation period indicating that they were particularly generous subsequently gave more than children in the control group. (JAC)

Schoolwide Positive Behavior Supports: Primary Systems and Practices

ERIC Educational Resources Information Center

Simonsen, Brandi; Sugai, George; Negron, Madeline

2008-01-01

Many school personnel are becoming increasingly frustrated with the impact of student behavior on their schools. More than ever, the public perception is that student behavior is out of control. Although isolated instances of violence (e.g., school shootings) contribute to this perception, people are most concerned with the lack of discipline and…

Enhancing Critical Thinking: Accounting Students' Perceptions

ERIC Educational Resources Information Center

Wilkin, Carla L.

2017-01-01

Purpose: The purpose of this paper is to demonstrate how assessment design was used to enhance students' critical thinking in a subject concerned with business enterprise systems. The study shows positive results and favorable perceptions of the merit of the approach. Design/Methodology/Approach: A case study approach was used to examine how the…

The Work-Life Experience of Teachers and Orientation toward Professional Growth and Development.

ERIC Educational Resources Information Center

Ellis, Nancy E.

This study focused on teachers' perceptions of student needs, perceptions of school social and professional climate, and their educational beliefs. It was posited that there are links between teachers' philosophies, ways in which they conceptualize meeting student needs, ways in which they experience their work environment, and their success in…

How Flipping Much? Consecutive Flipped Mathematics Courses and Their Influence on Students' Anxieties and Perceptions of Learning

ERIC Educational Resources Information Center

Dove, Anthony; Dove, Emily

2017-01-01

While studies have shown positive attributes related to flipped learning, especially in mathematics and statistics, there is limited understanding of how taking multiple flipped courses may impact students' learning of mathematics and their perceptions of mathematics. Specifically, this study examined how completing consecutive flipped mathematics…

Concept mapping improves academic performance in problem solving questions in biochemistry subject.

PubMed

Baig, Mukhtiar; Tariq, Saba; Rehman, Rehana; Ali, Sobia; Gazzaz, Zohair J

2016-01-01

To assess the effectiveness of concept mapping (CM) on the academic performance of medical students' in problem-solving as well as in declarative knowledge questions and their perception regarding CM. The present analytical and questionnaire-based study was carried out at Bahria University Medical and Dental College (BUMDC), Karachi, Pakistan. In this analytical study, students were assessed with problem-solving questions (A-type MCQs), and declarative knowledge questions (short essay questions), and 50% of the questions were from the topics learned by CM. Students also filled a 10-item, 3-point Likert scale questionnaire about their perception regarding the effectiveness of the CM approach, and two open-ended questions were also asked. There was a significant difference in the marks obtained in those problem-solving questions, which were learned by CM as compared to those topics which were taught by the traditional lectures (p<0.001), while no significant difference was observed in marks in declarative knowledge questions (p=0.704). Analysis of students' perception regarding CM showed that majority of the students perceive that CM is a helpful technique and it is enjoyed by the students. In open-ended questions, the majority of the students commented positively about the effectiveness of CM. Our results indicate that CM improves academic performance in problem solving but not in declarative knowledge questions. Students' perception about the effectiveness of CM was overwhelmingly positive.

Associations of students' self-reports of their teachers' verbal aggression, intrinsic motivation, and perceptions of reasons for discipline in Greek physical education classes.

PubMed

Bekiari, Alexandra; Kokaridas, Dimitrios; Sakellariou, Kimon

2006-04-01

In this study were examined associations among physical education teachers' verbal aggressiveness as perceived by students and students' intrinsic motivation and reasons for discipline. The sample consisted of 265 Greek adolescent students who completed four questionnaires, the Verbal Aggressiveness Scale, the Lesson Satisfaction Scale, the Reasons for Discipline Scale, and the Intrinsic Motivation Inventory during physical education classes. Analysis indicated significant positive correlations among students' perceptions of teachers' verbal aggressiveness with pressure/ tension, external reasons, introjected reasons, no reasons, and self-responsibility. Significant negative correlations were noted for students' perceptions of teachers' verbal aggression with lesson satisfaction, enjoyment/interest, competence, effort/importance, intrinsic reasons, and caring. Differences between the two sexes were observed in their perceptions of teachers' verbal aggressiveness, intrinsic motivation, and reasons for discipline. Findings and implications for teachers' type of communication were also discussed and suggestions for research made.

Perceptions of students in different phases of medical education of the educational environment: Universiti Sultan Zainal Abidin

PubMed Central

Rahman, Nor Iza A; Aziz, Aniza Abd; Zulkifli, Zainal; Haj, Muhammad Arshad; Mohd Nasir, Farah Hanani Binti; Pergalathan, Sharvina; Hamidi, Muhammad Ismail; Ismail, Salwani; Simbak, Nordin Bin; Haque, Mainul

2015-01-01

Background The Dundee Ready Education Environment Measure (DREEM) was planned and designed to quantify the educational environment precisely for medical schools and health-related professional schools. DREEM is now considered a valid and reliable tool, which is globally accepted for measuring the medical educational environment. The educational environment encountered by students has an impact on satisfaction with the course of study, perceived sense of well-being, aspirations, and academic achievement. In addition to being measurable, the educational environment can also be changed, thus enhancing the quality of medical education and the environment, and the medical education process. The objective of this study was to assess the educational environment of the Universiti Sultan Zainal Abidin (UniSZA) undergraduate medical program from the students’ perspective. The study expected to explore UniSZA medical students’ overall perceptions, perceptions of learning, teachers, atmosphere, academic self-perception, and social self-perception using the DREEM questionnaire. Methods A cross-sectional survey was conducted to study the perceptions of the students toward the educational environment of UniSZA as a new medical school, using the DREEM questionnaire. All medical students of UniSZA from Years I–V enrolled in the Bachelor of Medicine and Bachelor of Surgery programs were the target population (n=270). Therefore, the universal sampling technique was used. The data were analyzed using the SPSS 20 software. This study obtained ethical clearance from the Faculty of Medicine and Health Sciences, UniSZA. Results A total of 195 out of 270 students responded. Respondents included 31% males and 69% females. The overall DREEM scores were significantly higher (P<0.001) for females than males. Conclusion The medical students at UniSZA showed a positive perception of their educational environment. The new medical faculty, established for only a few years, has achieved an above-average, conducive educational environment for students. Most of the students showed a positive perception for the entire five domains tested in the DREEM survey. Females were consistently satisfied with UniSZA’s educational environment, and self-perception was high, as compared to male undergraduates. PMID:25848333

Medical laboratory science and nursing students’ perception of academic learning environment in a Philippine university using Dundee Ready Educational Environment Measure (DREEM)

PubMed Central

2016-01-01

Purpose This study aimed to compare the perception of the academic learning environment between medical laboratory science students and nursing students at Saint Louis University, Baguio City, Philippines. Methods A cross-sectional survey research design was used to measure the perceptions of the participants. A total of 341 students from the Department of Medical Laboratory Science, School of Natural Sciences, and the School of Nursing answered the Dundee Ready Education Environment Measure (DREEM) instrument from April to May 2016. Responses were compared according to course of study, gender, and year level. Results The total mean DREEM scores of the medical laboratory science students and nursing students did not differ significantly when grouped according to course of study, gender, or year level. Medical laboratory science students had significantly lower mean scores in the sub-domains ‘perception of learning’ and ‘perception of teaching.’ Male medical laboratory science students had significantly lower mean scores in the sub-domain ‘perception of learning’ among second year students. Medical laboratory science students had significantly lower mean scores in the sub-domain ‘perception of learning.’ Nursing students identified 7 problem areas, most of which were related to their instructors. Conclusion Medical laboratory science and nursing students viewed their academic learning environment as ‘more positive than negative.’ However, the relationship of the nursing instructors to their students needs improvement. PMID:27649901

Student Response Systems and Learning: Perceptions of the Student.

PubMed

Benson, Jeryl D; Szucs, Kimberly A; Taylor, Meredith

2016-10-01

To assess student perception of learning and use of a student response system (SRS) as a teaching/learning strategy. Survey methods were used to explore student perceptions of learning and use of student response systems as a pedagogical strategy. Fifty-nine graduate students participated in the survey post completion of two graduate intervention courses. Overall, there was a positive response to the use of SRS's in the classroom. All of the students (100%) recommended the continued use of the clickers for various reasons. The primary benefit reported by students related to providing immediate feedback, the opportunity to manipulate and revisit the content, and the ability to check for understanding within a class session. Students recommended the continued use of the SRS in classes to support acquisition of content and exam preparation. The student reported technology difficulties as the only the negative to SRS use in the classroom. Instructor perception was that the addition of the SRS devices added a new way to interact with the students. Suggestions for incorporating the use of a SRS devices into classroom instruction are offered.

Nursing students' perceptions of community care and other areas of nursing practice - A review of the literature.

PubMed

van Iersel, Margriet; Latour, Corine H M; de Vos, Rien; Kirschner, Paul A; Scholte Op Reimer, Wilma J M

2016-09-01

To review recent literature on student nurses' perceptions of different areas of nursing practice, in particular community care. Healthcare is changing from care delivery in institutional settings to care to patients in their own homes. Problematic is that nursing students do not see community care as an attractive line of work, and their perceptions of community care do not reflect the realities of the profession. Understanding the factors influencing the perception of the professional field is important to positively influence students' willingness to see community nursing as a future profession. Literature search with accompanying narrative synthesis of primary research. ERIC(®), PsycInfo(®), Pubmed(®), and CINAHL(®) (2004-2014) databases using the search terms: 'nursing student', 'student nurse', 'community care', 'community nurse', 'image', 'attitude', and 'perception'. After screening 522 retrieved article titles with abstracts, the number of articles was reduced based upon specified inclusion/exclusion criteria leading to inclusion of 34. Evaluation of the references in those articles yielded an additional 5 articles. A narrative synthesis of those articles was created to uncover students' perception of community care, other areas of professional practice, and the factors influencing those perceptions. 39 articles were selected. Results show that many nursing students begin their education with a lay person's conception of the profession, shaped by media representations. Work placements in different settings offer clinical experience that helps students orient themselves towards a future profession. Students prefer hospitals as a place of work, because of the acute nature and technologically advanced level of care offered there. Few students perceive mental health and elderly care as appealing. Perceptions of community care can vary widely, the most prevalent view being that it is unattractive because of its chronic care profile, with little technical skill, untrained workers, and a high workload. However, another view is that it offers challenging and meaningful work because of the variety of caregiving roles and the opportunity to work independently. Few nursing students choose community nursing as a future profession. They have a limited and often mistaken view of community care, and they underestimate the field's complexity because it is less visible than in the environment of acute care. Providing students with specific curricular content and employing a structured approach to preparation for work placement could help build a more positive perception of community care, leading to more students seeing/choosing community care as a desirable field of work. Copyright © 2016 Elsevier Ltd. All rights reserved.

Assessment of the environmental risk perceptions and environmental attitudes of nursing students.

PubMed

Sayan, Betül; Kaya, Hatice

2016-12-01

This is a descriptive study examining nursing students' perceptions of the environmental risks and their environmental attitudes. The study population comprised 2364 nursing students studying at universities in Istanbul in the fall semester of the 2012-2013 academic year. The sampling group was formed by 778 students which were selected by a stratified random sampling procedure. The data were collected using "The Student Personal Information Form", "The Environmental Risk Perception Scale" and "The Environmental Attitudes Scale". The students' mean score on perceptions of environmental risk was 6.04 ± 0.81(min 2.56; max 7.00) and the mean score of their environmental attitudes was 4.02 ± 0.47(min 2.28; max 5.00). It was determined that factors such as gender, interest in environmental issues, endorsement of the college course on environment as necessary, and participation in an environmental activity and awareness of non-government environmental organizations affected the environmental risk perception and environmental attitudes. A moderate positive relationship (r = 0.366, p < .001) was found between the students' environmental risk perceptions and their environmental attitudes. Effective environmental education should be planned at all stages of the nursing education.

Positive Changes in Perceptions and Selections of Healthful Foods by College Students after a Short-Term Point-of-Selection Intervention at a Dining Hall

ERIC Educational Resources Information Center

Peterson, Sharon; Duncan, Diana Poovey; Null, Dawn Bloyd; Roth, Sara Long; Gill, Lynn

2010-01-01

Objective: Determine the effects of a short-term, multi-faceted, point-of-selection intervention on college students' perceptions and selection of 10 targeted healthful foods in a university dining hall and changes in their self-reported overall eating behaviors. Participants: 104 college students, (age 18-23) completed pre-I and post-I surveys.…

The Case of Taiwan: Perceptions of College Students about the Use of the "TOEIC"® Tests as a Condition of Graduation. Research Report. ETS RR-17-45

ERIC Educational Resources Information Center

Hsieh, Ching-Ni

2017-01-01

This study uses online surveys and phone interviews with Taiwanese college students to investigate their perceptions of using the "TOEIC"® test scores to meet an English-language graduation requirement. Results indicate that students have positive views about the use of the TOEIC test scores for graduation and believe that preparing to…

Students' Perceptions of an Applied Research Experience in an Undergraduate Exercise Science Course.

PubMed

Pearson, Regis C; Crandall, K Jason; Dispennette, Kathryn; Maples, Jill M

2017-01-01

Applied research experiences can provide numerous benefits to undergraduate students, however few studies have assessed the perceptions of Exercise Science (EXS) students to an applied research experience. The purpose of this study was two-fold: 1) to describe the rationale and implementation of an applied research experience into an EXS curriculum and 2) to evaluate EXS undergraduate students' perceptions of an applied research experience. An EXS measurement course was chosen for implementation of an applied research experience. The applied research experience required groups of students to design, implement, and evaluate a student-led research project. Fourteen questions were constructed, tailored to EXS undergraduate students, to assess students' perceptions of the experience. Qualitative analysis was used for all applicable data, with repeated trends noted; quantitative data were collapsed to determine frequencies. There was an overall positive student perception of the experience and 85.7% of students agreed an applied research experience should be continued. 84.7% of students perceived the experience as educationally enriching, while 92.8% reported the experience was academically challenging. This experience allowed students to develop comprehensive solutions to problems that arose throughout the semester; while facilitating communication, collaboration, and problem solving. Students believed research experiences were beneficial, but could be time consuming when paired with other responsibilities. Results suggest an applied research experience has the potential to help further the development of EXS undergraduate students. Understanding student perceptions of an applied research experience may prove useful to faculty interested in engaging students in the research process.

Positive Teacher-Student Relationships Go beyond the Classroom, Problematic Ones Stay Inside

ERIC Educational Resources Information Center

Claessens, Luce C. A.; van Tartwijk, Jan; van der Want, Anna C.; Pennings, Helena J. M.; Verloop, Nico; den Brok, Perry J.; Wubbels, Theo

2017-01-01

The authors voice teachers' perceptions of their interpersonal experiences with students in both positive and problematic relationships. Interview data from 28 teachers were examined by coding utterances on teacher and student interactions. Results indicate that teachers defined the quality of the relationship mostly by the level of communion…

Stakeholder Perceptions of the Positive Benefits and Critical Challenges Involved in Student Service-Learning Experiences

ERIC Educational Resources Information Center

Hohenthal, K. Darcy

2010-01-01

The Bolman and Deal (2003) Four-Frame Model was adapted in this qualitative phenomenological research study to describe how stakeholders experience student service-learning. The study presents how students perceive the positive benefits and critical challenges encountered in their service-learning experience; how professors perceive the positive…

Reading anxiety, classroom anxiety, language motivation, reader self-perception, and arabic achievement of Arab-American students learning arabic as a second language.

PubMed

Alkhateeb, Haitham M

2014-12-01

The present study assessed the relations between reading anxiety, classroom anxiety, language motivation, and readers' self-perception for a sample of Arab-American students in Arabic classes. The effects of sex, grade, and years studying Arabic on academic achievement were examined as well. Measures were administered to 118 middle school students (56 boys, 62 girls; M age = 13.0 yr., SD = 0.8), and teachers reported academic grades in Arabic. Reading anxiety was significantly correlated with classroom anxiety and reader self-perception. Classroom anxiety scores were significantly correlated with motivation and reader self-perception. Significant positive correlations were found between language motivation and reader self-perception scores, and between years studying Arabic and reader self-perception scores. Boys in the second year of Arabic had significantly lower classroom anxiety than girls, and students in Grade 7 had higher reader self-perception than those in Grade 8. Classroom anxiety, language motivation, and reader self-perception significantly predicted Arabic achievement. Pedagogical implications are discussed.

Factors related to the nursing student-patient relationship: the students' perspective.

PubMed

Suikkala, Arja; Leino-Kilpi, Helena; Katajisto, Jouko

2008-07-01

The aim of this study was to describe nursing students' perceptions of factors related to three types of student-patient relationship identified in an earlier study: mechanistic, authoritative and facilitative. Another aim was to identify which factors predict the type of relationship. A convenience sample of 310 Bachelor of Health Care students was recruited. The data were collected by using a questionnaire especially designed for this study. Data analysis used the chi-square test, Fisher's exact test, one-way analysis of variance and multinomial logistic regression. Older age was the only significant predictor of a facilitative relationship, whereas fourth-year studies and support received from a person other than supervisor predicted an authoritative relationship. Furthermore, students in authoritative and facilitative relationships had a more positive perception of the patient's attributes as a patient and of patient's improved health and commitment to self-care than students in a mechanistic relationship. A positive perception of the atmosphere during collaboration was more common among students in an authoritative relationship than in a mechanistic relationship. The findings of this study offer useful clues for developing nursing education and empowering patients with a view to improving the quality of nursing care.

Negative impressions of childbirth in a North-West England student population.

PubMed

Thomson, Gill; Stoll, Kathrin; Downe, Soo; Hall, Wendy A

2017-03-01

Sociocultural childbirth representations can influence the perceptions of childbirth negatively. In this paper we report on a survey study to explore the factors associated with negative impressions of childbirth in a North-West England University student sample. We also explored whether different sources and perceptions of childbirth information were linked to fear of childbirth. All students received a survey link via an online messaging board and/or direct e-mail. Female students who were 18-40 years of age and childless (but planned to have children in the future) were invited to participate. Demographics, birth preferences, a fear of birth and general anxiety measures were included as well as questions about what sources of information shaped students' attitudes toward pregnancy and birth (i.e. visual/written media, experiences of friends/family members, school-based education and other) and impressions of birth from these sources (i.e. positive, negative, both positive and negative and not applicable). Eligible students (n = 276) completed the online questionnaire. The majority were Caucasian (87%) with a mean age of 22.6 years. Ninety-two students (33.3%) reported negative childbirth impressions through direct or vicarious sources. Students with negative birth impressions were significantly more likely to report higher fear of birth scores. Negatively perceived birth stories of friends/family members, and mixed perceptions of visual media representations of birth were associated with higher fear of birth scores. Having witnessed a birth first-hand and describing the experience as amazing was linked to lower fear scores. First-hand observations of birth, especially positive experiences, had implications for salutary outcomes. Negative or conflicting perceptions of vicarious experiences were associated with increased levels of childbirth fear. While further research is needed, these insights suggest a need for positive birth stories and messages to be disseminated to mitigate any negative effects of indirect accounts.

Undergraduate medical students' perceptions and intentions regarding patient safety during clinical clerkship.

PubMed

Lee, Hoo-Yeon; Hahm, Myung-Il; Lee, Sang Gyu

2018-04-04

The purpose of this study was to examine undergraduate medical students' perceptions and intentions regarding patient safety during clinical clerkships. Cross-sectional study administered in face-to-face interviews using modified the Medical Student Safety Attitudes and Professionalism Survey (MSSAPS) from three colleges of medicine in Korea. We assessed medical students' perceptions of the cultures ('safety', 'teamwork', and 'error disclosure'), 'behavioural intentions' concerning patient safety issues and 'overall patient safety'. Confirmatory factor analysis and Spearman's correlation analyses was performed. In total, 194(91.9%) of the 211 third-year undergraduate students participated. 78% of medical students reported that the quality of care received by patients was impacted by teamwork during clinical rotations. Regarding error disclosure, positive scores ranged from 10% to 74%. Except for one question asking whether the disclosure of medical errors was an important component of patient safety (74%), the percentages of positive scores for all the other questions were below 20%. 41.2% of medical students have intention to disclose it when they saw a medical error committed by another team member. Many students had difficulty speaking up about medical errors. Error disclosure guidelines and educational efforts aimed at developing sophisticated communication skills are needed. This study may serve as a reference for other institutions planning patient safety education in their curricula. Assessing student perceptions of safety culture can provide clerkship directors and clinical service chiefs with information that enhances the educational environment and promotes patient safety.

Assessing instructor intervention upon the perceptions, attitudes, and anxieties of community college biology students toward cooperative learning

NASA Astrophysics Data System (ADS)

Gafford, Kenneth Allen

The differences between two experimental groups using cooperative learning activities were examined during the initial eight weeks of a biology course. While both groups participated in the same cooperative learning activities, only one group received deliberate instructor interventions. These interventions were designed to help students think positively about working in cooperative learning groups while alleviating anxiety toward cooperative learning. Initially, all students were uncomfortable and reported trouble staying focused during cooperative learning. The final quantitative results indicated that the group who received the interventions had more positive perceptions toward cooperative learning but their attitudes and anxiety levels showed no significant difference from the non-intervention group; advantages occurred specifically for thinking on task, student engagement, perceptions of task importance, and best levels of challenge and skill. Intervention participants had a higher mean score on the class exam administered during the eight-week study but it was not significantly different. Qualitative data revealed that the intervention participants experienced greater overall consequence, mainly in the areas of engagement, believed skill, and self-worth. According to flow theory, when students are actively engaged, the probability of distraction by fears and unrelated ideas is reduced, for instance, how they are perceived by others. These findings corroborate constructivist theories, particularly the ones relative to students working in cooperative groups. Researchers should continue to use appropriate methods to further explore how students of various abilities and developmental levels are affected by their perceptions, attitudes, and anxieties relative to different instructional contexts. Given the highly contextual nature of students' learning and motivation, researchers need to examine a number of meaningful questions by comparing students' perceptions, attitudes, and anxieties toward cooperative learning with other methods of instruction.

A prospective survey of chiropractic student experiences with pediatric care and variability of case mix while on clinical placement in Rarotonga.

PubMed

Todd, Angela J; Carroll, Matthew T; Russell, David G; Mitchell, Eleanor K L

2017-03-01

To compare chiropractic students' perceptions of preparedness for practice before and after a clinical placement in Rarotonga and to report demographics from these experiences. The students completed deidentified pre- and postplacement surveys assessing pediatric practice preparedness. Students tallied the patient numbers, age, and chiropractic techniques used per visit for each day of clinic placement. On completion of the program, participating students (27/34, or 79% of the student cohort) did a postplacement survey on their perception of practice preparedness. Data were analyzed with the Spearman rho correlation, the Mann-Whitney U test, and regression analysis. There was an increase in perceived preparedness for pediatric practice, ranging from 24.1% of the student cohort at the start of the study to 82.1% following clinical placement in Rarotonga. The change in student preparedness to practice with children was positively correlated with the total number of children managed (r s = .05, p = .01) and the number of children managed who were under 10 years of age (r s = .60, p = .001). Multiple regression analysis demonstrated a medium positive effect for postprogram preparedness (F [4, 20] = 3.567, p = .024). Clinical outreach to Rarotonga provided a broad case mix of patients and a change in student perceptions of preparedness to practice with children, which was positively affected by the total number of children managed and the number of children managed who were under 10 years of age.

Perceptions of simulation-assisted teaching among baccalaureate nursing students in Chinese context: Benefits, process and barriers.

PubMed

Zhang, Jun

To explore the subjective learning experiences of baccalaureate nursing students participating in simulation sessions in a Chinese nursing school. This was a qualitative descriptive study. We used semi-structured interviews to explore students' perception about simulation-assisted learning. Each interview was audio-taped and transcribed verbatim. Thematic analysis was used to identify the major themes or categories from the transcript and the field notes. Only 10 students were needed to achieve theoretical saturation, due to high group homogeneity. Three main themes which were found from the study included 1. Students' positive views of the new educational experience of simulation; 2. Factors currently making simulation less attractive to students; and 3. The teacher's role in insuring a positive learning experience. Simulation-assisted teaching has been a positive experience for majority nursing students. Further efforts are needed in developing quality simulation-based course curriculum as well as planning and structuring its teaching process. The pedagogy approach requires close collaboration between faculty and students. Copyright © 2016 Elsevier Inc. All rights reserved.

Research and Assessment of Learning Environments through Photoelicitation: Graduate Student Perceptions of Electronics Manufacturing in India

ERIC Educational Resources Information Center

Berdanier, Catherine G. P.; Cox, Monica F.

2015-01-01

This research studies the positive and negative perceptions of graduate students from the United States studying issues of sustainable electronics and electronics manufacturing in India as part of a National Science Foundation Integrative Graduate Education and Research Traineeship (IGERT) curriculum. The purpose of this paper is to discuss the…

Student Perceptions of the Employability of the First Degree in Portugal

ERIC Educational Resources Information Center

Sin, Cristina; Tavares, Orlanda; Amaral, Alberto

2016-01-01

Purpose: The paper presents and analyses quantitative data on student perceptions about the employability of the first degree, and their trajectory choices on graduation. The purpose of this paper is to assess the value of the first degree as a positional good in Portugal, further to the degree's reduced duration after the implementation of the…

Engineering Perceptions of Female and Male K-12 Students: Effects of a Multimedia Overview on Elementary, Middle-, and High-School Students

ERIC Educational Resources Information Center

Johnson, Amy M.; Ozogul, Gamze; DiDonato, Matt D.; Reisslein, Martin

2013-01-01

Computer-based multimedia presentations employing animated agents (avatars) can positively impact perceptions about engineering; the current research advances our understanding of this effect to pre-college populations, the main target for engineering outreach. The study examines the effectiveness of a brief computer-based intervention with…

Perceptions of Quantitative Methods in Higher Education: Mapping Student Profiles

ERIC Educational Resources Information Center

Ramos, Madalena; Carvalho, Helena

2011-01-01

A number of studies have concluded that when students have greater confidence about their math skills and are aware of its usefulness, they have a more positive perception of the subject. This article aims to examine whether this pseudo linear trend in the relationship between affective and instrumental dimensions is also true of the university…

The Hidden Factor in Early Field Experience: Teachers' Perception of the Quality of Life at Work.

ERIC Educational Resources Information Center

Divins, Barbara; And Others

This project identified work environment factors in eight schools where a teacher preparation program placed early field experience students and where the university students reported experiencing positive field placements. The purpose was to determine the impact of certain variables on teachers' perception of the quality of their own professional…

Children and Discipline: Investigating Secondary School Students' Perception of Discipline through Metaphors

ERIC Educational Resources Information Center

Sadik, Fatma

2018-01-01

This is a descriptive study investigating the perception of children about discipline through metaphors developed by them. A total of 445 students participated in the research and the data was collected with the "Discipline Metaphors Survey (DMS)" developed by the researchers. At the end of the study, 143 metaphors, 94 positive and 49…

"Lights, Camera, Action!" Video Technology and Students' Perceptions of Oral Communication in Accounting Education

ERIC Educational Resources Information Center

Cameron, Craig; Dickfos, Jennifer

2014-01-01

This paper examines the influence of an authentic assessment item on three dimensions of oral communication in accounting education: skills, self-efficacy, and relevance. An explanatory mixed methods design is used to explore students' perceptions of their development. The results indicate that an elevator pitch assessment has a positive impact on…

Swedish Nursing Students' Perceptions of the Concept of Health: A Phenomenographic Study

ERIC Educational Resources Information Center

Skär, Lisa; Söderberg, Siv

2016-01-01

Objectives: Health is a central and important concept in nursing and nursing education, and has been theorised about in both positive and negative terms. The purpose of this study was to explore Swedish nursing students' perceptions of the concept of health. Design: A phenomenographic research approach was used to understand how nursing students…

A holistic approach for the assessment of the indoor environmental quality, student productivity, and energy consumption in primary schools.

PubMed

Dorizas, Paraskevi Vivian; Assimakopoulos, Margarita-Niki; Santamouris, Mattheos

2015-05-01

The perception of the indoor environmental quality (IEQ) through questionnaires in conjunction with in-field measurements related to the indoor air quality (IAQ), the thermal comfort and the lighting environment were studied in nine naturally ventilated schools of Athens, Greece. Cluster analysis was carried out in order to determine the ranges of indoor air pollutants, temperature (T), relative humidity (RH), and ventilation rates at which the students were satisfied with the indoor environment. It was found that increased levels of particulate matter did not have a negative effect on students' perception while students seemed to link the degradation of IAQ with temperature variations. Statistically significant correlations were further found between measurement results and students' perception of the IEQ. Students' sick building syndrome (SBS) symptoms and performance of schoolwork were also investigated as a function of the levels of indoor air pollutants and ventilation, and there were found significant positive correlations between particulate matter (PM) and certain health symptoms. Students' learning performance seemed to be affected by the ventilation rates and carbon dioxide (CO₂) concentrations while certain health effects positively correlated to the levels of PM and CO₂. The energy consumption of schools was rather low compared to other national findings, and both the electricity and oil consumption for heating positively correlated to the levels of indoor air pollutants.

Radiation therapy students' perceptions of their learning from participation in communication skills training: An innovative approach.

PubMed

Dungey, Gay M; Neser, Hazel A

2017-06-01

Communication skills training has been progressively integrated into the Bachelor of Radiation Therapy programme in New Zealand throughout the last 3 years. This innovative study aimed to explore students' perceptions of their learning from participation in communication skills workshops. The purpose was to expose students to a variety of common clinical situations that they could encounter as a student radiation therapist. Common scenarios from the radiation therapy setting were developed, using trained actors as a standardised patient, staff member or member of the public. Students were briefed on their scenario and then required to manage their interactions appropriate to its context. A staff member and peers observed each student's interaction via a digital screen and assessed the student's performance in six key skills. Each student was video recorded so that they could review their own interaction. Verbal and written feedback was given to each student. Students evaluated their experience using a 5-point Likert scale. Quantitative and qualitative data were collected from 116 of 150 students who consented to participate. Three main themes emerged from the data: the value of learning from peers; preparation for the clinical environment; and the ability to self-reflect. The quantitative data indicated that students' perceptions of the tool are positive and an effective learning experience. Students' perceptions of participation in the communication skills workshops, with the integration of trained actors, are positive and students perceive the scenarios to be helpful for their learning. Opportunities are indicated to further develop of students' ability to self-reflect. © 2016 The Authors. Journal of Medical Radiation Sciences published by John Wiley & Sons Australia, Ltd on behalf of Australian Society of Medical Imaging and Radiation Therapy and New Zealand Institute of Medical Radiation Technology.

Perceptions and Practices of Principals: Supporting Positive Educational Experiences for Aboriginal Learners

ERIC Educational Resources Information Center

Preston, Jane P.; Claypool, Tim R.; Rowluck, William; Green, Brenda

2017-01-01

The purpose of this paper is to describe the leadership perceptions and practices of principals who promote positive school experiences for Aboriginal students. This qualitative multi-case study encapsulates 14 semi-structured individual interviews conducted with nine principals from the Canadian provinces of Saskatchewan and Prince Edward Island.…

Academic Responding During Instruction and Reading Outcomes for Kindergarten Students At-risk for Reading Difficulties

PubMed Central

Wanzek, Jeanne; Roberts, Greg; Al Otaiba, Stephanie

2013-01-01

The purpose of this study was to investigate the academic responding of students at-risk for reading difficulties in beginning reading instruction. Opportunities for kindergarten students at-risk for reading difficulties to respond academically during teacher-facilitated reading instruction in the general education classroom were examined in relation to student reading achievement as well as social behaviors. Student academic responding during teacher-facilitated instruction significantly predicted end of year reading achievement. Teacher perceptions of students’ social skills (positive correlation) and problem behaviors (negative correlation) were significantly correlated with academic responding. When academic responding and teacher perceptions of social behaviors were examined together, only teacher perceptions of academic competence and problem behaviors predicted spring outcomes. PMID:24665162

Seeing Eye to Eye: Predicting Teacher-Student Agreement on Classroom Social Networks

PubMed Central

Neal, Jennifer Watling; Cappella, Elise; Wagner, Caroline; Atkins, Marc S.

2010-01-01

This study examines the association between classroom characteristics and teacher-student agreement in perceptions of students’ classroom peer networks. Social network, peer nomination, and observational data were collected from a sample of second through fourth grade teachers (N=33) and students (N=669) in 33 classrooms across five high poverty urban schools. Results demonstrate that variation in teacher-student agreement on the structure of students’ peer networks can be explained, in part, by developmental factors and classroom characteristics. Developmental increases in network density partially mediated the positive relationship between grade level and teacher-student agreement. Larger class sizes and higher levels of normative aggressive behavior resulted in lower levels of teacher-student agreement. Teachers’ levels of classroom organization had mixed influences, with behavior management negatively predicting agreement, and productivity positively predicting agreement. These results underscore the importance of the classroom context in shaping teacher and student perceptions of peer networks. PMID:21666768

Students' perceptions of communication ease and engagement. How they relate to academic success.

PubMed

Long, G; Stinson, M S; Braeges, J

1991-12-01

The extent to which students' self-perceptions of communication ease and engagement relate to their academic achievement was assessed in a study of 95 high school students enrolled in a large urban school for the deaf. Four dimensions of classroom communication were measured: students' understanding of teachers, students' understanding of peers, and positive and negative feelings about communication at school. Engagement, the extent students report being excited and actively involved in the classroom, predicted only teacher-assigned grades when the variance of background variables such as residual hearing and IQ was removed. However, communication ease made a significant contribution to the prediction of the three standardized achievement test scores, as well as grades, when background variance was removed. The results suggest that students are more likely to learn if they perceive themselves as being effective in communicating and have positive feelings about the communication that occurs.

Nursing students' perceptions of using the Clinical Education Assessment tool AssCE and their overall perceptions of the clinical learning environment - A cross-sectional correlational study.

PubMed

Engström, Maria; Löfmark, Anna; Vae, Karen Johanne Ugland; Mårtensson, Gunilla

2017-04-01

Clinical education is a vital part of nursing students' learning; the importance of assessment tools and feedback in stimulating student learning has been stressed, but this needs to be studied in more detail. To examine relationships between nursing students' perceptions of using an Assessment tool in Clinical Education (AssCE) during their mid-course discussion and final assessment, the content discussed during these meetings between the student, preceptor and nurse teacher and the students' overall perception of the clinical learning environment. A cross-sectional, correlational design was used. A convenience sample of 110 nursing students from one Norwegian university college with two campuses. Data were collected with self-developed questionnaires and analysed using logistic regression with SPSS and the PROCESS macro for mediation analysis. There was a positive relationship between nursing students' perceptions of using the assessment tool AssCE and their overall perception of the clinical learning environment. This relationship was, in turn, mediated by the content discussed during the formative mid-course discussion and summative final assessment. Our conclusion is that the assessment tool AssCE supported students' clinical learning and that this relationship, in turn, was mediated by the degree to which the conversation during the assessment meeting focused on the student's knowledge, skills and professional judgement. Copyright © 2017 Elsevier Ltd. All rights reserved.

Teacher Directed Behavior Toward Individual Students.

ERIC Educational Resources Information Center

Oien, Fred M.

A study of five teachers and 316 junior high school physical education students reveals an unequal distribution of positive reinforcement teacher behavior among individual students. Factors influencing the amount of rewarding behavior directed to students include elements such as student gender, teacher perception of student skill level, student…

Perceptions of Plagiarism by STEM Graduate Students: A Case Study.

PubMed

Leonard, Michelle; Schwieder, David; Buhler, Amy; Bennett, Denise Beaubien; Royster, Melody

2015-12-01

Issues of academic integrity, specifically knowledge of, perceptions and attitudes toward plagiarism, are well documented in post-secondary settings using case studies for specific courses, recording discourse with focus groups, analyzing cross-cultural education philosophies, and reviewing the current literature. In this paper, the authors examine the perceptions of graduate students in science, technology, engineering, and mathematics (STEM) disciplines at the University of Florida regarding misconduct and integrity issues. Results revealed students' perceptions of the definition and seriousness of potential academic misconduct, knowledge of institutional procedures, and views on faculty actions, all with a focus on divergences between U.S. and internationally-educated students. The open-ended questions provide anecdotal evidence to highlight personal experiences, positive and negative, aimed at the faculty, international students and undergraduates. Combined, these findings outline an important part of the campus academic integrity culture at a major American university. Recommendations for local actions also are discussed.

[An assessment of the Dundee Ready Education Environment Measure (DREEM) in Chilean university students].

PubMed

Ortega B, Javiera; Pérez V, Cristhian; Ortiz M, Liliana; Fasce H, Eduardo; McColl C, Peter; Torres A, Graciela; Wright, Ana; Márquez U, Carolina; Parra P, Paula

2015-05-01

The entry to a University requires an adaptation process that not all students solve with the same kind of success. Even though students social adaptation and emotional skills are essential, the educational environmental that they perceive has a significant influence in their academic life. To describe the changes in the perception about academic environment that medical students experience during the first three years of undergraduate career. The Dundee Ready Education Environment Measure (DREEM) scale was applied to 525 first to third year medical students and an exploratory factorial analysis was made. Four factors were identified: Academic Perception: academic quality that students attribute to the process in which they take part, as well as to the assessment that they do of their learning outcomes (coefficient ± = 0.85); Academic Experience: refers to positive emotions that students experience during the career such as confidence, pleasure and energy (coefficient ± = 0.76); Atmosphere Perception, comfort and calm that students experiment during their academic activities (coefficient ± = 0.79); Teachers Perception: the perception that students have of teachers about their interest and disposition towards students (coefficient ± = 0.50). The assessment of academic environment quality is inversely associated with the lapse that the students have spent in their undergraduate careers.

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,…

The Impact of Positive Behavior Interventions and Supports on Teachers' Perceptions of Teaching Conditions and Student Achievement

ERIC Educational Resources Information Center

Houchens, Gary W.; Zhang, Jie; Davis, Kelly; Niu, Chunling; Chon, Kyong Hee; Miller, Stephen

2017-01-01

Previous research suggests that Positive Behavioral Interventions and Supports (PBIS) can reduce student disciplinary office referrals and out-of-school suspensions, especially when implemented with fidelity. Existing research is mixed as to whether PBIS also contributes to improvements in student achievement, but at least one study has found that…

Knowledge, awareness, and perception of contraception among senior pharmacy students in Malaysia: A pilot study

PubMed Central

Elkalmi, Ramadan M.; Khan, Muhammad Umair; Ahmad, Akram; Srikanth, Akshaya B.; Abdurhaman, Norny Syafinase; Jamshed, Shazia Q.; Awad, Ammar Ihsan; Binti Ab Hadi, Hazrina

2015-01-01

Objective: This study aimed to assess the knowledge, awareness, and perception of contraception among senior pharmacy students of a public sector university in Malaysia. Methods: A cross-sectional, questionnaire-based study was conducted among senior pharmacy students. The pretested questionnaire was used to collect data from the participants over the period of 1-month. The questionnaire was divided into four sections, for gathering the information about students’ demographic data, and their knowledge, attitudes, and perception toward contraception. Data were statistically analyzed using SPSS version 20. Findings: The response rate was 68.6%. The results showed that the contraceptive knowledge was comparatively higher in year four students (P < 0.001), married respondents (P < 0.001) and those taking elective courses (P = 0.022) as compared to their respective counterparts. Majority of the students were well aware and had a positive perception about contraception. Conclusion: Overall findings reflect that the majority of the students had good knowledge, perception, and awareness about contraception. The study recommends future studies to be conducted covering different pharmacy schools across the country to further establish the results. PMID:25984548

Academic Self-Handicapping and Achievement Goals: A Further Examination.

PubMed

Midgley, Carol; Urdan, Tim

2001-01-01

This study extends previous research on the relations among students' personal achievement goals, perceptions of the classroom goal structure, and reports of the use of self-handicapping strategies. Surveys, specific to the math domain, were given to 484 7th-grade students in nine middle schools. Personal performance-avoid goals positively predicted handicapping, whereas personal performance-approach goals did not. Personal task goals negatively predicted handicapping. Perceptions of a performance goal structure positively predicted handicapping, and perceptions of a task goal structure negatively predicted handicapping, independent of personal goals. Median splits used to examine multiple goal profiles revealed that students high in performance-avoid goals used handicapping more than did those low in performance-avoid goals regardless of the level of task goals. Students low in performance-avoid goals and high in task goals handicapped less than those low in both goals. Level of performance-approach goals had little effect on the relation between task goals and handicapping. Copyright 2001 Academic Press.

Facilitating Dental Student Reflections: Using Mentor Groups to Discuss Clinical Experiences and Personal Development.

PubMed

Koole, Sebastiaan; Christiaens, Veronique; Cosyn, Jan; De Bruyn, Hugo

2016-10-01

Despite the consensus on the importance of reflection for dental professionals, a lack of understanding remains about how students and clinicians should develop their ability to reflect. The aim of this study was to investigate dental students' and mentors' perceptions of mentor groups as an instructional method to facilitate students' reflection in terms of the strategy's learning potential, role of the mentor, group dynamics, and feasibility. At Ghent University in Belgium, third- and fourth-year dental students were encouraged to reflect on their clinical experiences and personal development in three reflective mentor sessions. No preparation or reports afterwards were required; students needed only to participate in the sessions. Sessions were guided by trained mentors to establish a safe environment, frame clinical discussions, and stimulate reflection. Students' and mentors' perceptions of the experience were assessed with a 17-statement questionnaire with response options on a five-point Likert scale (1=totally disagree to 5=totally agree). A total of 50 students and eight mentors completed the questionnaire (response rates 81% and 89%, respectively). Both students and mentors had neutral to positive perceptions concerning the learning potential, role of the mentor, group dynamics, and feasibility. The mean ideal total time for sessions in a year was 99 minutes (third-year students), 111 minutes (fourth-year students), and 147 minutes (mentors). Reported reflective topics related to patient management, frustrations, and practice of dentistry. Overall mean appreciation for the experience ranged from 14.50 to 15.14 on the 20-point scale. These findings about students' and mentors' positive perceptions of the experience suggest that mentor groups may be a potentially valuable strategy to promote dental students' reflection.

Supports for medical students during rural clinical placements: factors associated with intention to practise in rural locations.

PubMed

King, Katherine R; Purcell, Rachael A; Quinn, Stephen J; Schoo, Adrian M; Walters, Lucie K

2016-01-01

Through rural clinical schools (RCSs), medical students may undertake an extended block of clinical training in rural Australia. The premise of these placements is that meaningful rural exposure will facilitate rural career uptake. RCSs offer a range of supports to facilitate student engagement in the program. This study aims to analyse RCS students' perceptions of these supports and impact on intentions to work rurally. Between September 2012 and January 2013 RCS students were invited to complete questions regarding perceptions of student support, as a part of the annual Federation of Australian Medical Educators survey. Multivariable logistic regression was used to identify associations between supports and intentions for rural internship or career. There were 454 participants. A majority of students (n=349, 79.1%) felt well supported by their RCS. Students from a rural background (odds ratio (OR)=1.64 (95% confidence interval (CI):1.13-2.38)), or who indicated that their placement had a positive impact on their wellbeing (OR=1.38 (95%CI:1.07-1.80)), were more likely to intend to complete a rural internship. Those who felt socially isolated were less likely to elect this (OR=0.82 (0.70-0.97)). Outcomes were similar for those indicating a preference for rural or remote practice after completing training. Student perceptions of supports offered by RCSs were generally very positive. Perceptions of financial support were not predictive of rural career intent. Although this does not negate the importance of providing appropriate financial supports, it does demonstrate that student wellbeing is a more important recruitment factor for rural practice.

Normative Misperceptions of Peer Seat Belt Use Among High School Students and Their Relationship to Personal Seat Belt Use

PubMed Central

LITT, DANA M.; LEWIS, MELISSA A.; LINKENBACH, JEFFREY W.; LANDE, GARY; NEIGHBORS, CLAYTON

2016-01-01

Objectives This research examined gender-specific perceptions of peer seat belt use norms among high school students and their relationship with one’s own seat belt use. We expected that students would underestimate the seat belt use of their peers and that these perceptions would be positively associated with their own seat belt use. Methods High school students from 4 schools (N = 3348; 52% male) completed measures assessing perceived seat belt use and personal seat belt use. Results Findings demonstrated that students perceived that others engaged in less seat belt use than they do and that perceived norms were positively associated with one’s own seat belt use. Conclusions Peer influences are a strong predictor of behavior, especially among adolescents. Ironically, adolescents’ behaviors are often influenced by inaccurate perceptions of their peers. This research establishes the presence of a misperception related to seat belt use and suggests that misperception is associated with own behaviors. This research provides a foundation for social norms–based interventions designed to increase seat belt use by correcting normative misperceptions among adolescents. PMID:24628560

Canadian dental students' perceptions of their learning environment and psychological functioning over time.

PubMed

Stewart, Donald W; de Vries, Johann; Singer, David L; Degen, Gene G; Wener, Pam

2006-09-01

A cohort of dental students (N=28) at the University of Manitoba was followed throughout their entire dental education program to explore changes in their perceptions of the learning environment over time. Aspects of the students'psychological functioning, including common psychological symptoms, self-esteem, and coping strategies, were also evaluated to assess changes in these factors over time. A battery of instruments consisting of the Learning Environment Survey (LES), the Symptom Questionnaire (SQ), the Ways of Coping Checklist (WCCL), and the State Self-Esteem Scale (SSES) was administered at the beginning, midpoint, and end of each academic year throughout the four-year dental education program. Results indicated that there was a minor positive recalibration of student perceptions in the areas of course relevance and opportunities for outside interests during the first months of year one. Apart from this, perceptions of dental school as a seldom-to-occasionally positive learning environment were maintained over the entire dental education program. In terms of psychological functioning over time, students reported decreases in their levels of problem-focused coping and self-esteem, increased use of avoidance and wishful thinking as coping strategies, and more anxiety, depression, and hostility at various points. Some implications of these findings for dental education are discussed.

Perceptions of university instructors toward students who stutter: a quantitative and qualitative approach.

PubMed

Daniels, Derek E; Panico, James; Sudholt, Jennifer

2011-01-01

Many research studies have focused on perceptions of stuttering by various groups of people. However, there is limited research on the perceptions of university instructors toward stuttering and people who stutter. Therefore, this study explored the perceptions of university instructors toward stuttering and students who stutter, and their beliefs about classroom participation. Participants included 328 university instructors across a variety of disciplines at two Midwestern universities. Each participant completed a 12-item questionnaire regarding perceptions related to stuttering, students who stutter, and classroom participation. Of the 328 participants, 212 completed an open-ended question about their experiences and concerns of working with students who stutter. Results indicated that increased knowledge of stuttering is associated with positive attitudes toward students who stutter. Moreover, the participants in this study expressed a need for more information about stuttering and ways to accommodate students who stutter in the classroom. After reading this article, the reader will be able to: (1) discuss the challenges that university instructors face when working with students with disabilities; (2) provide a rationale for the need to explore the perceptions of university instructors toward students who stutter; (3) describe the major themes of university instructors' knowledge of stuttering, and beliefs about classroom participation for students who stutter; and (4) discuss the need for disseminating more knowledge about stuttering to university instructors. Copyright © 2011 Elsevier Inc. All rights reserved.

School Tracking and Youth Self-Perceptions: Implications for Academic and Racial Identity.

PubMed

Legette, Kamilah

2017-02-09

School tracking creates vast differential learning and schooling opportunities that lead to different academic trajectories. Black adolescents are disproportionally placed in nonhonors tracks possibly compromising their racial and academic identity. Interviews with 20 socioeconomically diverse 12 to 13 year old Black seventh graders revealed that narratives about racial and academic identity vary by track placement. Although most adolescents held negative perceptions about students enrolled in nonhonors courses, students in nonhonors seemed to view the negative perceptions of their classmates as reflections of themselves as Black people and as students. In contrast, adolescents in honors courses viewed these negative perceptions as limited to students in nonhonors. They reported having a greater connection to academics and viewed themselves as positive representatives of Blackness. © 2017 The Author. Child Development © 2017 Society for Research in Child Development, Inc.

You're not to dance with the girls: oral history, changing perception and practice.

PubMed

Mee, Steve

2010-03-01

The learning disability nursing course at the University of Cumbria features people with a learning disability presenting an oral history of their past in a long-stay institution. These are powerful stories which frequently portray very negative life experiences. Student feedback suggests that the resulting learning is profound, possibly transformative and offering a different type of learning to a 'traditional' lesson. Students report that they experience different and more positive perceptions of people with a learning disability. They have a new respect for people who have survived these experiences. This change of perception may, in part, be due to observing people with a learning disability in positive roles such as storyteller, teacher and carer. The students reported that in subsequent placements their professional practice changed as a result of these insights. These changes include being more outspoken against bad practice and being able to listen more effectively.

Predoctoral dental students' perceptions and experiences with prosthodontics.

PubMed

Dhima, Matilda; Petropoulos, Vicki C; Salinas, Thomas J; Wright, Robert F

2013-02-01

The aims of this study were to: (1) investigate the perceptions and experiences of predoctoral dental students and advanced standing students on mentorship, exposure to prosthodontics, and future need for the specialty, and (2) establish a baseline of students' perceptions of the impact of prosthodontics on salary, personal and patient quality of life, and the profession of dentistry. A survey was distributed to 494 predoctoral and advanced standing students at the University of Pennsylvania School of Dental Medicine. Questions focused on the perceptions and experiences with the specialty of prosthodontics. A total of 410 surveys were analyzed using Chi Square tests and univariate and multivariate analysis with statistical software. Response rate was 83%. A positive initial introduction to prosthodontics was reported by 57% of students. Most students had positive experiences with prosthodontic faculty and enjoyed laboratory work and challenging/complex dentistry. A greater need for prosthodontists in the future was perceived by 82% of respondents, with 63% reporting that the future of prosthodontics had been emphasized. Students reported (1) a preclinical course directed by prosthodontists and (2) working in the clinic with prosthodontic faculty (p < 0.006) as having the biggest impact on their introduction to prosthodontics. A desire to pursue training or a career in prosthodontics was reported by 3.4% of the respondents, with 1.7% of them pursuing prosthodontics. Enjoyment of providing care in prosthodontics was the most important factor for those who decided to pursue prosthodontic postgraduate training. When compared to other specialties, prosthodontics ranked low with regards to its impact on salary (7(th) ), personal quality of life (5(th) ), patient quality of life (4(th) ), and strengthening of the dental field (7(th) ). Reasons few students are interested in prosthodontics as a career, despite a positive first introduction and high perceived future need for prosthodontists may be attributed to a number of factors. These include insufficient prosthodontically, trained faculty, lack of a mentorship program, lack of an advanced graduate program, a perception of feeling unprepared upon graduation, and misconception of potential income in prosthodontics. © 2012 by the American College of Prosthodontists.

Adolescent Perceptions of Underage Drinkers in TV Beer Ads.

ERIC Educational Resources Information Center

Slater, Michael D.; And Others

1996-01-01

Tests adolescents' perception of characters' ages in four television beer advertisements and examines correlational relationships between such age judgments and alcohol use. Some 39.4% of participants reported that the youngest character was under 21. Perceptions were positively related to amount of alcohol use among junior high school students,…

Learning Online: A Case Study Exploring Student Perceptions and Experience of a Course in Economic Evaluation

ERIC Educational Resources Information Center

Skordis-Worrall, Jolene; Haghparast-Bidgoli, Hassan; Batura, Neha; Hughes, Jane

2015-01-01

This study explored the perceptions and experiences of a group of students enrolled in an online course in Economic Evaluation. A mixed methods approach was adopted for the data collection, and thematic analysis was used to synthesize the data collected and highlight key findings. The participants identified several positive and negative perceived…

Fostering Positive Classroom Environments: The Relationship between Teacher Qualifications, Facility Management, and Perceptions of Leadership on Student Outcomes

ERIC Educational Resources Information Center

Marshall, Bryan Allan

2011-01-01

This study attempted to determine the effectiveness of schools that have highly qualified teachers, along with a well managed facility, and the administration's perception of the leadership role as an instructional specialist on the outcomes that students displayed. Also, the relationship between two instruments used to determine the quality of…

Students' Expectations of a Career in Sales: A Comparison of Finance and Marketing Majors

ERIC Educational Resources Information Center

Kuzma, Ann T.; Kuzma, John R.; Thiewes, Harold F.

2009-01-01

Many of the graduates majoring in Finance and Marketing will secure entry-level positions in sales, often beginning careers dedicated to the sale of financial products; yet, perceptions of this career vary significantly, dependent on a student's area of study. The purpose of this study is to compare and contrast the perceptions of Finance majors…

Gender in STEM Education: An Exploratory Study of Student Perceptions of Math and Science Instructors in the United Arab Emirates

ERIC Educational Resources Information Center

Pasha-Zaidi, Nausheen; Afari, Ernest

2016-01-01

The current study addresses student perceptions of math and science professors in the Middle East. Gender disparity in science, technology, engineering, and math (STEM) education continues to exist in higher education, with male professors holding a normative position. This disparity can also be seen in the United Arab Emirates. As female…

Changes in Elementary Student Perceptions of Science, Scientists, and Science Careers after Participating in a Curricular Module on Health and Veterinary Science

ERIC Educational Resources Information Center

Shin, Soo Yeon; Parker, Loran Carleton; Adedokun, Omolola; Mennonno, Ann; Wackerly, Amy; San Miguel, Sandra

2015-01-01

This study examined to what extent a curriculum module that uses animal and human health scientists and science concepts to portray science and scientists in a relevant and authentic manner could enhance elementary students' aspiration for science careers, attitudes to science, positive perceptions of scientists, and perceived relevance of…

Including Students with Severe Disabilities in School-Wide Positive Behavioral Interventions and Supports: Perceptions of State Coordinators

ERIC Educational Resources Information Center

Landers, Eric; Courtade, Ginevra; Ryndak, Diane

2012-01-01

The purpose of this study was to determine how the needs of students with disabilities are addressed by state coordinators of school-wide positive behavioral interventions and supports (PBIS) during professional development activities on positive behavioral strategies, school-wide systems, and school-wide commitment to the PBIS approach.…

Nursing Student Perceptions of Structural Empowerment.

PubMed

Moore, Shelley C; Ward, Karen S

To meet role expectations for nurses, nurses must feel empowered. Faculty contributions to the learning environment for nursing students are critical. A descriptive analysis of student perceptions of empowerment within the learning environment was conducted using a form of Kanter's Conditions of Work Effectiveness Questionnaire; 203 participants from schools in 17 different states completed surveys. Subjects demonstrated moderate degrees of structural empowerment in their learning environment. This positive finding can be further investigated and used to fully prepare future nurses.

Positive-Themed Suicide Prevention Messages Delivered by Adolescent Peer Leaders: Proximal Impact on Classmates' Coping Attitudes and Perceptions of Adult Support.

PubMed

Petrova, Mariya; Wyman, Peter A; Schmeelk-Cone, Karen; Pisani, Anthony R

2015-12-01

Developing science-based communication guidance and positive-themed messages for suicide prevention are important priorities. Drawing on social learning and elaboration likelihood models, we designed and tested two positive-focused presentations by high school peer leaders delivered in the context of a suicide prevention program (Sources of Strength). Thirty-six classrooms in four schools (N = 706 students) were randomized to (1) peer leader modeling of healthy coping, (2) peer leader modeling plus audience involvement to identify trusted adults, or (3) control condition. Students' attitudes and norms were assessed by immediate post-only assessments. Exposure to either presentation enhanced positive coping attitudes and perceptions of adult support. Students who reported suicide ideation in the past 12 months benefited more than nonsuicidal students. Beyond modeling alone, audience involvement modestly enhanced expectations of adult support, congruent with the elaboration likelihood model. Positive peer modeling is a promising alternative to communications focused on negative consequences and directives and may enhance social-interpersonal factors linked to reduced suicidal behaviors. © 2015 The American Association of Suicidology.

Emotional Intelligence Instruction in a Pharmacy Communications Course

PubMed Central

Lust, Elaine; Moore, Frances C.

2006-01-01

Objectives To determine the benefits of incorporating emotional intelligence instruction into a required pharmacy communications course. Design Specific learning objectives were developed based upon the emotional intelligence framework and how it can be applied to pharmacy practice. Qualitative data on student perceptions were collected and analyzed using theme analysis. Assessment Students found instruction on emotional intelligence to be a positive experience. Students reported learning the taxonomy of emotional intelligence – a concept that previously was difficult for them to articulate or describe, and could use this knowledge in future pharmacy management situations. Students also recognized that their new knowledge of emotional intelligence would lead to better patient outcomes. Conclusion Students had positive perceptions of the importance of emotional intelligence. They valued its inclusion in the pharmacy curriculum and saw practical applications of emotional intelligence to the practice of pharmacy. PMID:17136149

Students' Lived Experiences with the Positive Behavioral Interventions and Supports (PBIS) Program in Middle School

ERIC Educational Resources Information Center

Coyle, Lisa A.

2013-01-01

The purpose of this study is to report the lived experiences of seventh and eighth grade students experiencing Positive Behavioral Interventions and Supports (PBIS) in middle school. Although there is increasing popularity in the use of the PBIS system in schools throughout the country, there is little known about students' perceptions of the…

Group Work in the MBA Classroom: Improving Pedagogical Practice and Maximizing Positive Outcomes with Part-Time MBA Students

ERIC Educational Resources Information Center

Rafferty, Patricia D.

2013-01-01

This article forms part of an exploration into how graduate students experience group work. A single case, embedded study was completed in 2011, which reveals insight and understanding into the manner in which part-time MBA students experience group work assignments and how these experiences contribute to their perception of positive group work…

The use of sunscreen products among final year medicine and pharmacy students: A cross-sectional study of knowledge, attitude, practice, and perception

PubMed Central

Awadh, Ammar Ihsan; Jamshed, Shazia; Elkalmi, Ramadan M.; Hadi, Hazrina

2016-01-01

Objective: To evaluate the knowledge, attitude, perception, and practice of medical and pharmacy students toward the usage of sunscreen as protection for the skin against ultraviolet (UV) radiation. Methods: This cross-sectional study was conducted among final year medical and pharmacy undergraduates at the International Islamic University Malaysia. Validated questionnaires were distributed to 134 medical students and 100 pharmacy students. Descriptive and inferential statistics were used where appropriate. Findings: One hundred and sixty-one out of 234 participants completed the questionnaires. The participants comprised 101 medical students (75.4%) and sixty pharmacy students (60.0%). The majority of the respondents were females (102; 63.4%), and 59 (36.6%) were males. The median of the knowledge scores of the final year medical students was significantly lower than that of the final year pharmacy students (P < 0.001). The female students showed significantly higher knowledge scores than the male students (P = 0.027). This study reported that 24 (39.3%) pharmacy students were influenced by the media to use sunscreen, whereas 35 (34.7%) medical students were influenced the most by friends to use sunscreen. The final year pharmacy students had a better perception compared to the medical students, with the total perception score of the final year pharmacy students being significantly higher than that of the final year medical students (P = 0.020). Most of the participants were also aware of the harmful effects of UV radiation and had a positive reaction toward the usage of sunscreen to prevent those harmful effects. Conclusion: The knowledge and perception of final year pharmacy students were significantly higher than the knowledge and perception of final year medical students with regard to the usage of sunscreen. PMID:27512711

Cultivation of science identity through authentic science in an urban high school classroom

NASA Astrophysics Data System (ADS)

Chapman, Angela; Feldman, Allan

2017-06-01

This study examined how a contextually based authentic science experience affected the science identities of urban high school students who have been marginalized during their K-12 science education. We examined students' perceptions of the intervention as an authentic science experience, how the experience influenced their science identity, as well as their perceptions about who can do science. We found that the students believed the experience to be one of authentic science, that their science identity was positively influenced by participation in the experience, and that they demonstrated a shift in perceptions from stereotypical to more diverse views of scientists. Implications for science education are discussed.

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.

Family context variables and the development of self-regulation in college students.

PubMed

Strage, A A

1998-01-01

While researchers have begun to specify how features of students' immediate learning environments affect the development and use of self-regulation skills, relatively little attention has been paid to the role of the family context in fostering or impeding the development of these skills. This paper proposes a conceptual framework based on attachment theory (Ainsworth et al., 1978; Bowlby, 1982) and Baumrind's parenting styles typology (Baumrind, 1967, 1991) for examining the relationship between family context variables and the development of self-regulation skills. It also presents initial findings from a study of the parental practices and values associated with academic self-regulation in college students. A sample of 465 students completed the 104-item Student Attitudes and Perceptions Survey, which consists of 4 personal profile scales, 7 family background scales, 2 course characteristics scales, and 2 study habits scales. Perceptions of parents as authoritative and of family as emotionally close were found to be predictive of (1) general confidence and positive sense of self, (2) positive goal-orientation at school, (3) general concern about preparation for the future, and (4) positive adjustment to college. These family profiles were also predictive of (1) students' rating their introductory psychology course as interesting and supportive, (2) favorable ratings of their time and effort management and note-taking skills, and (3) strong agreement with a series of items reflecting components of self-regulated learning. Perceptions of parents as authoritarian and of family as nagging or enmeshed were also predictive of concern about preparation for the future. These family profiles were generally predictive of students' rating their introductory psychology course as difficult, and of time and effort management difficulties. The patterns linking family background profiles with course perceptions, study habits, and individual indices of self-regulated learning persisted even when students' sense of confidence was factored out, and were strong for students living with their parents as well as for those living on their own.

Building Success beyond High School with Career-and College-Ready Literacies

ERIC Educational Resources Information Center

Foote, Carolyn

2016-01-01

When secondary school librarians teach students digital life literacies, they help students perceive that librarians can provide support for real-life problems. The more librarians work with students, create inviting library environments, and have positive engagements with students, the more they change student perceptions of librarians in…

Examining classroom influences on student perceptions of school climate: the role of classroom management and exclusionary discipline strategies.

PubMed

Mitchell, Mary M; Bradshaw, Catherine P

2013-10-01

There is growing emphasis on the use of positive behavior supports rather than exclusionary discipline strategies to promote a positive classroom environment. Yet, there has been limited research examining the association between these two different approaches to classroom management and students' perceptions of school climate. Data from 1902 students within 93 classrooms that were nested within 37 elementary schools were examined using multilevel structural equation modeling procedures to investigate the association between two different classroom management strategies (i.e., exclusionary discipline strategies and the use of positive behavior supports) and student ratings of school climate (i.e., fairness, order and discipline, student-teacher relationship, and academic motivation). The analyses indicated that greater use of exclusionary discipline strategies was associated with lower order and discipline scores, whereas greater use of classroom-based positive behavior supports was associated with higher scores on order and discipline, fairness, and student-teacher relationship. These findings suggest that pre-service training and professional development activities should promote teachers' use of positive behavior support strategies and encourage reduced reliance on exclusionary discipline strategies in order to enhance the school climate and conditions for learning. Copyright © 2013 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Adolescents' perceptions about smokers in Karnataka, India.

PubMed

Bhojani, Upendra M; Elias, Maya A; Devadasan, N

2011-07-14

Prevalence of tobacco use among adolescents in India is very high. Despite many epidemiological studies exploring tobacco use among youth, there is no published data on adolescents' perceptions about smokers in Indian society and its implications on tobacco control. A cross-sectional study was conducted using a stratified random sampling with probability proportional to school-type (government or private owned). Data was collected using a pretested, self-administered, anonymous questionnaire with a mix of close and open-ended questions from a sample of 1087 students. Chi-square test was used to measure associations. Qualitative data was analysed through inductive coding. The response rate for the study was 82.5% and the sample population had a mean age of 16.9 years (SD = 1.9) with 57.8% male students. Majority of respondents (84.6%) reported negative perceptions about smokers while 20.4% of respondents reported positive perceptions. Female students reported significantly higher disapproval rate (negative perceptions) for smoking compared to male students (89.7% Vs 71.6% in case of male smoker; 81.2% Vs 67.3% in case of female smoker). Dominant themes defining perceptions about smokers included 'hatred/hostility/Intolerance', 'against family values/norms', 'not aware of tobacco harms' and 'under stress/emotional trauma'. Themes like 'culture', 'character' and 'power' specifically described negative social image of female smoker but projected a neutral or sometimes even a positive image of male smoker. There was a significant association between adolescents' positive perceptions of smokers and tobacco use by themselves as well as their close associates. Adolescents' stereotypes of smokers, especially female smokers are largely negative. We suggest that tobacco control interventions targeting adolescents should be gender specific, should also involve their peers, family and school personnel, and should go beyond providing knowledge on harmful effects of smoking to interventions that influence adolescents' social construct of smoking/smoker.

Nursing Student Perceptions Regarding Simulation Experience Sequencing.

PubMed

Woda, Aimee A; Gruenke, Theresa; Alt-Gehrman, Penny; Hansen, Jamie

2016-09-01

The use of simulated learning experiences (SLEs) have increased within nursing curricula with positive learning outcomes for nursing students. The purpose of this study is to explore nursing students' perceptions of their clinical decision making (CDM) related to the block sequencing of different patient care experiences, SLEs versus hospital-based learning experiences (HLEs). A qualitative descriptive design used open-ended survey questions to generate information about the block sequencing of SLEs and its impact on nursing students' perceived CDM. Three themes emerged from the data: Preexperience Anxiety, Real-Time Decision Making, and Increased Patient Care Experiences. Nursing students identified that having SLEs prior to HLEs provided several benefits. Even when students preferred SLEs prior to HLEs, the sequence did not impact their CDM. This suggests that alternating block sequencing can be used without impacting the students' perceptions of their ability to make decisions. [J Nurs Educ. 2016;55(9):528-532.]. Copyright 2016, SLACK Incorporated.

Students’ Perceptions of an Applied Research Experience in an Undergraduate Exercise Science Course

PubMed Central

PEARSON, REGIS C.; CRANDALL, K. JASON; DISPENNETTE, KATHRYN; MAPLES, JILL M.

2017-01-01

Applied research experiences can provide numerous benefits to undergraduate students, however few studies have assessed the perceptions of Exercise Science (EXS) students to an applied research experience. The purpose of this study was two-fold: 1) to describe the rationale and implementation of an applied research experience into an EXS curriculum and 2) to evaluate EXS undergraduate students’ perceptions of an applied research experience. An EXS measurement course was chosen for implementation of an applied research experience. The applied research experience required groups of students to design, implement, and evaluate a student-led research project. Fourteen questions were constructed, tailored to EXS undergraduate students, to assess students’ perceptions of the experience. Qualitative analysis was used for all applicable data, with repeated trends noted; quantitative data were collapsed to determine frequencies. There was an overall positive student perception of the experience and 85.7% of students agreed an applied research experience should be continued. 84.7% of students perceived the experience as educationally enriching, while 92.8% reported the experience was academically challenging. This experience allowed students to develop comprehensive solutions to problems that arose throughout the semester; while facilitating communication, collaboration, and problem solving. Students believed research experiences were beneficial, but could be time consuming when paired with other responsibilities. Results suggest an applied research experience has the potential to help further the development of EXS undergraduate students. Understanding student perceptions of an applied research experience may prove useful to faculty interested in engaging students in the research process. PMID:29170695

Dental, Dental Hygiene, and Graduate Students' and Faculty Perspectives on Dental Hygienists' Professional Role and the Potential Contribution of a Peer Teaching Program.

PubMed

McComas, Martha J; Inglehart, Marita R

2016-09-01

The changing role of dental hygienists deserves dental and dental hygiene educators' attention. The first aim of this survey study was to assess University of Michigan dental, dental hygiene, and graduate students' and faculty members' perceptions of dental hygienists' roles; their attitudes and behaviors related to clinical interactions between dental and dental hygiene students; and perceived benefits of engaging dental hygiene students as peer teachers for dental students. The second aim was to assess whether one group of dental students' experiences with dental hygiene student peer teaching affected their perceptions of the dental hygiene profession. Survey respondents were 57 dental hygiene students in all three years of the program (response rate 60% to 100%); 476 dental students in all four years (response rate 56% to 100%); 28 dental and dental hygiene graduate students (response rate 28%); and 67 dental and dental hygiene faculty members (response rate 56%). Compared to the other groups, dental students reported the lowest average number of services dental hygienists can provide (p≤0.001) and the lowest average number of patient groups for which dental hygienists can provide periodontal care (p<0.001). Dental students also had the least positive attitudes about clinical interactions between dental hygiene and dental students (p<0.001) and perceived the fewest benefits of dental hygiene student peer teaching (p<0.001) before experiencing peer teaching. After experiencing dental hygiene student peer teaching, the dental students' perceptions of dental hygienists' roles, attitudes about clinical interactions with dental hygienists, and perceived benefits of dental hygiene student peer teachers improved and were more positive than the responses of their peers with no peer teaching experiences. These results suggest that dental hygiene student peer teaching may improve dental students' perceptions of dental hygienists' roles and attitudes about intraprofessional care.

Middle East respiratory syndrome risk perception among students at a university in South Korea, 2015.

PubMed

Yang, Seongwoo; Cho, Sung-Il

2017-06-01

The 2015 Middle East respiratory syndrome (MERS) outbreak in South Korea was a serious threat to public health, and was exacerbated by the inappropriate responses of major institutions and the public. This study examined the sources of confusion during the MERS outbreak and identified the factors that can affect people's behavior. An online survey of the risk perception of university students in South Korea was performed after the epidemic had peaked. The questionnaire addressed the major social determinants in South Korea during the MERS epidemic. The analysis included data from 1,470 subjects who provided complete answers. The students had 53.5% of the essential knowledge about MERS. Women showed higher risk perception than men, and trust in the media was positively associated with risk perception (P < .001). Additionally, risk perception was positively associated with overreaction by the public (odds ratio, 2.80; 95% confidence interval, 2.17-3.60; P < .001). These findings suggest that media content affected the public's perception of MERS risk and that perception of a high level of risk led to overreaction. Risk perception was associated with most of the social factors examined and overreaction by the public. Therefore, providing accurate information and data to the public, establishing trust, and facilitating the development of an attitude will all be important in future crises. Copyright © 2017 Association for Professionals in Infection Control and Epidemiology, Inc. Published by Elsevier Inc. All rights reserved.

Understanding students' readiness for interprofessional learning in an Asian context: a mixed-methods study.

PubMed

Lestari, Endang; Stalmeijer, Renée E; Widyandana, Doni; Scherpbier, Albert

2016-07-15

Healthcare is generally provided by various health professionals acting together. Unfortunately, poor communication and collaboration within such healthcare teams often prevent its members from actively engaging in collaborative decision-making. Interprofessional education (IPE) which prepares health professionals for their collaborative role in the healthcare system may partially address this problem. This study aimed to investigate: 1) students' readiness for IPE in an Asian context, 2) the most important factors influencing students' perceptions of IPE, 3) the reasons underlying such perceptions, and 4) the factors mitigating or promoting their sense of readiness. To identify students' perceptions of IPE, we administered the Readiness for Interprofessional Learning Scale (RIPLS) to 398 in approximately 470 students from a range of health professions (medicine, nursing, midwifery and dentistry). The questionnaire included factors that could potentially influence readiness for IPE as found in the literature (GPA, etc.). To enhance our understanding of the responses to the RIPLS and to explore the reasons underlying them, we conducted 4 mono-professional focus group discussions (FGDs). We ran a statistical analysis on the quantitative data, while performing a thematic content analysis of the qualitative data using ATLAS.ti (version 7). Medical students seemed to be the most prepared for IPE. Students' perceptions of IPE were conditioned by the study programme they took, their GPA, intrinsic motivation and engagement in the student council connoting experience of working with students from different programmes. Focus groups further revealed that: 1) early exposure to clinical practice triggered both positive and negative perceptions of IPE and of its importance to learning communication and leadership skills, 2) medical students caused insecurity and disengagement in other students, 3) medical students felt pressured to be leaders, and 4) there was a need to clarify and understand each other's profession and the boundaries of one's own profession. Students were generally favourable to IPE, appreciating the opportunity it offered them to hone their interprofessional leadership, collaboration and communication skills and to learn to address the problem of role blurring. Hence, we judge the Asian context ready to implement IPE, allowing health professions students in Asian countries to reap its benefits. The present study revealed several important reasons underlying students' positive and negative perceptions of IPE implementation which may be addressed during the interprofessional learning process.

Impact of an Inclusive Programme on Achievement, Attendance and Perceptions towards the School Climate and Social-Emotional Adaptation among Students with Disabilities

ERIC Educational Resources Information Center

Sakiz, Halis

2017-01-01

The aim of this paper is to report outcomes of a school-based programme aiming to promote achievement, attendance and positive perceptions towards the school climate and social-emotional adaptation among students with disabilities (SWD). The programme included a series of training and social activities for school staff, parents and children…

Hope in the Face of Climate Change: Associations with Environmental Engagement and Student Perceptions of Teachers' Emotion Communication Style and Future Orientation

ERIC Educational Resources Information Center

Ojala, Maria

2015-01-01

Is hope concerning climate change related to environmental engagement, or is it rather associated with unrealistic optimism and inactivity? This study on Swedish high school students identified two kinds of hope: constructive hope and hope based on denial. Constructive hope was positively associated with engagement and a perception that teachers…

Relational perceptions in high school physical education: teacher- and peer-related predictors of female students’ motivation, behavioral engagement, and social anxiety

PubMed Central

Gairns, Felicity; Whipp, Peter R.; Jackson, Ben

2015-01-01

Although researchers have demonstrated the importance of interpersonal processes in school-based physical education (PE), there have been calls for further studies that account for multiple relational perspectives and provide a more holistic understanding of students’ relational perceptions. Guided by principles outlined within self-determination theory and the tripartite efficacy model, our aim was to explore the ways in which students’ perceptions about their teacher and classmates directly and/or indirectly predicted motivation, anxiety, and engagement in PE. A total of 374 female high-school students reported the extent to which their teachers and classmates independently (a) engaged in relatedness-supportive behaviors, (b) satisfied their need for relatedness, and (c) were confident in their ability in PE (i.e., relation-inferred self-efficacy). Students also rated their motivation and anxiety regarding PE, and teachers provided ratings of in-class behavioral engagement for each student. Analyses demonstrated support for the predictive properties of both teacher- and peer-focused perceptions. Students largely reported more positive motivational orientations when they held favorable perceptions regarding their teacher and peers, and autonomous motivation was in turn positively related to behavioral engagement ratings. These findings offer novel insight into the network of interpersonal appraisals that directly and indirectly underpins important in-class outcomes in PE. PMID:26157404

Perceptions of the Water Cycle among Primary School Children in Botswana.

ERIC Educational Resources Information Center

Taiwo, A. A.; Motswiri, M. J.; Masene, R.

1999-01-01

Describes qualitative and quantitative methods used to elucidate the nature of the perception of the water cycle held by Botswana primary-grade pupils in three different geographic areas. Concludes that the students' perception of the water cycle was positively influenced by schooling but negatively impacted upon, to some extent, by the untutored…

Men's Perceptions and Knowledge of Human Papillomavirus (HPV) Infection and Cervical Cancer

ERIC Educational Resources Information Center

McPartland, Tara S.; Weaver, Bethany A.; Lee, Shu-Kuang; Koutsky, Laura A.

2005-01-01

The authors assessed young men's knowledge and perceptions of genital human papillomavirus (HPV) infection to identify factors that predict intention to make positive behavioral changes. Male university students aged 18 to 25 years completed a self-report instrument to assess knowledge and perceptions of genital HPV infection. If diagnosed with…

Cardiovascular risk factors among college students: Knowledge, perception, and risk assessment.

PubMed

Tran, Dieu-My T; Zimmerman, Lani M; Kupzyk, Kevin A; Shurmur, Scott W; Pullen, Carol H; Yates, Bernice C

2017-04-01

To assess college students' knowledge and perception of cardiovascular risk factors and to screen for their cardiovascular risks. The final sample that responded to recruitment consisted of 158 college students from a midwestern university. A cross-sectional, descriptive study was performed using convenience sampling. College students were knowledgeable about cardiovascular risk factors but did not perceive themselves at risk for cardiovascular disease (CVD). Knowledge of cardiovascular risk factors was correlated with the lifetime risk estimates (ρ = .17, p = .048), and perception of cardiovascular risk was positively associated with 30-year CVD risk estimates (ρ = .16, p = .048). More than 50% of the participants had 1 or more cardiovascular risk factors. High knowledge level of cardiovascular risk factors was not sufficient to lower cardiovascular risks within this study population, but changing perception of cardiovascular risk factors may play a bigger role in reducing long-term cardiovascular risks.

College student perceptions of science teachers and the effect on science teaching as a career path

NASA Astrophysics Data System (ADS)

Cost, Michael George

2000-10-01

Past research documented that student perceptions of scientists constituted a stereotypical image that had a negative effect on the students' attitudes towards science and resulted in low numbers of students studying to become scientists and engineers in college. The present study paralleled the research on student perceptions of scientists to investigate to what extent student perceptions of science teachers affect their willingness to consider science teaching as a career. This was accomplished by surveying 91 college students and 25 science teachers at the beginning, middle, and end of the collegiate career path of becoming a science teacher. Each survey contained quantitative data utilizing seven-point semantic differential scales and written open response questions. In-depth interviews with two members of each level were conducted to supplement the survey data. The study found that college students begin college with a positive perception of teaching as a career and highly rank teachers, especially science teachers, as having a positive influence on their career path. The qualities of job enjoyment, job stability, and helping others that are characteristic of teaching were also found to be of high importance. Perceptions of the personal, social, professional, and career qualities of a science teacher were found to differ from a scientist. While both science teachers and scientists were found to be responsible, persistent, and productive, science teachers were perceived as being a distinct career possessing qualities that make them more personable, sociable, and wise than scientists. Some gender differences were detected but there was no evidence of gender bias affecting students choosing a career path to science teaching. Science teachers were perceived to be very supportive of females pursuing scientific career paths. The study also found evidence that some introductory level college students steer away from science teaching because of low salary, the lack of promotion, and the efforts of influential people including science teachers. The study calls for departments of science education to take a more active role in the recruitment of new science teachers and the improvement of undergraduate science education.

The Malaysia DREEM: perceptions of medical students about the learning environment in a medical school in Malaysia

PubMed Central

Al-Naggar, Redhwan A; Abdulghani, Mahfoudh; Osman, Muhamed T; Al-Kubaisy, Waqar; Daher, Aqil Mohammad; Nor Aripin, Khairun Nain Bin; Assabri, Ali; Al-Hidabi, Dawood A; Ibrahim, Mohamed Izham B Mohamed; Al-Rofaai, Ahmed; Ibrahim, Hisham S; Al-Talib, Hassanain; Al-Khateeb, Alyaa; Othman, Gamil Qasem; Abdulaziz, Qaid Ali; Chinna, Karuthan; Bobryshev, Yuri V

2014-01-01

Background Students’ perceptions of their learning environment, by defining its strengths and weaknesses, are important for continuous improvement of the educational environments and curriculum. Therefore, the aim of this study was to explore students’ perceptions of their learning environment, among medical students in Malaysia. Various aspects of the education environment were compared between year levels and sex. Methods This cross-sectional study was conducted at the Management and Science University, Shah Alam, Malaysia in 2012. A total number of 438 medical students participated in this study, and the response rate was 87.6%. Data were analyzed using SPSS. Comparisons of the mean scores of Dundee Ready Education Environment Measure (DREEM) subscales were calculated. The t-test was used to determine statistically significant differences. Results The majority of the study participants were female, Malay, and from year 3 (68.7%, 65.3%, and 55.7%; respectively). Analysis of each of the 50 items of the DREEM inventory showed that 47 items scored ranged between 2.00 and 3.00, and three items scored below 2.00. These were identified as problem areas in this medical school that are required to be critically addressed. The overall score showed that the medical students’ perceptions were positive. The students’ perception toward educational environment was positive for all five DREEM subscales. Conclusion The study found that, in general, the perceptions of the participants about the learning environment were positive. Nevertheless, the study also found there is a need for curriculum improvement in this school and identified priority areas for such improvement. PMID:24959093

Veterinary students' perceptions of their learning environment as measured by the Dundee Ready Education Environment Measure.

PubMed

Pelzer, Jacquelyn M; Hodgson, Jennifer L; Werre, Stephen R

2014-03-24

The Dundee Ready Education Environment Measure (DREEM) has been widely used to evaluate the learning environment within health sciences education, however, this tool has not been applied in veterinary medical education. The aim of this study was to evaluate the reliability and validity of the DREEM tool in a veterinary medical program and to determine veterinary students' perceptions of their learning environment. The DREEM is a survey tool which quantitatively measures students' perceptions of their learning environment. The survey consists of 50 items, each scored 0-4 on a Likert Scale. The 50 items are subsequently analysed within five subscales related to students' perceptions of learning, faculty (teachers), academic atmosphere, and self-perceptions (academic and social). An overall score is obtained by summing the mean score for each subscale, with an overall possible score of 200. All students in the program were asked to complete the DREEM. Means and standard deviations were calculated for the 50 items, the five subscale scores and the overall score. Cronbach's alpha was determined for the five subscales and overall score to evaluate reliability. Confirmatory factor analysis was used to evaluate construct validity. 224 responses (53%) were received. The Cronbach's alpha for the overall score was 0.93 and for the five subscales were; perceptions of learning 0.85, perceptions of faculty 0.79, perceptions of atmosphere 0.81, academic self-perceptions 0.68, and social self-perceptions 0.72. Construct validity was determined to be acceptable (p < 0.001) and all items contributed to the overall validity of the DREEM. The overall DREEM score was 128.9/200, which is a positive result based on the developers' descriptors and comparable to other health science education programs. Four individual items of concern were identified by students. In this setting the DREEM was a reliable and valid tool to measure veterinary students' perceptions of their learning environment. The four items identified as concerning originated from four of the five subscales, but all related to workload. Negative perceptions regarding workload is a common concern of students in health education programs. If not addressed, this perception may have an unfavourable impact on veterinary students' learning environment.

Effects of single-gender mathematics classrooms on self-perception of mathematical ability and post secondary engineering paths: an Australian case study

NASA Astrophysics Data System (ADS)

Tully, D.; Jacobs, B.

2010-08-01

This study focused on a population of female engineering students, probing the influences of their secondary school experience on their choice to pursue an engineering course of study at university. The motivating question is: Do unique opportunities exist in an all-female secondary school mathematics classroom, which impact a young woman's self-perception of her mathematics ability as well as promote a positive path towards an engineering-based university major? Using both qualitative and quantitative data collection instruments, this study examined a sample of Australian engineering students enrolled at the University of Technology, Sydney (UTS). Demographic statistics show that 40% of UTS' female engineering student population attended a single-gender secondary school, indicating a potential influence of school type (single-gender) on engineering enrolment patterns. Female students were primarily motivated to pursue a post secondary engineering path because of a self-belief that they are good at mathematics. In contrast, male students were more influenced by positive male role models of family members who are practising engineers. In measures of self- perception of mathematical skill and ability, female students from single-gender schools outscored their male engineering counterparts. Additionally, female students seem to benefit from verbal encouragement, contextualisation, same gender problem-solving groups and same gender classroom dynamics.

Korean Students' Perceptions of Scientific Practices and Understanding of Nature of Science

NASA Astrophysics Data System (ADS)

Yoon, Sae Yeol; Suh, Jee Kyung; Park, Soonhye

2014-11-01

Korean students have shown relatively little interest and confidence in learning science, despite being ranked in the top percentile in international evaluations of academic achievement in science such as the Trends in International Mathematics and Science Study. Although research indicates a positive relationship between student perceptions of science and their science learning, this area has not been sufficiently explored in Korea. Particularly, even though both students' perceptions of scientific practice and their understanding of the nature of science (NOS) are influenced by their science learning experiences at schools, little research examines how this perception, understanding, and experience are related to one another. This study aimed to uncover Korean students' perceptions of school scientific practice through exploring their drawings, writings, and responses to questionnaires. Participants were 500 Korean students in 3rd, 7th, and 10th grades who were asked to complete an open-ended questionnaire. The results indicated that Korean students typically viewed school scientific practices as experimental activities or listening to lecture; and that most participants held an insufficient understanding of the NOS. Overall, no significant relationship emerged between students' perceptions of school scientific practice and their understanding of the NOS. Our findings highlight the need to help both teachers and students understand the potential breadth of school scientific practices, beyond simple 'activity mania.' This study also suggests that teachers must balance implicit and explicit instructional approaches to teaching about the NOS through scientific practices in school science contexts.

The Prediction of Teachers' Perceptions of School Climate from Their School's Utilization of Positive Behavior Interventions and Supports

ERIC Educational Resources Information Center

Quackenbush, Rebecca J.

2017-01-01

School climate is an aspect of school life that has been examined closely in recent literature as it related to student interactions, behavior, and student achievement. Problem behaviors can affect students' academic learning as well as teachers' instructional time. Research has emphasized how a healthy school climate can yield positive effects on…

Effectiveness of School-Wide Positive Behavior Interventions and Supports in a Middle School as Measured by Office Discipline Referrals and Explored in Teacher Perceptions

ERIC Educational Resources Information Center

Nunn, William E.

2017-01-01

Student behavior stands out among issues that greatly affect students' success and even teacher job satisfaction. Researchers have created Positive Behavior Interventions and Supports (PBIS) as a system of interventions that can help students improve their behavior and become more successful. This study sought to add to the body of knowledge…

Teachers' Perceptions of Bullying of Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) Students in a Southwestern Pennsylvania Sample.

PubMed

Kolbert, Jered B; Crothers, Laura M; Bundick, Matthew J; Wells, Daniel S; Buzgon, Julie; Berbary, Cassandra; Simpson, Jordan; Senko, Katherine

2015-05-28

This study was designed to ascertain teachers' perceptions of bullying of Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) youth. In a sample of 200 educators (61.0% female; 96.5% White) from a county in southwestern Pennsylvania, there was a significant positive relationship between the teachers' perceptions of the supportiveness of school staff towards students regardless of sexual orientation and those teachers' reports of the frequency of bullying victimization experienced by LGBTQ students. Teachers' perceptions of a higher level of staff and student support was associated with higher reported frequencies of students' use of derogatory language about LGBTQ individuals and various types of bullying of LGBTQ students. Teachers with a lesbian, gay, or bisexual orientation were found to rate the school staff and students as significantly less supportive of students regardless of their sexual orientation, gender identity, or gender expression in comparison to heterosexual teachers. Finally, teachers who either were unaware of or believed that their school lacked an anti-bullying policy reported significantly higher rates of physical bullying victimization of LGBTQ students when compared to the rates observed by teachers who reported knowledge of their schools' anti-bullying policies.

Self-control in postsecondary settings: students' perceptions of ADHD college coaching.

PubMed

Parker, David R; Hoffman, Sharon Field; Sawilowsky, Shlomo; Rolands, Laura

2013-04-01

The objective of this study was to identify undergraduates' perceptions of the impact of ADHD coaching on their academic success and broader life functioning. One-on-one interviews were conducted with 19 students on 10 different U.S. campuses who comprised a purposive sample of gender, cumulative grade point average, and self-regulation skills variables as measured by the learning and study strategies inventory. Interview transcripts were coded using NVivo 8 software, and emergent themes were triangulated with students' descriptions of personal artifacts that symbolized coaching's influence on their lives. Students reported that ADHD coaching helped them become more self-regulated, which led to positive academic experiences and outcomes. Students described ADHD coaching as a unique service that helped them develop more productive beliefs, experience more positive feelings, and engage in more self-regulated behaviors. ADHD coaching helped participants enhance their self-control as they responded to the multifaceted demands of undergraduate life.

Cultural differences in the relationships among autonomy support, psychological need satisfaction, subjective vitality, and effort in British and Chinese physical education.

PubMed

Taylor, Ian M; Lonsdale, Chris

2010-10-01

Using basic psychological needs theory (BPNT; Ryan & Deci, 2000) as our guiding framework, we explored cultural differences in the relationships among physical education students' perceptions of teacher autonomy support, psychological need satisfaction, subjective vitality and effort in class. Seven hundred and fifteen students (age range from 13 to 15 years) from the U.K. and Hong Kong, China, completed a multisection inventory during a timetabled physical education class. Multilevel analyses revealed that the relationships among autonomy support, subjective vitality and effort were mediated by students' perceptions of psychological need satisfaction. The relationship between autonomy support and perceptions of competence was stronger in the Chinese sample, compared with the U.K. sample. In addition, the relationship between perceptions of relatedness and effort was not significant in the Chinese students. The findings generally support the pan-cultural utility of BPNT and imply that a teacher-created autonomy supportive environment may promote positive student experiences in both cultures.

Perception of economic crisis among Spanish nursing students: Its relation to burnout and engagement.

PubMed

Manzano-García, Guadalupe; Montañés, Pilar; Megías, Jesús L

2017-05-01

The high levels of indebtedness and deficit of Spain's autonomous communities as a consequence of the national and European economic crisis have caused radical changes in the Spanish National Health Service. At the present time, the economic crisis is seriously affecting nurses in several European countries, and especially in Spain. The aim of this study was to analyse whether nursing students' perceptions of economic crisis influence their levels of burnout and engagement in relation to their studies. We have also tried to clarify the relationship of sociodemographic variables (age and gender) and personal control factors (self-efficacy, locus of control and success) with these factors. This was a transversal study based on descriptive and inferential statistical analysis. Analysis of the quantitative data was performed using Statistical Package for Social Sciences, IBM 19.0 (SPSS, 2010). 166 nursing students participated in the study, comprising 142 women and 24 men studying in Schools of Nursing in the North of Spain. They completed various questionnaires to gather information on sociodemographic variables and measure burnout, engagement, locus of control, expectations of success and perceptions of threat due to the economic crisis. Higher perception of economic crisis by the students is related to higher scores for burnout and lower scores for engagement. The scores for burnout were also positively predicted by external locus of control and negatively predicted by perception of self-efficacy. The age of participants is related to lower levels of burnout and higher levels of engagement. Finally, expectation of success also positively predicted the level of engagement. The results demonstrate the importance of the perceptions of the economic crisis on the development of burnout and engagement among nursing students. Copyright © 2017 Elsevier Ltd. All rights reserved.

Perceptions of Taiwanese nursing students' English-language progression following interactive scenario development and role play.

PubMed

Robinson, Carolyn I; Harvey, Theresa M; Tseng 曾翊瑄, Monica

2016-10-01

The English language has been recognised as an international language, enabling the globalisation of education and work opportunities. An institute in Taiwan has committed to strengthening English teaching by implementing a student-centred teaching and learning activity using role play. In addition, the involvement of a visiting teacher from Australia has been established. Data collection consisted of a questionnaire that collected qualitative and quantitative data that revealed student perceptions and attitudes towards learning English including nursing terminology, teamwork and communication. Fifty five of sixty students participating in the activity completed the questionnaire. Students regarded this as a positive experience for learning English, collegiality and teamwork. This project revealed that students who are not generally exposed to English-speaking people enjoyed this experience. They gained confidence in their ability to learn English in a collegial atmosphere where teamwork and supportive relationships were developed, despite the perception that learning English was difficult.

Emotion in Online College Classrooms: Examining the Influence of Perceived Teacher Communication Behaviour on Students' Emotional Experiences

ERIC Educational Resources Information Center

Brooks, Catherine F.; Young, Stacy L.

2015-01-01

This research focused on teacher communication behaviour as an influential factor in students' educational experiences. This study examined students' perceptions of emotion (involving teachers' emotional support, students' emotional work and students' positive emotional valence toward class and teacher) as influenced by a variety of predicting…

Anxiety and Self-Efficacy's Relationship with Undergraduate Students' Perceptions of the Use of Metacognitive Writing Strategies

ERIC Educational Resources Information Center

Stewart, Graeme; Seifert, Tricia Anne; Rolheiser, Carol

2015-01-01

There is growing interest in promoting metacognition among college and university students, as this has been linked with positive student learning outcomes. This study explores the relationship between student writing anxiety and self-efficacy on undergraduate students' self-reported use of metacognitive writing strategies. Using undergraduate…

Framing Negotiation: Dynamics of Epistemological and Positional Framing in Small Groups during Scientific Modeling

ERIC Educational Resources Information Center

Shim, Soo-Yean; Kim, Heui-Baik

2018-01-01

In this study, we examined students' epistemological and positional framing during small group scientific modeling to explore their context-dependent perceptions about knowledge, themselves, and others. We focused on two small groups of Korean eighth-grade students who participated in six modeling activities about excretion. The two groups were…

School Library Media Specialists' Perceptions of Collaboration, Leadership and Technology

ERIC Educational Resources Information Center

Powell, Jozan M.

2013-01-01

School impact media studies indicate that a well-staffed and funded school library media program with a certified school library media specialist (SLMS) positively correlates with increased student achievement. SLMS must have a shared understanding of their roles and responsibilities to positively impact student success. In an effort to determine…

Challenging Students' Beliefs about Mathematics: The Use of Documentary to Alter Perceptions of Efficacy

ERIC Educational Resources Information Center

Hekimoglu, Serkan; Kittrell, Emily

2010-01-01

This study investigates whether seeing a documentary on how mathematicians do mathematics improves students' math "self-efficacy beliefs." The analysis of students' written reflections and classroom observations suggests that watching the documentary may help students' math anxiety decrease and positive self-efficacy toward learning mathematics…

Perceptions of College Students on Social Factors That Influence Student Matriculation

ERIC Educational Resources Information Center

Kelly, Jeremy L.; LaVergne, Douglas D.; Boone, Harry N., Jr.; Boone, Deborah A.

2012-01-01

This study analyzed undergraduate students' (n = 280) attitudes toward selected social factors that would influence and discourage student persistence at a four-year research university. Using a modified Delphi technique to construct the questionnaire, the researchers discovered that family encouragement, positive relationships with professors,…

Effect of lip position and gingival display on smile and esthetics as perceived by college students with different educational backgrounds

PubMed Central

Zawawi, Khalid H; Malki, Ghadah A; Al-Zahrani, Mohammad S; Alkhiary, Yaser M

2013-01-01

Aim The aim of this study was to evaluate the influence of education on the perception of female college students on the effect of lip position and gingival display upon smiling and esthetics. Methods A photograph of a smiling subject was altered to show varying degrees of gingival display. Female students, who were studying in different colleges, assessed a total of five images, using a numerical rating scale. Results A total of 440 college students from eight educational faculties (dentistry, dental assistants, medicine, medical technology, nursing, science, arts, and pharmacology) participated in this study. There was no difference found between students’ ratings of the altered images (P<0.05). The perception of a gummy smile was found to be similar among the participants. There was agreement between all participants that 2 mm of gingival display was the most attractive smile, while a 4 mm covering of the teeth by the upper lip was the least attractive. Conclusion Educational influence did not have an effect of the perception of a gummy smile. PMID:24204173

Perception of educational environment among undergraduate students of health disciplines in an Iranian university.

PubMed

Farajpour, Arezou; Raisolsadat, S Mohammad Ali; S Moghadam, Samaneh; Mostafavian, Zahra

2017-08-18

This paper seeks to determine the perception of Medical, Nursing and Midwifery students about their educational environment and compare their perceptions in terms of disciplines, demographic attributes and academic level. In this cross-sectional study, Medical, Nursing and Midwifery students in Islamic Azad University, Mashhad, Iran, were selected using stratified random sampling method (N=378). They completed the standard Persian version of Dundee Ready Education Environment Measure (DREEM) questionnaire. Descriptive statistics, t-test and analysis of variance (ANOVA) were used to analyze data. The mean score of DREEM was 106 ± 24.6. The mean scores in five domains of DREEM questionnaire including students' perception of learning, perception of teachers, scientific abilities, students' perception of educational environment and students' perception of social conditions were 23±8, 23.4±6, 18±5.5, 25.5±7.7 and 15.8±4, respectively. In the first four domains (p=0.000, F=27.35), (p=0.000, F=9.9), (p=0.000, F=18.5), (p=0.000, t=18.7) and for total scores (p=0.000, F=22.77), the three disciplines were significantly different. Also, there was a significant difference between mean total score (p=0.021, t=2.3) and scores of students' perception of learning (p=0.008, t=2.65) and social conditions (p=0.022, t=2.3) with respect to gender. According to these results, students tend to have a positive attitude towards their educational environment. The findings of this study are useful to identify areas in need of improvement by employing more specialized tools and planning for improvement.

Student Recruitment: A Market Research Primer.

ERIC Educational Resources Information Center

Moore, Richard W.

1987-01-01

Illustrates how proprietary schools and community colleges have used market research techniques to identify marketing problems, determine student characteristics, measure market penetration, understand market position vis-a-vis the competition, and assess applicants' perceptions. (AYC)

DREEM on, dentists! Students' perceptions of the educational environment in a German dental school as measured by the Dundee Ready Education Environment Measure.

PubMed

Ostapczuk, M S; Hugger, A; de Bruin, J; Ritz-Timme, S; Rotthoff, T

2012-05-01

The educational climate in which future doctors are trained is an important aspect of medical education. In contrast to human medicine, it has been rather neglected in dental educational research. The aim of the study was to supplement this lack by applying and validating the Dundee Ready Education Environment Measure (DREEM) for the first time in a German-speaking sample of dental students. All dental students at the Medical Faculty of Heinrich-Heine-University Düsseldorf were asked to complete a German adaptation of the DREEM and the Düsseldorf Mission Statement Questionnaire (DMSQ) in a paper-pencil survey. Data from 205 participants were analysed. Psychometric validation included analysis of item homogeneity and discrimination, test reliability, criterion and construct validity (convergent, factorial). DREEM item parameters were satisfactory, reliability (α = 0.87) and convergent validity (r = 0.66 with DMSQ) were also high. Factor analyses, however, yielded dimensions which did not fully correspond to the original DREEM subscales. Overall perception of the educational environment was positive (DREEM total score = 122.95 ± 15.52). Students in the clinical part of course rated the atmosphere more negatively, but their academic self-perception more positively than preclinical students. Showing satisfactory psychometric properties, DREEM proved suitable for assessing educational environments among dental students. Given the right circumstances, e.g., small and early clinically oriented classes, traditional curricula can generate positive environments. © 2011 John Wiley & Sons A/S.

College students' norm perception predicts reported use of protective behavioral strategies for alcohol consumption.

PubMed

Benton, Stephen L; Downey, Ronald G; Glider, Peggy J; Benton, Sherry A

2008-11-01

This study examined whether college students' descriptive norm perceptions of protective behavioral drinking strategies explain variance in use of such strategies, controlling for covariates of students' gender, typical number of drinks, and negative drinking consequences. Derivation (n = 7,960; 55.2% women) and replication (n = 8,534; 54.5% women) samples of undergraduate students completed the Campus Alcohol Survey in classroom settings. Students estimated how frequently other students used each of nine protective behavioral strategies (PBS) and how frequently they themselves used each strategy. All items assessing norm perception of PBS (NPPBS) had pattern matrix coefficients exceeding .50 on a single factor, and all contributed to the overall scale reliability (Cronbach's alpha = .81). Hierarchical regression analyses indicated NPPBS explained significant variance in PBS, controlling for covariates, and explained an additional 7% of variance (p < .001). A Gender x Scale (PBS, NPPBS) repeated-measures analysis of variance revealed students believed peers used PBS less frequently than they themselves did (eta(p) (2) = .091, p < .001). Such social distancing was greater in women (omega(effect) (2) = .151, p < .001) than in men (omega(effect) (2) = .001, p < .001). Consistent with the principle of false uniqueness, whereby individuals regard their own positive characteristics as rare, college students-especially women-underestimate how frequently other students use PBS. Such norm misperception may enhance students' feelings of competence and self-esteem. The positive relationship between NPPBS and PBS indicates students with high NPPBS are more likely to use the strategies themselves.

Evaluating the Effectiveness of a Health Promotion Intervention Program Among Physiotherapy Undergraduate Students

PubMed Central

Korn, Liat; Ben-Ami, Noa; Azmon, Michal; Einstein, Ofira; Lotan, Meir

2017-01-01

This study evaluated the effectiveness of a health promotion (HP) intervention program among physiotherapy undergraduate students in an academic institution by examining pre- and post-intervention health perceptions and behaviors compared to a control group (non-physiotherapy students). Participants completed questionnaires on their health perceptions and behaviors at T1 (April 2009–May 2009) before the intervention program was initiated, and at T2 (April 2015–May 2015) after the intervention program was implemented for several years. At T1, 1,087 undergraduate students, including 124 physiotherapy students, participated. At T2, 810 undergraduate students, including 133 physiotherapy students participated. Self-reported health-related perceptions and behaviors were compared in the study group (physiotherapy students) over time (T1 versus T2), and between the study group and the control group (non-physiotherapy students) pre-intervention (T1) and post-intervention (T2). Findings showed more positive perceptions and behaviors at T2 compared to T1 in the study group (51.0% at T2 versus 35.2% at T1; p<0.05). There was no significant difference at T2 compared to T1 in health perceptions reported by the control group (37.8% at T2 versus 32.8% at T1; non-significant difference). Our findings demonstrated the effectiveness of the intervention program. PMID:28735335

The Impact of Structured Inter-professional Education on Health Care Professional Students' Perceptions of Collaboration in a Clinical Setting

PubMed Central

Lee, Sam; Lombardo, Samantha; Salama, Mariam; Ellis, Sandi; Kay, Theresa; Davies, Robyn; Landry, Michel D.

2012-01-01

ABSTRACT Purpose: To examine how a structured inter-professional education (IPE) clinical placement influences health care professional (HCP) students' perceptions of inter-professional collaboration (IPC) relative to that of students in a traditional clinical placement. Methods: This study used a mixed-methods design. The Interdisciplinary Education Perception Scale (IEPS) was administered to HCP students (n=36) in two Toronto hospitals before and after a structured 5-week IPE clinical placement to examine changes in their perceptions of IPC. Students in a traditional clinical placement (n=28) were used as a control group. Focus groups were then conducted with seven students who took part in the structured IPE clinical placement. A coding framework was devised a priori, and the qualitative results were used to explain the quantitative findings. Results: There were no statistically significant differences between groups after the structured IPE clinical placement, but the intervention group showed a greater positive trend in total IEPS scores from baseline to follow-up. Qualitative data suggest that students valued the knowledge and skills gained through the structured IPE clinical placement. Conclusions: Findings suggest that structured IPE clinical placements may provide students with valuable collaborative learning opportunities, enhanced respect for other professionals, and insight into the value of IPC in healthcare delivery. More research is needed to explore other factors that influence specific perceptions among physical therapy students. PMID:23450044

Faculty impressions of dental students' performance with and without virtual reality simulation.

PubMed

Gottlieb, Riki; Lanning, Sharon K; Gunsolley, John C; Buchanan, Judith A

2011-11-01

This study compared faculty perceptions and expectations of dental students' abilities using virtual reality simulation (VRS) to those who did not use virtual reality simulation (non-VRS) in an operative dentistry preclinical course. A sixteen-item survey with a ten-point rating scale and three open-ended questions asked about students' abilities in ergonomics, confidence level, performance, preparation, and self-assessment. The surveys were administered three times to a small group of preclinical faculty members. First, faculty members (n=12, 92 percent response rate) gave their perceptions of non-VRS students' abilities at the end of their traditional course. Secondly, faculty members (n=13, 100 percent response rate) gave their expectations of the next incoming class's abilities (VRS students) prior to the start of the course with traditional and VRS components. Finally, faculty members (n=13, 100 percent response rate) gave their perceptions of VRS students' abilities after completion of the course. A Tukey's test for multiple comparisons measured significance among survey items. Faculty perceptions of VRS students' abilities were higher than for non-VRS students for most abilities examined. However, the faculty members' expectations of VRS training were higher than their perceptions of the students' abilities after VRS training for most abilities examined. Since ergonomic development and technical performance were positively impacted by VRS training, these results support the use of VRS in a preclinical dental curriculum.

Social Media in Education: The Relationship between Past Use and Current Perceptions

ERIC Educational Resources Information Center

Settle, Quisto; Telg, Ricky; Baker, Lauri M.; Irani, Tracy; Rhoades, Emily; Rutherford, Tracy

2012-01-01

The purpose of this study was to assess the relationship between prior use of social media in education and the perception of social media use in education and for future careers. College agriculture students and instructors were surveyed to address the objectives. The descriptive measures showed that instructors had more positive perceptions of…

A Consensus Approach to Investigate Undergraduate Pharmacy Students’ Experience of Interprofessional Education

PubMed Central

Obara, Ilona; Paterson, Alastair; Nazar, Zachariah; Portlock, Jane; Husband, Andrew

2017-01-01

Objective. To assess the development of knowledge, attitudes, and behaviors for collaborative practice among first-year pharmacy students following completion of interprofessional education. Methods. A mixed-methods strategy was employed to detect student self-reported change in knowledge, attitudes, and behaviors. Validated survey tools were used to assess student perception and attitudes. The Nominal Group Technique (NGT) was used to capture student reflections and provide peer discussion on the individual IPE sessions. Results. The validated survey tools did not detect any change in students’ attitudes and perceptions. The NGT succeeded in providing a milieu for participating students to reflect on their IPE experiences. The peer review process allowed students to compare their initial perceptions and reactions and renew their reflections on the learning experience. Conclusion. The NGT process has provided the opportunity to assess the student experience through the reflective process that was enriched via peer discussion. Students have demonstrated more positive attitudes and behaviors toward interprofessional working through IPE. PMID:28381886

Using a multilevel mediation model to examine the effects of National Board Certified Teachers on high school science students' cognitive engagement

NASA Astrophysics Data System (ADS)

Zaleski, Diana Janet

2011-12-01

The National Board for Professional Teaching Standards claims to identify effective educators through their certification process. However, research concerning National Board Certified Teachers (NBCT) is inconclusive. The purpose of this study was to examine the direct and indirect effects of NBCT on the cognitive engagement of high school science students. Multilevel mediation modeling was used to examine the direct and indirect effects of teacher certification on students' cognitive engagement in science and whether students' expectancies for success and perceptions of task value mediate these effects. Students of NBCT were found to be more cognitively engaged in science than students of non-NBCT; however, students' expectancies for success and perceptions of task value did not mediate this relationship. In addition, students with more positive expectancies for success and perceptions of task value were more cognitively engaged in science. These findings support the proposition that the National Board certification process at least identifies effective educators.

What do faculty feel about teaching in this school? assessment of medical education environment by teachers.

PubMed

Shehnaz, Syed Ilyas; Arifulla, Mohamed; Sreedharan, Jayadevan; Gomathi, Kadayam Guruswami

2017-01-01

Faculty members are major stakeholders in curriculum delivery, and positive student learning outcomes can only be expected in an educational environment (EE) conducive to learning. EE experienced by teachers includes all conditions affecting teaching and learning activities. As the EE of teachers indirectly influences the EE of students, assessment of teachers' perceptions of EE can highlight issues affecting student learning. These perceptions can also serve as a valuable tool for identifying faculty development needs. In this study, we have used the Assessment of Medical Education Environment by Teachers (AMEET) inventory as a tool to assess medical teachers' perceptions of the EE. The AMEET inventory was used to assess perceptions regarding various domains of EE by teachers teaching undergraduate students at the College of Medicine, Gulf Medical University, Ajman, United Arab Emirates. Median total, domain, and individual statement scores were compared between groups using Wilcoxon rank-sum test. Teaching-learning activities, learning atmosphere, collaborative atmosphere, and professional self-perceptions were identified as strengths of the EE while time allocated for various teaching-learning activities, preparedness of students, levels of student stress, learning atmosphere in hospital, and support system for stressed faculty members were areas necessitating improvement. The scores of faculty members teaching in basic medical sciences were found to be significantly higher than those in clinical sciences. The EE of this medical college was generally perceived as being positive by faculty although a few areas of concern were highlighted. Strengths and weaknesses of the EE from the teachers' point of view provide important feedback to curriculum planners, which can be used to improve the working environment of the faculty as well as facilitate a better direction and focus to faculty development programs being planned for the future.

Physiotherapy and pharmacy students perception of educational environment in a medical university from Pakistan.

PubMed

Memon, Aamir Raoof; Ali, Bahadur; Kiyani, Mubin Mustafa; Ahmed, Imran; Memon, Attiq-Ur-Rehman; Feroz, Jam

2018-01-01

To assess and compare the perceptions of the educational environment between physiotherapy and pharmacy students in a public-sector medical university. This cross-sectional study was conducted at the Peoples University of Medical and Health Sciences for Women, Nawabshah, Pakistan, and comprised undergraduate physiotherapy and pharmacy students. The Dundee Ready Educational Environment Measure questionnaire was used to assess the perceptions of students about their educational environment. Global and subscale scores were computed and compared between the respondents. P<0.05 was considered statistically significant. Of the 300 questionnaires, 281(93.66%) were returned duly filled in. The overall mean global score was 127.2±16.0. For physiotherapy students, the mean global score was 124.9±14.0 while it was 131.7±18.9 for pharmacy students (p=0.16). The domain scores were comparable for both specialties (p>0.05). There was no significance difference in the global and domain scores for preclinical and clinical years in the students (p>0.05). However, in the physiotherapy students, the global and domain scores for Dundee Ready Educational Environment Measure were significantly lower in clinical than preclinical students (p<0.05) except for students' social self-perception (p>0.05). Students were overall positive about their educational environment.

Teachers’ Perceptions of Bullying of Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) Students in a Southwestern Pennsylvania Sample

PubMed Central

Kolbert, Jered B.; Crothers, Laura M.; Bundick, Matthew J.; Wells, Daniel S.; Buzgon, Julie; Berbary, Cassandra; Simpson, Jordan; Senko, Katherine

2015-01-01

This study was designed to ascertain teachers’ perceptions of bullying of Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) youth. In a sample of 200 educators (61.0% female; 96.5% White) from a county in southwestern Pennsylvania, there was a significant positive relationship between the teachers’ perceptions of the supportiveness of school staff towards students regardless of sexual orientation and those teachers’ reports of the frequency of bullying victimization experienced by LGBTQ students. Teachers’ perceptions of a higher level of staff and student support was associated with higher reported frequencies of students’ use of derogatory language about LGBTQ individuals and various types of bullying of LGBTQ students. Teachers with a lesbian, gay, or bisexual orientation were found to rate the school staff and students as significantly less supportive of students regardless of their sexual orientation, gender identity, or gender expression in comparison to heterosexual teachers. Finally, teachers who either were unaware of or believed that their school lacked an anti-bullying policy reported significantly higher rates of physical bullying victimization of LGBTQ students when compared to the rates observed by teachers who reported knowledge of their schools’ anti-bullying policies. PMID:26030341

Social constructivist learning environment in an online professional practice course.

PubMed

Sthapornnanon, Nunthaluxna; Sakulbumrungsil, Rungpetch; Theeraroungchaisri, Anuchai; Watcharadamrongkun, Suntaree

2009-02-19

To assess the online social constructivist learning environment (SCLE) and student perceptions of the outcomes of the online introductory module of pharmacy professional practice that was designed based on social constructivism theory. The online introductory module of pharmacy professional practice in pharmaceutical marketing and business was carefully designed by organizing various activities, which were intended to encourage social interaction among students. The Constructivist Online Learning Environment Survey (COLLES) was applied to assess the SCLE. Course evaluation questionnaires were administered to assess student perceptions of this online module. The result from the COLLES illustrated the development of SCLE in the course. The students reported positive perceptions of the course. An online introductory module of pharmacy professional practice in pharmaceutical marketing and business was effective in promoting SCLE.

Social Constructivist Learning Environment in an Online Professional Practice Course

PubMed Central

Sakulbumrungsil, Rungpetch; Theeraroungchaisri, Anuchai; Watcharadamrongkun, Suntaree

2009-01-01

Objective To assess the online social constructivist learning environment (SCLE) and student perceptions of the outcomes of the online introductory module of pharmacy professional practice that was designed based on social constructivism theory. Design The online introductory module of pharmacy professional practice in pharmaceutical marketing and business was carefully designed by organizing various activities, which were intended to encourage social interaction among students. The Constructivist Online Learning Environment Survey (COLLES) was applied to assess the SCLE. Course evaluation questionnaires were administered to assess student perceptions of this online module. Assessment The result from the COLLES illustrated the development of SCLE in the course. The students reported positive perceptions of the course. Conclusion An online introductory module of pharmacy professional practice in pharmaceutical marketing and business was effective in promoting SCLE. PMID:19513147

The influence of teacher feedback on children's perceptions of student-teacher relationships.

PubMed

Skipper, Yvonne; Douglas, Karen

2015-09-01

Teachers can deliver feedback using person ('you are clever') or process terms ('you worked hard'). Person feedback can lead to negative academic outcomes, but there is little experimental research examining the impact of feedback on children's perceptions of the student-teacher relationship. We examined the effects of person, process, and no feedback on children's perceptions of their relationship with a (fictional) teacher following success and failure. Participants were British children (145 aged 9-11 in experiment 1 and 98 aged 7-11 in experiment 2). In experiment 1, participants read three scenarios where they succeeded and received one of two types of praise (person or process) or no praise. Participants then read two scenarios where they failed. In experiment 2, participants read that they had failed in three tasks and received one of two types of criticism (person or process) or no criticism. Participants then read two scenarios where they succeeded. They rated how much they liked the teacher and how much they felt that the teacher liked them. Children felt more positive about the student-teacher relationship following success than failure. Type of praise did not influence perceptions of the student-teacher relationship following success or failure. However, person criticism led children to view the student-teacher relationship more negatively following failure and maintain this negative view following the first success. Success appears to be important for developing positive student-teacher relationships. In response to failure, teachers could avoid person criticism which may negatively influence the student-teacher relationship. © 2015 The British Psychological Society.

Student-generated e-learning for clinical education.

PubMed

Isaacs, Alex N; Nisly, Sarah; Walton, Alison

2017-04-01

Within clinical education, e-learning facilitates a standardised learning experience to augment the clinical experience while enabling learner and teacher flexibility. With the shift of students from consumers to creators, student-generated content is expanding within higher education; however, there is sparse literature evaluating the impact of student-developed e-learning within clinical education. The aim of this study was to implement and evaluate a student-developed e-learning clinical module series within ambulatory care clinical pharmacy experiences. Three clinical e-learning modules were developed by students for use prior to clinical experiences. E-learning modules were created by fourth-year professional pharmacy students and reviewed by pharmacy faculty members. A pre-/post-assessment was performed to evaluate knowledge comprehension before and after participating in the e-learning modules. Additionally, a survey on student perceptions of this educational tool was performed at the end of the clinical experience. There is sparse literature evaluating the impact of student-developed e-learning within clinical education RESULTS: Of the 31 students eligible for study inclusion, 94 per cent participated in both the pre- and post-assessments. The combined post-assessment score was significantly improved after participating in the student-developed e-learning modules (p = 0.008). The student perception survey demonstrated positive perceptions of e-learning within clinical education. Student-generated e-learning was able to enhance knowledge and was positively perceived by learners. As e-learning continues to expand within health sciences education, students can be incorporated into the development and execution of this educational tool. © 2016 John Wiley & Sons Ltd.

Readiness of organizations for change, motivation and conflict-handling intentions: senior nursing students' perceptions.

PubMed

Mrayyan, Majd T; Modallal, Rola; Awamreh, Khitam; Atoum, Maysoun; Abdullah, Muna; Suliman, Samah

2008-03-01

This study examined the perceptions of 62 senior nursing students of the readiness of Jordanian organizations for change, students' motivators and their conflict-handling intentions. Such concepts should be taught at Schools of Nursing in order to prepare the students as nurses in the near future. It is found that the course of "Nursing Leadership and Management" has positive influence on students' understanding of the studied concepts. This descriptive study was conducted in seven hospitals. Grossman and Valiga's (2000) [Grossman, S., Valiga, T.M., 2000. The New Leadership Challenge: Creating the Future of Nursing. F.A. Davis, Philadelphia, pp. 147-148.] instrument was used to measure the readiness of organizations for change. As they progress in the course, the students' perceptions about the organizational readiness to change increased; the students "somehow" perceived that the Jordanian organizations were ready to change. The students were asked what motivates and they were asked about their conflict-handling techniques. Senior nursing students reported that private hospitals were better than governmental hospitals in their readiness for change. In general, male students perceived the readiness of organizations for change more positively than female students. The students were mainly motivated by "achievement" and used "collaboration" as a primary conflict-handling technique. Further studies are needed to explore in-depth the concept of the readiness of organizations for change. Achievement is a strong motivator that should be encouraged among students. Conflict-handling techniques in general and collaboration in particular should be taught for nursing students as these techniques will influence their future professional lives.

Students' perception of the learning environment and its relation to their study year and performance in Sudan.

PubMed

Ahmed, Yasar; Taha, Mohamed H; Al-Neel, Salma; Gaffar, Abdelrahim M

2018-05-24

To evaluate students' perceptions of the learning environment and to assess any differences in perception related to students' performance and their year of study. A descriptive cross-sectional study was performed of 638 students from the second, sixth and tenth semesters at the Faculty of Medicine at Gezira University, Sudan. This study employed the Arabic-translated Dundee Ready Education Environment Measure. The main predictor variables were the study year and academic performance. Descriptive statistics and one-way analysis of variance with a post hoc Tukey-Kramer multiple comparisons test were used for data analysis. The overall score for this study was 122/200 (SD=16.6), indicating a positive perception of the learning environment. The overall mean score was 109.94/200 (SD=21.2) for Semester 2 students, 122.9/200 (SD=20.29) for Semester 6 students, and 116.53 (SD=20.12) for Semester 10 students, reflecting a significant difference in students' perceptions in different years of study (F (2,2422) = 3.21, p=0.04). There was also a significant difference between the mean overall scores with respect to academic performance. High-achieving students' mean DREEM score was 126 (SD=24.4); while low-achieving students' mean DREEM score was 102 (SD=26.25) (F (2,2453) = 3.53, p=0.029). High achievers' perceptions of the learning environment are significantly better than those of low achievers. A significant difference was observed between students in different years of study. The differences in students' academic performance should be further investigated, targeting specific domains. A large-scale study is required to differentiate between the weakness and the strength of each academic level.

An evaluation of community college student perceptions of the science laboratory and attitudes towards science in an introductory biology course

NASA Astrophysics Data System (ADS)

Robinson, Nakia Rae

The science laboratory is an integral component of science education. However, the academic value of student participation in the laboratory is not clearly understood. One way to discern student perceptions of the science laboratory is by exploring their views of the classroom environment. The classroom environment is one determinant that can directly influence student learning and affective outcomes. Therefore, this study sought to examine community college students' perceptions of the laboratory classroom environment and their attitudes toward science. Quantitative methods using two survey instruments, the Science Laboratory Environment Instrument (SLEI) and the Test of Science Related Attitudes (TORSA) were administered to measure laboratory perceptions and attitudes, respectively. A determination of differences among males and females as well as three academic streams were examined. Findings indicated that overall community college students had positive views of the laboratory environment regardless of gender of academic major. However, the results indicated that the opportunity to pursue open-ended activities in the laboratory was not prevalent. Additionally, females viewed the laboratory material environment more favorably than their male classmates did. Students' attitudes toward science ranged from favorable to undecided and no significant gender differences were present. However, there were significantly statistical differences between the attitudes of nonscience majors compared to both allied health and STEM majors. Nonscience majors had less positive attitudes toward scientific inquiry, adoption of scientific attitudes, and enjoyment of science lessons. Results also indicated that collectively, students' experiences in the laboratory were positive predicators of their attitudes toward science. However, no laboratory environment scale was a significant independent predictor of student attitudes. .A students' academic streams was the only significant independent predictor of attitudes toward science, albeit negatively. The results from this study indicated that there is a need to increase the opportunity for inquiry in the science laboratory. The data also suggest that although all academic streams may have similar views of the laboratory experiences, more needs to be implemented to improve the scientific attitudes of nonscience majors enrolled in a course for science majors.

Examining Self-Determination in a Service Learning Course

ERIC Educational Resources Information Center

Levesque-Bristol, Chantal; Stanek, Layla R.

2009-01-01

This article examines students' perceptions of the learning environment in a service learning research course and increases in student motivation and skill development. According to self-determination theory (Deci & Ryan, 1985), positive learning environments increase levels of student motivation and learning outcomes. Survey responses…

Undergraduate nursing students' perceptions of the effectiveness of clinical teaching behaviours in Malaysia: A cross-sectional, correlational survey.

PubMed

Ludin, Salizar Mohamed; Fathullah, Nik Mohamed Nik

2016-09-01

Clinical teachers are a critical determinant of the quality of nursing students' clinical learning experiences. Understanding students' perceptions of clinical teachers' behaviours can provide the basis for recommendations that will help improve the quality of clinical education in clinical settings by developing better clinical teachers. To understand clinical teaching behaviours and their influence on students' learning from the perspective of undergraduate nursing students. A cross-sectional, correlational survey. A nursing faculty in Kuantan, Pahang, Malaysia. A sample of 120/154 (78%) students from Year 2-Year 4 were recruited according to set criteria. A self-administered questionnaire was employed to collect demographic data, and students' perceptions of clinical teaching behaviours and their impact on learning using the Nursing Clinical Teaching Effectiveness Inventory (NCTEI). Year 3 and 4 students perceived faculty clinical teaching behaviours positively. There was a significant association between clinical teaching behaviours and their influence on students' clinical learning. Teachers' competence rated as the most significant influential factor, while teachers' personality rated as least influential. Participants were able to identify the attributes of good clinical teachers and which attributes had the most influence on their learning. Overall, they perceived their teachers as providing good clinical teaching resulting in good clinical learning. Novice clinical teachers and nursing students can use this positive association between teaching behaviours and quality of clinical learning as a guide to clinical teaching and learning. Copyright © 2016 Elsevier Ltd. All rights reserved.

Students' perceptions of a blended learning experience in dental education.

PubMed

Varthis, S; Anderson, O R

2018-02-01

"Flipped" instructional sequencing is a new instructional method where online instruction precedes the group meeting, allowing for more sophisticated learning through discussion and critical thinking during the in-person class session; a novel approach studied in this research. The purpose of this study was to document dental students' perceptions of flipped-based blended learning and to apply a new method of displaying their perceptions based on Likert-scale data analysis using a network diagramming method known as an item correlation network diagram (ICND). In addition, this article aimed to encourage institutions or course directors to consider self-regulated learning and social constructivism as a theoretical framework when blended learning is incorporated in dental curricula. Twenty (second year) dental students at a Northeastern Regional Dental School in the United States participated in this study. A Likert scale was administered before and after the learning experience to obtain evidence of their perceptions of its quality and educational merits. Item correlation network diagrams, based on the intercorrelations amongst the responses to the Likert-scale items, were constructed to display students' changes in perceptions before and after the learning experience. Students reported positive perceptions of the blended learning, and the ICND analysis of their responses before and after the learning experience provided insights into their social (group-based) cognition about the learning experience. The ICNDs are considered evidence of social or group-based cognition, because they are constructed from evidence obtained using intercorrelations of the total group responses to the Likert-scale items. The students positively received blended learning in dental education, and the ICND analyses demonstrated marked changes in their social cognition of the learning experience based on the pre- and post-Likert survey data. Self-regulated learning and social constructivism are encouraged as useful theoretical frameworks for a blended learning approach. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Teachers' and Students' Perceptions of the Major Advantages and Disadvantages of Coeducational Secondary Schooling.

ERIC Educational Resources Information Center

Payne, Monica A.; Newton, Earle H.

1990-01-01

Teachers (N=246) and students (N=1186) in government secondary schools in Barbados rated coeducation as most advantageous in its ability to prepare students for future occupational and interpersonal roles but to impact negatively on students' school conduct. Male students had more positive views on coeducation than did females. (Author/MLW)

Connecting Athletes’ Self-Perceptions and Metaperceptions of Competence: a Structural Equation Modeling Approach

PubMed Central

Cecchini, Jose A.; Fernández-Rio, Javier; Méndez-Giménez, Antonio

2015-01-01

This study explored the relationships between athletes’ competence self-perceptions and metaperceptions. Two hundred and fifty one student-athletes (14.26 ± 1.89 years), members of twenty different teams (basketball, soccer) completed a questionnaire which included the Perception of Success Questionnaire, the Competence subscale of the Intrinsic Motivation Inventory, and modified versions of both questionnaires to assess athletes’ metaperceptions. Structural equation modelling analysis revealed that athletes’ task and ego metaperceptions positively predicted task and ego self-perceptions, respectively. Competence metaperceptions were strong predictors of competence self-perceptions, confirming the atypical metaperception formation in outcome-dependent contexts such as sport. Task and ego metaperceptions positively predicted athletes’ competence metaperceptions. How coaches value their athletes’ competence is more influential on what the athletes think of themselves than their own self-perceptions. Athletes’ ego and task metaperceptions influenced their competence metaperceptions (how coaches rate their competence). Therefore, athletes build their competence metaperceptions using all information available from their coaches. Finally, only task-self perfections positively predicted athletes’ competence self-perceptions. PMID:26240662

Student perceptions of digital versus traditional slide use in undergraduate education.

PubMed

Solberg, Brooke L

2012-01-01

Digitized slides provide a number of intriguing benefits for educators. Before their implementation, however, educators should consider student opinion related to their use. This mixed-methods study directly compared Medical Laboratory Science (MLS) student perceptions of learning experiences in both digital and traditional slide laboratory settings. Results suggested that the majority of students preferred learning with digital slides, and numerous reasons for this preference were identified. Survey responses indicated that students using digital slides tended to view their performances, instructor feedback, and their learning environment more positively than students using traditional slides. Apprehensions about digital slide use were also detected from students preferring traditional slides. These findings provide a guide on how best to exploit both digital and traditional slides in an educational setting.

Sex Doesn't Matter: The Role of Gender in the Formation of Student-University Relationships

ERIC Educational Resources Information Center

Bowden, Jana; Wood, Leigh

2011-01-01

As competition intensifies, higher education providers are facing ever more complex challenges in attracting and retaining students. These new marketing challenges have necessitated a need to more comprehensively understand the factors that lead to positive perceptions of the institutions services, as well as positive referral of the brand. This…

Investigation of the Impact of Emotional Intelligence Efficacy on Teachers' Multicultural Attitudes

ERIC Educational Resources Information Center

Arslan, Seyfettin; Yigit, Mehmet Fatih

2016-01-01

It is important to have a positive attitude and perceptions towards cultural values, one of the key characteristics students have. It is observed that having a positive attitude towards students with different cultural values contributes to achievement in terms of education. Much of the research has revealed that educators have been found to have…

Emotions in the classroom: the role of teachers' emotional intelligence ability in predicting students' achievement.

PubMed

Curci, Antonietta; Lanciano, Tiziana; Soleti, Emanuela

2014-01-01

School days can be a difficult time, especially when students are faced with subjects that require motivational investment along with cognitive effort, such as mathematics and sciences. In the present study, we investigated the effects of teachers' emotional intelligence (El) ability, self-efficacy, and emotional states and students' self-esteem, perceptions of ability, and metacognitive beliefs in predicting school achievement. We hypothesized that the level of teacher EI ability would moderate the impact of students' self-perceptions and beliefs about their achievements in mathematics and sciences. Students from Italian junior high schools (N = 338) and their math teachers (N = 12) were involved in the study, and a multilevel approach was used. Findings showed that teachers' EI has a positive role in promoting students' achievement, by enhancing the effects of students' self-perceptions of ability and self-esteem.These results have implications for the implementation of intervention programs on the emotional, motivational, and metacognitive correlates of studying and learning behavior.

An Investigation on Individual Students' Perceptions of Interest Utilizing a Blended Learning Approach

ERIC Educational Resources Information Center

Shroff, Ronnie H.; Vogel, Douglas R.

2010-01-01

Research has established that individual student interest has a positive effect on learning and academic achievement. However, little is known about the impact of a blended learning approach on individual student interest and whether combinations of online and face-to-face learning activities significantly enhance student interest. This paper…

Student Service and Philanthropy Project 1992-93.

ERIC Educational Resources Information Center

Budin, Howard; And Others

The Student Service and Philanthropy Project (SSPP) was designed to afford students an opportunity to assume leadership roles in promoting positive social change in their community. This document presents a 1992-93 evaluation of the SSPP concerning the program's implementation and the perceptions of its success on the part of students and project…

Academic Achievement, Employment, Age and Gender and Students' Experience of Alternative School

ERIC Educational Resources Information Center

Poyrazli, Senel; Ferrer-Wreder, Laura; Meister, Denise G.; Forthun, Larry; Coatsworth, J. Doug; Grahame, Kamini Maraj

2008-01-01

The purpose of this cross-sectional study was to explore associations between academic achievement, employment, gender, and age in relation to students' sense of school membership and perception of adults in school. The sample consisted of 102 secondary, alternative school students. Results indicated that students with a more positive perception…

A Breath of Fresh Air: Students' Perceptions of Interactions with African American Faculty

ERIC Educational Resources Information Center

Neville, Kathleen M.; Parker, Tara L.

2017-01-01

In this phenomenological study we relied on classroom observations and 22 in-depth interviews with students as they interacted with African American faculty. Findings reveal the meaning students made from these classroom interactions and the ways African American faculty, significantly and positively, influenced the student experience. More…

Non-Borrowing Students' Perceptions of Student Loans and Strategies of Paying for College

ERIC Educational Resources Information Center

Xue, Mo; Chao, Xia

2015-01-01

With the notable shift from grants to loans over the past several decades, many researchers have argued the positive impact of financial aid on student college choice, enrollment, and persistence. However, literature indicates that students from economically disadvantaged backgrounds are less likely to take loans to finance postsecondary education…

Injunctive Norms and Problem Gambling among College Students

PubMed Central

Lostutter, Ty W.; Whiteside, Ursula; Fossos, Nicole; Walker, Denise D.; Larimer, Mary E.

2010-01-01

Two studies examined the relationships among injunctive norms and college student gambling. In study 1 we evaluated the accuracy of perceptions of other students’ approval of gambling and the relationship between perceived approval and gambling behavior. In study 2 we evaluated gambling behavior as a function of perceptions of approval of other students, friends, and family. In study 1, which included 2524 college students, perceptions of other students’ approval of gambling were found to be overestimated and were negatively associated with gambling behavior. The results of study 2, which included 565 college students, replicated the findings of study 1 and revealed positive associations between gambling behavior and perceived approval of friends and family. Results highlight the complexity of injunctive norms and the importance of considering the reference group (e.g., peers, friends, family members) in their evaluation. Results also encourage caution in considering the incorporation of injunctive norms in prevention and intervention approaches. PMID:17394053

The Interplay of Students’ School Engagement, School Self-Concept and Motivational Relations during Adolescence

PubMed Central

Bakadorova, Olga; Raufelder, Diana

2017-01-01

Existing literature evidences the association between adolescents’ school self-concept and engagement, both concepts being related to students’ perception of teachers and peers as motivators. However, few longitudinal studies explore the interplay of these factors. The present study aims to close this gap, applying latent cross-lagged panel design to two-wave data from German adolescent students [1088 8th grade students at T1 (Mage = 13.7, SD = 0.53; 53.9% girls) and 845 9th grade students at T2 (Mage = 14.86; SD = 0.57; 55% girls) from the initial sample]. Besides direct effects, three cross-lagged over-time paths were found to be significant: students’ perception of peers as positive motivators (PPMs) at the beginning of 8th grade (T1) positively predicts their behavioral school engagement at the end of 9th grade (T2), as well as emotional school engagement at the beginning of 8th grade positively predicts students’ perception of PPMs 1.5 years later. Furthermore, behavioral school engagement at T1 functions as a predictor of a student’s school self-concept at T2. PMID:29321754

U.S. dental hygiene faculty perceptions of learner outcomes in distance education courses.

PubMed

Corum, Kathrine A; Gadbury-Amyot, Cynthia C; Johnson, Kerry; Strait, Tia M

2014-04-01

The purpose of this study was to determine perceptions of full-time, entry-level dental hygiene educators regarding the ability to achieve interaction in their distance education courses and the impact of interaction on learning outcomes. The specific interactions explored were student-instructor, student-content, and student-student. A survey was developed, pilot tested, revised, and mailed to 287 educators across the United States, generating an overall response rate of 22.3 percent. The majority of respondents perceived interaction to be achievable in their distance courses, to increase through technology, and to positively influence learning outcomes. Nearly 90 percent reported student-instructor interaction as achievable, 95.3 percent reported student-content interaction as achievable, and 79.7 percent reported student-student interaction as achievable. Learning outcomes were defined in this study as the student's achievement of course objectives and competencies at course completion. Approximately 81 percent of the respondents reported a positive influence from student-instructor interaction, 79.7 percent from student-content interaction, and 70.3 percent from student-student interaction. This study also examined which modalities were perceived as being most influential in achieving interaction. The results demonstrated a prevalence of discussion board posting in an environment in which numerous Web 2.0 tools are available and respondents were not as positive about their ability to achieve student-student interaction in the distance learning environment. The authors conclude that faculty development is critical in achieving quality outcomes in dental hygiene distance education courses.

Positive-Themed Suicide Prevention Messages Delivered by Adolescent Peer Leaders: Proximal Impact on Classmates’ Coping Attitudes and Perceptions of Adult Support

PubMed Central

Petrova, Mariya; Wyman, Peter A.; Schmeelk-Cone, Karen; Pisani, Anthony R.

2015-01-01

Developing science-based communication guidance and positive-themed messages for suicide prevention are important priorities. Drawing on social learning and elaboration likelihood models, we designed and tested two positive-focused presentations by high school peer leaders delivered in the context of a suicide prevention program (Sources of Strength). Thirty six classrooms in four schools (N=706 students) were randomized to: (a) peer leader modeling of healthy coping, (b) peer leader modeling plus audience involvement to identify trusted adults, or (c) control condition. Students’ attitudes and norms were assessed by immediate post-only assessments. Exposure to either presentation enhanced positive coping attitudes and perceptions of adult support. Students who reported suicide ideation in the past 12 months benefited more than non-suicidal students. Beyond modeling alone, audience involvement modestly enhanced expectations of adult support, congruent with the elaboration likelihood model. Positive peer modeling is a promising alternative to communications focused on negative consequences and directives and may enhance social-interpersonal factors linked to reduced suicidal behaviors. PMID:25692382

Academic challenges and positive aspects: perceptions of male nursing students.

PubMed

Abushaikha, L; Mahadeen, A; AbdelKader, R; Nabolsi, M

2014-06-01

Nursing shortage remains a global issue that emphasizes the need for both male and female nurses. Understanding the educational experiences of male nursing students may help in recruiting and retaining male nurses in the nursing profession. The aim of this study was to explore the challenges and positive aspects that undergraduate male nursing students encounter during the course of their study. A qualitative research design using inductive content analysis approach was used to explore perceptions of 20 undergraduate male nursing students in a baccalaureate nursing programme at a major public university in Jordan. Content analysis revealed two major themes: challenges (academic difficulties, biased policies, no social life, negative views of nursing and negative self-view) and positive aspects (personal benefits of studying nursing, every home need a nurse and nursing is a science). The findings added new insights and knowledge regarding the educational experiences of undergraduate male nursing students in a developing country, which is an understudied population. Understanding the challenges and positive aspects of nursing education from the perspectives of undergraduate male nursing students may help nursing educators better understand their students' educational experiences and help clarify their roles and responsibilities in dealing with these issues. Nursing as a career should continue to be a viable choice for both male and female students to address global nursing shortages. This can be ensured by decreasing challenges and supporting positive aspects that nursing students face during their nursing education. Higher education policy makers can use the findings of this study to appreciate the challenges that university students face. They can also reconsider existing policies that may hinder the acceptance of male student into nursing programmes and contribute to educational challenges. © 2014 International Council of Nurses.

Prospective English Language Teachers' Perceptions of the Target Language and Culture in Relation to Their Socioeconomic Status

ERIC Educational Resources Information Center

Arikan, Arda

2011-01-01

Prospective foreign language teachers need to have an accurate knowledge and a positive perception of the target language and target culture so that they can help their students gain further insight on culture by and large. Hence, by means of a questionnaire, prospective English language teachers' (n= 412) perceptions of the target language and…

Prospective English Language Teachers' Perceptions of the Target Language and Culture in Relation to Their Socioeconomic Status

ERIC Educational Resources Information Center

Arikan, Arda

2011-01-01

Prospective foreign language teachers need to have an accurate knowledge and a positive perception of the target language and target culture so that they can help their students gain further insight on culture by and large. Hence, by means of a questionnaire, prospective English language teachers' (n = 412) perceptions of the target language and…

Efficacy of Orientation for New Student Affairs Professionals

ERIC Educational Resources Information Center

Dean, Laura A.; Saunders, Sue A.; Thompson, George F.; Cooper, Dianne L.

2011-01-01

New staff orientation is a strategy that can positively affect job satisfaction and productivity, especially for those beginning careers in student affairs. In this study, new student affairs professionals were surveyed to determine their perceptions about the content and efficacy of their orientation experiences. Despite literature encouraging…

Nursing students' perceptions of hospital learning environments--an Australian perspective.

PubMed

Chan, Dominic S

2004-01-01

Clinical education is a vital component in the curricula of pre-registration nursing courses and provides student nurses with the opportunity to combine cognitive, psychomotor, and affective skills. Various studies have suggested that not all practice settings are able to provide nursing students with a positive learning environment. In order to maximize nursing students' clinical learning outcomes, there is a need to examine the clinical learning environment. The purpose of this study was to assess pre-registration nursing students' perceptions of hospital learning environments during clinical field placement. Quantitative and qualitative methodology was used. One hundred and eight students provided quantitative data through completion of the survey instrument, the Clinical Learning Environment Inventory (Actual and Preferred forms). Each form is a 5-point Likert-type questionnaire, made up of 35 items consisted of 5 scales with 7 items per scale. Qualitative data, obtained through semi-structured interview of 21 students from the same cohort, were used to explain and support the quantitative findings. There were significant differences between students' actual and preferred perceptions of the clinical learning environments. Generally students preferred a more positive and favourable clinical environment than they perceived as being actually present. Since participants consisted of nursing students from just one university nursing school in South Australia, the findings may not be representative of all nursing students in general with respect to their clinical placement. However, the value of this study lies in the resulting implication for nursing education and future research. A better understanding of what constitutes quality clinical education from the students' perspective would be valuable in providing better educational experiences.

[Adolescents and new technologies: Behaviours pointing a possible addiction problem].

PubMed

Labrador Encinas, Francisco Javier; Villadangos González, Silvia María

2010-05-01

The aim of this work is to evaluate adolescents' subjective risk perception derived from the use of the New Technologies (NT), and to identify behaviours or warning symptoms of possible addiction problems. A sample of 1,710 underage students of Madrid responded to the DENA questionnaire. Firstly, we found a positive correlation between the time of NT use and the perception of addiction problems. Also, age was positively correlated to these perception problems. Secondly, the results indicated that television is the technology that generates a major perception problem in underage students. Lastly, the NTs have produced behaviours that are similar to those produced by other established addictions. Among them are notable the relaxation caused by their use or discomfort if they cannot be used. In addition, the frequent presence of other behaviours exclusive to these instruments has been identified, such as constantly checking one's mobile phone screen. It is necessary to continue studying possible addictive behaviours specific to the NT.

The Perceptions of Change and Change Readiness in Junior and Senior Engineering & Technology Students

NASA Astrophysics Data System (ADS)

Moler, Perry J.

The purpose of this study was to understand what perceptions junior and senior engineering & technology students have about change, change readiness, and selected attributes, skills, and abilities. The selected attributes, skills, and abilities for this study were lifelong learning, leadership, and self-efficacy. The business environment of today is dynamic, with any number of internal and external events requiring an organization to adapt through the process of organizational development. Organizational developments affect businesses as a whole, but these developments are more evident in fields related to engineering and technology. Which require employees working through such developments be flexible and adaptable to a new professional environment. This study was an Explanatory Sequential Mixed Methods design, with Stage One being an online survey that collected individuals' perceptions of change, change readiness, and associated attributes, skills, and abilities. Stage Two was a face-to-face interview with a random sample of individuals who agreed to be interviewed in Stage One. This process was done to understand why students' perceptions are what they are. By using a mixed-method study, a more complete understanding of the current perceptions of students was developed, thus allowing external stakeholders' such as Human Resource managers more insight into the individuals they seek to recruit. The results from Stage One, one sample T-test with a predicted mean of 3.000 for this study indicated that engineering & technology students have a positive perceptions of Change Mean = 3.7024; Change Readiness Mean = 3.9313; Lifelong Learning Mean = 4.571; Leadership = 4.036; and Self-Efficacy Mean = 4.321. A One-way ANOVA was also conducted to understand the differences between traditional and non-traditional student regarding change and change readiness. The results of the ANOVA test indicated there were no significant differences between these two groups. The results from Stage Two showed that students perceived change as both positive and negative. This perception stems from their life experiences rather than from educational or professional experiences. The same can be said for the concepts of change readiness, lifelong learning, leadership, and self-efficacy. This indicates that engineering & technology programs should implement these concepts into their curriculum to better prepare engineering & technology students to enter into professional careers.

Interprofessional Education: What Measurable Learning Outcomes Are Realistic for the Physician Assistant Profession?

PubMed

Lohenry, Kevin; Lie, Désirée; Fung, Cha-Chi; Crandall, Sonia; Bushardt, Reamer L

2016-06-01

To compare physician assistant (PA) students' attitudes regarding interprofessional education by students' seniority, gender, age, and previous experience with interprofessional education. The validated 19-item Readiness for Interprofessional Learning Scale and the 12-item Interdisciplinary Education Perception Scale were administered to matriculating and graduating PA students from 2 US institutions (N = 186). Primary outcomes were score differences by subgroup and institution using independent sample t-tests. We also examined scale validity measured by Cronbach's alpha (internal consistency) and Pearson correlation coefficients (concurrent validity). Student demographics at both institutions were similar. Initial comparisons did not demonstrate significant institutional differences. Consequently, data were combined for subsequent analyses. Matriculating students had significantly higher mean Readiness for Interprofessional Learning Scale scores than did graduating students. No significant differences were found by gender, age, or previous interprofessional education exposure for either scale. Both scales demonstrated high internal consistency (Readiness for Interprofessional Learning Scale α = 0.93; Interdisciplinary Education Perception Scale α = 0.84). Physician assistant student attitudes regarding interprofessional education are very positive at matriculation and are less positive at graduation. Physician assistant student attitudes do not vary by gender, age, or previous interprofessional education exposure. Physician assistant educators should ensure that students' interprofessional education exposure makes full use of the students' initial positive attitudes and focuses on skill development for interprofessional education competencies.

Knowledge, attitudes and perceptions of nurses and nursing students towards HIV/AIDS

PubMed Central

Vallejos, Irma Conejeros; Sánchez, Helga Emig; Lagunas, Lilian Ferrer; Valdés, Báltica Cabieses; Acosta, Rosina Cianelli

2016-01-01

Objective To describe attitudes, knowledge and perceptions of nurses and nursing students towards the people who live with HIV/AIDS (PLWHA). Methodology Bibliographic study in which six electronic databases were searched using the key words: “attitude”, “knowledge”, “nursing”, perceptions”, “HIV/AIDS”. Publications between 1998 and 2007 were considered. Results 560 articles limited by scientific researches or ministerial reports membership were retrieved. Finally a total of 38 publications were selected, the analysis showed that the level of knowledge of nurses and nursing students about PLWHA is good and the attitudes towards HIV/AIDS have improved over time. Nurses and nursing students have been able to identify both positive and negative aspects in the PLWHA care personally and professionally because there is a more favourable perception. Conclusion There are few studies in Latin America and Chile that study the attitudes and knowledge of the studied population towards PLWHA. According to publications found the knowledge and attitudes have improved because the perception is more favourable. PMID:27499563

Student Perceptions of Online Lectures and WebCT in an Introductory Drug Information Course

PubMed Central

Freeman, Maisha Kelly; Schrimsher, Robert H.; Kendrach, Michael G.

2006-01-01

Objectives To determine student perceptions regarding online lectures and quizzes during an introductory drug information course for first-year professional doctor of pharmacy students. Design Formal and online lectures, online quizzes, written semester projects, a practice-based examination, a careers in pharmacy exercise, and a final examination were used to deliver the course content and assess performance. A multiple-choice survey instrument was used to evaluate student perceptions of WebCT and online lectures. Assessment More than 47% of students reported that online lectures helped them learn the material better, 77% reported that lectures would be used to study for the final examination, and 59% reported that they would use WebCT lectures for future classes. Approximately 40% of students agreed that online lectures should be used in future courses. Conclusion Students reported that WebCT was easy to use; however, the majority of students preferred in-class lectures compared to online lectures. A positive correlation was observed for those students who performed well on the online quizzes and those who performed well on the final examination. PMID:17332852

Implementation and outcome evaluation of high-fidelity simulation scenarios to integrate cognitive and psychomotor skills for Korean nursing students.

PubMed

Ahn, Heejung; Kim, Hyun-Young

2015-05-01

This study is involved in designing high-fidelity simulations reflecting the Korean nursing education environment. In addition, it evaluated the simulations by nursing students' learning outcomes and perceptions of the simulation design features. A quantitative design was used in two separate phases. For the first phase, five nursing experts participated in verifying the appropriateness of two simulation scenarios that reflected the intended learning objectives. For the second phase, 69 nursing students in the third year of a bachelor's degree at a nursing school participated in evaluating the simulations and were randomized according to their previous course grades. The first phase verified the two simulation scenarios using a questionnaire. The second phase evaluated students' perceptions of the simulation design, self-confidence, and critical thinking skills using a quasi-experimental post-test design. ANCOVA was used to compare the experimental and control groups, and correlation coefficient analysis was used to determine the correlation among them. We created 2 simulation scenarios to integrate cognitive and psychomotor skills according to the learning objectives and clinical environment in Korea. The experimental group had significantly higher scores on self-confidence in the first scenario. The positive correlations between perceptions of the simulation design features, self-confidence, and critical thinking skill scores were statistically significant. Students with a more positive perception of the design features of the simulations had better learning outcomes. Based on this result, simulations need to be designed and implemented with more differentiation in order to be perceived more appropriately by students. Copyright © 2015 Elsevier Ltd. All rights reserved.

The provision of healthy food in a school tuck shop: does it influence primary-school students' perceptions, attitudes and behaviours towards healthy eating?

PubMed

Bekker, Francette; Marais, Maritha; Koen, Nelene

2017-05-01

To investigate students' tuck shop buying behaviour, choices of lunchbox items and healthy eating perceptions and attitudes at a school with a nutritionally regulated tuck shop and a school with a conventional tuck shop. Mixed-methods research comprising a cross-sectional survey and focus groups. Bloemfontein, South Africa. Randomly selected grade 2 to 7 students from a school with a nutritionally regulated tuck shop (school A; n 116) and a school with a conventional tuck shop (school B; n 141) completed a self-administered questionnaire about perceptions, attitudes, buying behaviours and lunchbox content. Six students per grade (n 72) in each school took part in focus group discussions to further explore concepts pertaining to healthy eating. In school A, older students had a negative attitude towards their 'healthy' tuck shop, while younger students were more positive. School B students were positive towards their conventional tuck shop. In both schools students wanted their tuck shop to allow them to choose from healthy and unhealthy items. School A students mostly bought slushies, iced lollies and baked samoosas, while school B students mostly bought sweets and crisps. The lunchboxes of school A students contained significantly (P<0·05) more healthy items but also significantly more unhealthy items. A single intervention such as having a nutritionally regulated tuck shop at a primary school cannot advance the healthy school food environment in its totality. A multi-pronged approach is recommended and awareness must be created among all role players, including parents who are responsible for preparing lunchboxes.

Racial/Ethnic Differences in Perceptions of School Climate and Its Association with Student Engagement and Peer Aggression.

PubMed

Konold, Timothy; Cornell, Dewey; Shukla, Kathan; Huang, Francis

2017-06-01

Research indicates that a positive school climate is associated with higher levels of student engagement and lower rates of peer aggression. However, less attention has been given to whether such findings are consistent across racial/ethnic groups. The current study examined whether Black, Hispanic, and White high school students differed in their perceptions of school climate, student engagement, and peer aggression as measured by the Authoritative School Climate survey. In addition, the study tested whether the associations between school climate and both student engagement and peer aggression varied as a function of racial/ethnic group. The sample consisted of 48,027 students in grades 9-12 (51.4 % female; 17.9 % Black, 10.5 % Hispanic, 56.7 % White, and 14.9 % other) attending 323 high schools. Regression models that contrasted racial/ethnic groups controlled for the nesting of students within schools and used student covariates of parent education, student gender, and percentage of schoolmates sharing the same race/ethnicity, as well as school covariates of school size and school percentage of students eligible for free- or reduced-price meals. Perceptions of school climate differed between Black and White groups, but not between Hispanic and White groups. However, race/ethnicity did not moderate the associations between school climate and either engagement or peer aggression. Although correlational and cross-sectional in nature, these results are consistent with the conclusion that a positive school climate holds similar benefits of promoting student engagement and reducing victimization experiences across Black, Hispanic, and White groups.

General population and medical student perceptions of good and bad doctors in Mozambique.

PubMed

Pfeiffer, Annett; Noden, Bruce H; Walker, Zoë A; Aarts, Rembrant; Ferro, Josefo

2011-04-01

A key element of the doctor-patient relationship is to understand the patient's and doctor's perceptions of quality care. To assess the perceptions of good and bad doctors among first-year medical students and local community members in a semi-urban, African settings. Using open-ended and closed dichotomous questions, 115 first-year medical students in Beira, Mozambique were surveyed regarding their perceptions of a 'good' and 'bad' doctor. Students then surveyed 611 community members in a predominately poor, semi-urban neighbourhood. Answers to open-ended questions provided by both groups produced the same four most important positive characteristics, with good diagnostic and therapeutic skills and dedication ranked highest. Closed-ended questions revealed that local community members felt that being concerned/considerate and diagnosing well were equally important (19.5% and 17.5%, respectively) compared to students (17.5% and 41.2%, respectively). The most important negative characteristics to the open-ended question for both groups were discrimination and contemptuous behaviour: 29.3% for community members and 27.4% for medical students. The biggest difference between groups was poor attending skills: 17.3% by community members and 3.9% by medical students. This study highlights differences and similarities between the perceptions of medical students and community members concerning a 'good' and a 'bad' doctor. Our data suggest that perceptions are guided by the experiences and values of those interviewed. Results indicate that medical education in developing countries should focus on patient-centered care, including communication skills and attitudes, besides training knowledgeable doctors.

Investigating Flipped Learning: Student Self-Regulated Learning, Perceptions, and Achievement in an Introductory Biology Course

NASA Astrophysics Data System (ADS)

Sletten, Sarah Rae

2017-06-01

In flipped classrooms, lectures, which are normally delivered in-class, are assigned as homework in the form of videos, and assignments that were traditionally assigned as homework, are done as learning activities in class. It was hypothesized that the effectiveness of the flipped model hinges on a student's desire and ability to adopt a self-directed learning style. The purpose of this study was twofold; it aimed at examining the relationship between two variables—students' perceptions of the flipped model and their self-regulated learning (SRL) behaviors—and the impact that these variables have on achievement in a flipped class. For the study, 76 participants from a flipped introductory biology course were asked about their SRL strategy use and perceptions of the flipped model. SRL strategy use was measured using a modified version of the Motivated Strategies for Learning Questionnaire (MSLQ; Wolters et al. 2005), while the flipped perceptions survey was newly derived. Student letter grades were collected as a measure of achievement. Through regression analysis, it was found that students' perceptions of the flipped model positively predict students' use of several types of SRL strategies. However, the data did not indicate a relationship between student perceptions and achievement, neither directly nor indirectly, through SRL strategy use. Results suggest that flipped classrooms demonstrate their successes in the active learning sessions through constructivist teaching methods. Video lectures hold an important role in flipped classes, however, students may need to practice SRL skills to become more self-directed and effectively learn from them.

High School Counselors' Support and Latina/o Students' Career Development

ERIC Educational Resources Information Center

Vela, Javier Cavazos; Flamez, Brandé; Clark, Ashley

2015-01-01

The current study examined the impact of high school counselors' support of Latina/o students' career development outcomes. We used a quantitative, predictive design to explore Latina/o students' vocational self-efficacy and outcome expectations. Perceptions of investment, accessibility, positive regard, appraisal, and expectations from school…

Student and Teacher Perceptions of Their Middle and High Schools' Sense of Community.

ERIC Educational Resources Information Center

Schulte, Laura E.; Shanahan, Steven; Anderson, Thomas D.; Sides, James

2003-01-01

Investigates sense of community at Midwestern school district's middle and high schools. Finds, for example, that regardless of school level, teachers rated "teacher to student" interactions and relationships significantly more positively than did students. Recommends schools' sense of community be enhanced by integrating opportunities for…

Assessing Student Attitudes toward Animal Welfare, Resource Use, and Food Safety.

ERIC Educational Resources Information Center

Nordstrom, Patricia A.; Richards, Martha J.; Wilson, Lowell L.; Coe, Brenda L.; Fivek, Marianne L.; Brown, Michele B.

2000-01-01

Students participating in the Pennsylvania Governor's School for Agricultural Sciences (n=192) studied animal welfare, resource use, and food safety. They ranked food safety as a primary concern. Students with and without agricultural backgrounds showed positive changes in knowledge and perception of issues after the course. (SK)

Using Ultrasound to Teach Medical Students Cardiac Physiology

ERIC Educational Resources Information Center

Bell, Floyd E., III; Wilson, L. Britt; Hoppmann, Richard A.

2015-01-01

Ultrasound is being incorporated more into undergraduate medical education. Studies have shown that medical students have positive perceptions about the value of ultrasound in teaching courses like anatomy and physiology. The purpose of the present study was to provide objective evidence of whether ultrasound helps students learn cardiac…

Motivators of Educational Success: Perceptions of Grade 12 Aboriginal Students

ERIC Educational Resources Information Center

Preston, Jane P.; Claypool, Tim R.

2013-01-01

The purpose of this paper is to identify motivators that support educational success, as perceived by Aboriginal high school students enrolled in two urban Saskatchewan schools. Twelve semi-structured individual interviews revealed that students were motivated by a hospitable school culture, relevant learning opportunities, and positive personal…

Exploring the Relationships among Multicultural Training Experiences and Attitudes toward Diversity among Counseling Students

ERIC Educational Resources Information Center

Dickson, Ginger L.; Jepsen, David A.; Barbee, Phillip W.

2008-01-01

The authors surveyed a national sample of master's-level counseling students regarding their multicultural training experiences and their attitudes toward racial diversity and gender equity. Hierarchical regression models showed that student perceptions of program cultural ambience predicted positive cognitive attitudes toward racial diversity.…

Formation of Novice Business Students' Mental Models through Simulation Gaming

ERIC Educational Resources Information Center

Palmunen, Lauri-Matti; Pelto, Elina; Paalumäki, Anni; Lainema, Timo

2013-01-01

Studies on students' perceptions of learning in business simulations often suggest that students like simulations and view them more positively than both lectures and case discussions. However, research on the actual learning outcomes deriving from participating in business simulations still needs to be pursued. Consequently, the purpose of this…

Who Is Responsible for Employability? Student Perceptions and Practices

ERIC Educational Resources Information Center

Sin, Cristina; Tavares, Orlanda; Amaral, Alberto

2016-01-01

The paper examines to whom Portuguese students attribute responsibility for the development of employability, and what extra-curricular activities they undertake to improve their employability. Particular focus lies upon how far students internalise responsibility for employability and if/how they seek to position themselves in the job market. The…

Effects of Active Learning Classrooms on Student Learning: A Two-Year Empirical Investigation on Student Perceptions and Academic Performance

ERIC Educational Resources Information Center

Chiu, Pit Ho Patrio; Cheng, Shuk Han

2017-01-01

Recent studies on active learning classrooms (ACLs) have demonstrated their positive influence on student learning. However, most of the research evidence is derived from a few subject-specific courses or limited student enrolment. Empirical studies on this topic involving large student populations are rare. The present work involved a large-scale…

Instructor Perceptions of Using a Mobile-Phone-Based Free Classroom Response System in First-Year Statistics Undergraduate Courses

ERIC Educational Resources Information Center

Dunn, Peter K.; Richardson, Alice; McDonald, Christine; Oprescu, Florin

2012-01-01

Student engagement at first-year level is critical for student achievement, retention and success. One way of increasing student engagement is to use a classroom response system (CRS), the use of which has been associated with positive educational outcomes by fostering student engagement and by allowing immediate feedback to both students and…

Effects of an Integrated Science and Societal Implication Intervention on Promoting Adolescents' Positive Thinking and Emotional Perceptions in Learning Science

NASA Astrophysics Data System (ADS)

Hong, Zuway R.; Lin, Huann-Shyang; Lawrenz, Frances P.

2012-02-01

The goal of this study was to test the effectiveness of integrating science and societal implication on adolescents' positive thinking and emotional perceptions about learning science. Twenty-five eighth-grade Taiwanese adolescents (9 boys and 16 girls) volunteered to participate in a 12-week intervention and formed the experimental group. Fifty-seven eighth-grade Taiwanese adolescents (30 boys and 27 girls) volunteered to participate in the assessments and were used as the comparison group. Additionally, 15 experimental students were recruited to be observed and interviewed. Paired t-tests, correlations, and analyses of covariance assessed the similarity and differences between groups. The findings were that the experimental group significantly outperformed its counterpart on positive thinking and emotional perceptions, and all participants' positive thinking scores were significantly related to their emotional perceptions about learning science. Recommendations for integrating science and societal implication for adolescents are provided.

Urban African American Males' Perceptions of School Counseling Services

ERIC Educational Resources Information Center

Owens, Delila; Simmons, Robert W., III; Bryant, Rhonda M.; Henfield, Malik

2011-01-01

Using a qualitative framework, researchers explored urban African American male students' perceptions of their school counselors and the ways to improve school counseling services. While participants reported positive feelings toward their school counselors, they identified specific services school counselors can offer them to optimize academic…

Preservice Teachers' Perceptions of the Integration of Mathematics, Reading, and Writing.

ERIC Educational Resources Information Center

Reinke, Kathryn; Mokhtari, Kouider; Willner, Elizabeth

1997-01-01

Examined the perceptions of preservice elementary teachers enrolled in reading, mathematics, and integrating reading and mathematics methods courses about integrating mathematics, reading, and writing instruction at the elementary/middle school level. Surveys indicated that all students were generally positive about instructional integration. They…

Dishonest Behavior in the Classroom and Clinical Setting: Perceptions and Engagement.

PubMed

McClung, Emily Lauren; Schneider, Joanne Kraenzle

2018-02-01

Nursing students sometimes engage in academically dishonest behaviors despite honor codes and policies. We believe that learning more about nursing students' perceptions of and engagement in academically dishonest behaviors will aid faculty in crafting more effective codes, policies, and educational modules. Baccalaureate nursing students from accredited programs across the nation were invited to participate in an online cross-sectional descriptive correlational survey. Data were analyzed using descriptive and correlational statistics. Nursing students do not perceive all academically dishonest behavior as dishonest. There is a positive relationship between perceptions of behaviors in the classroom and clinical setting. Students have higher rates of engagement in behaviors they do not perceive as dishonest. Those who engage in the behaviors considered dishonest have higher rates of rationalization. Faculty need to delineate to students what behaviors are deemed dishonest in a course. Eliminating ambiguity has potential to reduce engagement in dishonest behavior. [J Nurs Educ. 2018;57(2):79-87.]. Copyright 2018, SLACK Incorporated.

First-year Student Pharmacists' Spirituality and Perceptions Regarding the Role of Spirituality in Pharmacy Education.

PubMed

Jacob, Bobby; White, Annesha; Shogbon, Angela

2017-08-01

Objective: To measure student pharmacists' spirituality utilizing validated survey instruments and to determine perceptions regarding the anticipated role of spirituality in academic course work and professional practice. Methods: This was a cross-sectional, descriptive study. The survey was offered to all first-year student pharmacists during the first week of the fall semester (2012-2015). Descriptive and inferential statistics were used to analyze data. Results: A total of 580 students (98%) participated. The majority of students reported having each of the spiritual experiences on most days of the week or more frequently (58% to 89% based on individual item). Furthermore, 57% of students anticipate that matters of spirituality would be significant components of academic course work and 75% anticipate they would be incorporated into eventual professional practice settings. These perceptions were positively correlated to measures of spirituality and religiosity. Conclusion: These findings suggest that faculty should evaluate current and future incorporation of topics related to spirituality and health in pharmacy curriculum.

First-year Student Pharmacists’ Spirituality and Perceptions Regarding the Role of Spirituality in Pharmacy Education

PubMed Central

White, Annesha; Shogbon, Angela

2017-01-01

Objective: To measure student pharmacists’ spirituality utilizing validated survey instruments and to determine perceptions regarding the anticipated role of spirituality in academic course work and professional practice. Methods: This was a cross-sectional, descriptive study. The survey was offered to all first-year student pharmacists during the first week of the fall semester (2012-2015). Descriptive and inferential statistics were used to analyze data. Results: A total of 580 students (98%) participated. The majority of students reported having each of the spiritual experiences on most days of the week or more frequently (58% to 89% based on individual item). Furthermore, 57% of students anticipate that matters of spirituality would be significant components of academic course work and 75% anticipate they would be incorporated into eventual professional practice settings. These perceptions were positively correlated to measures of spirituality and religiosity. Conclusion: These findings suggest that faculty should evaluate current and future incorporation of topics related to spirituality and health in pharmacy curriculum. PMID:28970609

Use of questioning during lectures in a dental hygiene didactic course.

PubMed

Hessheimer, Heather M; Rogo, Ellen J; Howlett, Bernadette

2011-08-01

The purposes of this quasi-experimental, one-group crossover study were to determine the effect of questioning during dental hygiene lectures on low-level and high-level learning and to evaluate student perceptions of questioning. Twenty-three dental hygiene students participated in two control lectures using traditional lecturing methods. The students served as their own controls by next participating in two experimental lectures with questions asked throughout the lecture at both low and high cognitive levels. Student performance was measured with an examination containing low- and high-level questions. The interaction between the group and the level of questions was analyzed using ANOVA, and no statistically significant difference was found. Based on a Likert scale (1 to 6), average ratings for student perceptions were as follows: enjoyment of use, 4.5; understanding the lecture material, 4.74; and questioning effectiveness, 4.35. Student perceptions of questioning were positive; however, this strategy was found to be no more effective than the traditional lecture in promoting retention of information.

Student perceptions of digital badges in a drug information and literature evaluation course.

PubMed

Fajiculay, Jay R; Parikh, Bhavini T; Wright, Casey V; Sheehan, Amy Heck

2017-09-01

The purpose of this article is to describe student perceptions of implementation of digital badges in a drug information and literature evaluation course. Two digital badges were developed as voluntary learning opportunities. Student perceptions were obtained through pre- and post-survey instruments consisting of selected questions from the Motivated Strategies for Learning Questionnaire. The response rate was 69% (106/153). At baseline, 53% of respondents agreed that digital badges could help them better understand course material. More students agreed they would share earned digital badges on LinkedIn (68%) than Facebook (19%). Most students who earned digital badges agreed that badges helped increase their confidence in course material (73%), focus on specific learning objectives (55%), look deeper into course competencies (64%), and were a useful adjunct to the traditional teaching method (82%). Digital badges were perceived by students as a positive adjunct to learning and may provide a novel mechanism for development of an electronic skills-based portfolio. Copyright © 2017 Elsevier Inc. All rights reserved.

A Positive and Proactive Approach to Teaching Students with Behavior Difficulties in Junior High

ERIC Educational Resources Information Center

Sebetka, Jennifer L.

2012-01-01

The purpose of this study was to determine the impact of the implementation of a Positive Behavior Support (PBS) program on students with behavior difficulties in junior high according to the perceptions of the principal and teachers. A qualitative research design was used in order to produce a reliable and valid study that answered the research…

The Ideas of Greek High School Students about the "Ozone Layer."

ERIC Educational Resources Information Center

Boyes, Edward; Stanisstreet, Martin; Papantoniou, Vasso Spiliotopoulou

1999-01-01

Describes a study of Greek high school students' (n=116) perceptions of the ozone layer. Finds that students have a good understanding of the position and purpose of the ozone layer in terms of protection from ultraviolet rays, but students also hold misconceptions linking the ozone layer to the greenhouse effect and other forms of local…

Getting the Most out of Audience Response Systems: Predicting Student Reactions

ERIC Educational Resources Information Center

Trew, Jennifer L.; Nelsen, Jacqueline L.

2012-01-01

Audience response systems (ARS) are effective tools for improving learning outcomes and student engagement in large undergraduate classes. However, if students do not accept ARS and do not find them to be useful, ARS may be less effective. Predicting and improving student perceptions of ARS may help to ensure positive outcomes. The present study…

Curriculum Tracking and Teacher Evaluations of Individual Students: Selection, Adjustment or Labeling?

ERIC Educational Resources Information Center

Van Houtte, Mieke; Demanet, Jannick; Stevens, Peter A. J.

2013-01-01

Past research into the consequences of tracking mainly documented on the impact of attending different tracks on students' achievement and behavior. Less attention has been paid to the impact of track positions on teachers' perceptions and expectations regarding students. By means of multi-level analysis of data of 6,545 students in 46 Flemish…

Arts Educators' Perceptions regarding Decreased Administrative Support for Public School Arts Education: A Phenomenological Study

ERIC Educational Resources Information Center

Parsons, Robert W.

2009-01-01

Research has indicated that there is a positive relationship between students who enroll in arts education courses and students who excel academically (Stuht & Gates, 2007). Not only has participation in arts education classes and programs assisted students in academic achievement, but also participation in the arts has helped students develop…

Teachers' Perceptions of High School Principal's Monitoring of Student Progress and the Relationship to Student Achievement

ERIC Educational Resources Information Center

Chappelear, T. C.; Price, Ted

2012-01-01

Principals in school buildings are under immense pressure to improve outcomes for all students. Recent literature suggests this accountability may be at least partly warranted, as there is overwhelming evidence that building principals can positively impact student achievement through their behavior as effective instructional leaders. Much of the…

A Longitudinal Study of Student Outcomes from Participation in an International Study Tour: Some Preliminary Findings

ERIC Educational Resources Information Center

Tucker, Mark; Weaver, Debbi

2013-01-01

Students returning from an international business study tour program were interviewed about their experiences and perceptions of the professional and personal impact of the program. When interviews were conducted within 3-4 months of the students' return, mixed responses were received, with some students highly positive about their experiences,…

Students' Trust, Value and Loyalty: Evidence from Higher Education in Brazil

ERIC Educational Resources Information Center

Sampaio, Claudio Hoffmann; Perin, Marcelo Gattermann; Simoes, Claudia; Kleinowski, Hamilton

2012-01-01

This paper focuses on students' perception of value, trust and loyalty and how these constructs connect in the context of higher education in Brazil. For this endeavor we conducted a survey among undergraduate business students in Brazil. The findings suggest that trust in faculty and trust in staff positively affects students' trust in management…

Coping with examinations: exploring relationships between students' coping strategies, implicit theories of ability, and perceived control.

PubMed

Doron, Julie; Stephan, Yannick; Boiché, Julie; Le Scanff, Christine

2009-09-01

Relatively little is known about the contribution of students' beliefs regarding the nature of academic ability (i.e. their implicit theories) on strategies used to deal with examinations. This study applied Dweck's socio-cognitive model of achievement motivation to better understand how students cope with examinations. It was expected that students' implicit theories of academic ability would be related to their use of particular coping strategies to deal with exam-related stress. Additionally, it was predicted that perceived control over exams acts as a mediator between implicit theories of ability and coping. Four hundred and ten undergraduate students (263 males, 147 females), aged from 17 to 26 years old (M=19.73, SD=1.46) were volunteers for the present study. Students completed measures of coping, implicit theories of academic ability, and perception of control over academic examinations during regular classes in the first term of the university year. Multiple regression analyses revealed that incremental beliefs of ability significantly and positively predicted active coping, planning, venting of emotions, seeking social support for emotional and instrumental reasons, whereas entity beliefs positively predicted behavioural disengagement and negatively predicted active coping and acceptance. In addition, analyses revealed that entity beliefs of ability were related to coping strategies through students' perception of control over academic examinations. These results confirm that exam-related coping varies as a function of students' beliefs about the nature of academic ability and their perceptions of control when approaching examinations.

Big Sib Students' Perceptions of the Educational Environment at the School of Medical Sciences, Universiti Sains Malaysia, using Dundee Ready Educational Environment Measure (DREEM) Inventory.

PubMed

Arzuman, Hafiza; Yusoff, Muhamad Saiful Bahri; Chit, Som Phong

2010-07-01

A cross-sectional descriptive study was conducted among Big Sib students to explore their perceptions of the educational environment at the School of Medical Sciences, Universiti Sains Malaysia (USM) and its weak areas using the Dundee Ready Educational Environment Measure (DREEM) inventory. The DREEM inventory is a validated global instrument for measuring educational environments in undergraduate medical and health professional education. The English version of the DREEM inventory was administered to all Year 2 Big Sib students (n = 67) at a regular Big Sib session. The purpose of the study as well as confidentiality and ethical issues were explained to the students before the questionnaire was administered. The response rate was 62.7% (42 out of 67 students). The overall DREEM score was 117.9/200 (SD 14.6). The DREEM indicated that the Big Sib students' perception of educational environment of the medical school was more positive than negative. Nevertheless, the study also revealed some problem areas within the educational environment. This pilot study revealed that Big Sib students perceived a positive learning environment at the School of Medical Sciences, USM. It also identified some low-scored areas that require further exploration to pinpoint the exact problems. The relatively small study population selected from a particular group of students was the major limitation of the study. This small sample size also means that the study findings cannot be generalised.

Preparation time and perceptions of Brazilian specialists and dental students regarding simulated root canals for endodontic teaching: a preliminary study.

PubMed

dos S Luz, Diandra; de S Ourique, Fernanda; Scarparo, Roberta K; Vier-Pelisser, Fabiana V; Morgental, Renata D; Waltrick, Silvana B G; de Figueiredo, José A P

2015-01-01

The aim of this preliminary study was to evaluate the desirability of alternative models of artificial teeth versus extracted natural teeth for use in preclinical dental education. Specifically, the study was designed to compare the preparation time and perceptions of difficulty of undergraduate dental students and endodontists in carrying out root canal preparations on resin models (both clear and opaque) and extracted natural teeth. Twenty participants-ten fifth-year students at a Brazilian dental school and ten endodontists with at least five years' experience in the specialty-performed root canal instrumentation on two samples of each model. Preparation times were recorded, and the participants completed a questionnaire about the anatomical and physical characteristics of these models. The results showed that the time required for performing endodontic procedures in the natural teeth was higher than in the alternative models. The perceptions of the students and specialists regarding some topics on the questionnaire were significantly different. The students had more positive opinions about artificial teeth made of opaque resin, while the specialists had more positive opinions about simulated root canals in clear resin blocks. This study suggests that neither of the alternative models fulfilled requirements to replace natural teeth in endodontic teaching; improvements are still necessary to accomplish this goal.

Characterizing Student Perceptions of and Buy-In toward Common Formative Assessment Techniques

PubMed Central

Brazeal, Kathleen R.; Brown, Tanya L.; Couch, Brian A.

2016-01-01

Formative assessments (FAs) can occur as preclass assignments, in-class activities, or postclass homework. FAs aim to promote student learning by accomplishing key objectives, including clarifying learning expectations, revealing student thinking to the instructor, providing feedback to the student that promotes learning, facilitating peer interactions, and activating student ownership of learning. While FAs have gained prominence within the education community, we have limited knowledge regarding student perceptions of these activities. We used a mixed-methods approach to determine whether students recognize and value the role of FAs in their learning and how students perceive course activities to align with five key FA objectives. To address these questions, we administered a midsemester survey in seven introductory biology course sections that were using multiple FA techniques. Overall, responses to both open-ended and closed-ended questions revealed that the majority of students held positive perceptions of FAs and perceived FAs to facilitate their learning in a variety of ways. Students consistently considered FA activities to have accomplished particular objectives, but there was greater variation among FAs in how students perceived the achievement of other objectives. We further discuss potential sources of student resistance and implications of these results for instructor practice. PMID:27909023

Physical therapy students’ perceptions of team-based learning in gross anatomy using the Team-Based Learning Student Assessment Instrument

PubMed Central

2014-01-01

Purpose: The objective of this study was to assess physical therapy student perceptions of team-based learning (TBL) in a graduate level gross anatomy course using the TBL Student Assessment Instrument (TBL-SAI). Methods: The TBL-SAI was administered to 85 doctor of physical therapy (DPT) students, comprising three cohorts (classes of 2013, 2014, and 2015), who successfully completed a gross anatomy course where TBL was implemented. The TBL-SAI surveys 33 items, each rated from one (strongly disagree) to five (strongly agree) and measures three subscales: students’ perceptions of accountability, preference for lecture or TBL, and student satisfaction. Results: The means for each subscale and the total TBL-SAI score for each cohort fell above the neutral score. The 2015 group (mean, 37.97; 95% confidence interval [CI], 35.67 to 40.26) reported significantly higher satisfaction than that of the 2013 group (mean, 32.71; 95% CI, 30.31 to 35.05) and the 2014 group (mean, 33.11; 95% CI, 30.69 to 35.53). The 2015 group (mean, 125.3; 95% CI, 120.6 to 130.3) also had a significantly higher total score than that of the 2013 group (mean, 115.6; 95% CI, 110.5 to 120.5). Conclusion: The physical therapy students reported an overall positive experience in using TBL to learn gross anatomy in terms of accountability, preference for learning mode, and satisfaction. This positive experience with TBL was accompanied by their successful academic performance. Given the traits and learning preferences in this generation of graduate students, TBL could be a teaching method that is received positively elsewhere and results in successful academic performance and learning. PMID:24699446

The Mathematics Attitudes and Perceptions Survey: an instrument to assess expert-like views and dispositions among undergraduate mathematics students

NASA Astrophysics Data System (ADS)

Code, Warren; Merchant, Sandra; Maciejewski, Wes; Thomas, Matthew; Lo, Joseph

2016-08-01

One goal of an undergraduate education in mathematics is to help students develop a productive disposition towards mathematics. A way of conceiving of this is as helping mathematical novices transition to more expert-like perceptions of mathematics. This conceptualization creates a need for a way to characterize students' perceptions of mathematics in authentic educational settings. This article presents a survey, the Mathematics Attitudes and Perceptions Survey (MAPS), designed to address this need. We present the development of the MAPS instrument and its validation on a large (N = 3411) set of student data. Results from various MAPS implementations corroborate results from analogous instruments in other STEM disciplines. We present these results and highlight some in particular: MAPS scores correlate with course grades; students tend to move away from expert-like orientations over a semester or year of taking a mathematics course; and interactive-engagement type lectures have less of a negative impact, but no positive impact, on students' overall orientations than traditional lecturing. We include the MAPS instrument in this article and suggest ways in which it may deepen our understanding of undergraduate mathematics education.

Pre-test and post-test evaluation of students' perceptions of a collaborative clinical education model on the learning environment.

PubMed

Henderson, Amanda; Heel, Alison; Twentyman, Michelle; Lloyd, Belinda

2006-01-01

This study investigated the impact of a collaborative clinical education model on students' perception of the psycho-social learning environment. A pre-test and post-test quasi experimental design. A tertiary referral centre. Second and third year undergraduate nursing students were asked to rate their perceptions of the psycho-social learning environment at the completion of the clinical practicum. TOOL: The tool used to measure psycho-social perceptions of the clinical learning environment was the Clinical Learning Environment Inventory previously validated in Australian health care contexts. A collaborative arrangement with the university and ward staff where eight students are placed on a ward and a ward staff member is paid by the university to be 'off-line' from a clinical workload to supervise the students. This is in contrast to the standard facilitation model where students are placed with registered nurses in different localities under the supervision of a 'roving' registered nurse paid by the university. No significant differences were found in pre-test mean scores when comparing wards. Significant differences in post-test scores for the intervention group were identified in the sub scales of Student Involvement, Satisfaction, Personalisation and Task Orientation. The adoption of a collaborative clinical education model where students are integrated into the ward team and the team is responsible for student learning can positively enhance capacity for student learning during their clinical practicum.

Collaborative testing as a learning strategy in nursing education.

PubMed

Sandahl, Sheryl S

2010-01-01

A primary goal of nursing education is to prepare nurses to work collaboratively as members of interprofessional health care teams on behalf of patients. Collaborative testing is a collaborative learning strategy used to foster knowledge development, critical thinking in decision making, and group processing skills. This study incorporated a quasi-experimental design with a comparison group to examine the effect of collaborative testing as a learning strategy on student learning and retention of course content as well as group process skills and student perceptions of their learning and anxiety. The setting was a baccalaureate nursing program; the sample consisted of two groups of senior students enrolled in Medical-Surgical Nursing II. Student learning, as measured by unit examination scores, was greater for students taking examinations collaboratively compared to individually. Retention of course content, as measured by final examination scores, was not greater for students taking examinations collaboratively compared to individually. Student perceptions were overwhelmingly positive, with students reporting increased learning as a result of the collaborative testing experiences. Despite the lack of data to support increased retention, collaborative testing may be a learning strategy worth implementing in nursing education. Students reported more positive interactions and collaboration with their peers, skills required by the professional nurse.

Student perceptions and learning outcomes of blended learning in a massive first-year core physiology for allied health subjects.

PubMed

Page, Janelle; Meehan-Andrews, Terri; Weerakkody, Nivan; Hughes, Diane L; Rathner, Joseph A

2017-03-01

Evidence shows that factors contributing to success in physiology education for allied health students at universities include not only their high school achievement and background but also factors such as confidence with their teachers and quality of their learning experience, justifying intensive and continued survey of students' perceptions of their learning experience. Here we report data covering a 3-yr period in a physiology subject that has been redesigned for blended and online presentation. Consistent with previous reports, we show that when we undertook a blended mode of delivery, students demonstrated better grades than traditional modes of teaching; however the absence of didactic teaching in this subject resulted in lower grades overall. Students have very strong positive attitudes to weekly quizzes (80% positive approval) but report ambivalent attitudes to online self-directed learning (61% negative perception), even though they had 2-h weekly facilitated workshops. Overwhelmingly, students who undertook the subject in a self-directed online learning mode requested more face-to-face-teaching (70% of comments). From these data, we suggest that there is a quantifiable benefit to didactic teaching in the blended teaching mode that is not reproduced in online self-directed learning, even when face-to-face guided inquiry-based learning is embedded in the subject. Copyright © 2017 the American Physiological Society.

A novel integration of online and flipped classroom instructional models in public health higher education.

PubMed

Galway, Lindsay P; Corbett, Kitty K; Takaro, Timothy K; Tairyan, Kate; Frank, Erica

2014-08-29

In 2013, a cohort of public health students participated in a 'flipped' Environmental and Occupational Health course. Content for the course was delivered through NextGenU.org and active learning activities were carried out during in-class time. This paper reports on the design, implementation, and evaluation of this novel approach. Using mixed-methods, we examined learning experiences and perceptions of the flipped classroom model and assessed changes in students' self-perceived knowledge after participation in the course. We used pre- and post-course surveys to measure changes in self-perceived knowledge. The post-course survey also included items regarding learning experiences and perceptions of the flipped classroom model. We also compared standard course review and examination scores for the 2013 NextGenU/Flipped Classroom students to previous years when the course was taught with a lecture-based model. We conducted a focus group session to gain more in-depth understanding of student learning experiences and perceptions. Students reported an increase in knowledge and survey and focus group data revealed positive learning experiences and perceptions of the flipped classroom model. Mean examination scores for the 2013 NextGenU/Flipped classroom students were 88.8% compared to 86.4% for traditional students (2011). On a scale of 1-5 (1 = lowest rank, 5 = highest rank), the mean overall rating for the 2013 NextGenU/Flipped classroom students was 4.7/5 compared to prior years' overall ratings of 3.7 (2012), 4.3 (2011), 4.1 (2010), and 3.9 (2009). Two key themes emerged from the focus group data: 1) factors influencing positive learning experience (e.g., interactions with students and instructor); and 2) changes in attitudes towards environmental and occupation health (e.g., deepened interest in the field). Our results show that integration of the flipped classroom model with online NextGenU courses can be an effective innovation in public health higher education: students achieved similar examination scores, but NextGenU/Flipped classroom students rated their course experience more highly and reported positive learning experiences and an increase in self-perceived knowledge. These results are promising and suggest that this approach warrants further consideration and research.

Perceptions of Stepfathers: Disciplinary and Affectionate Behavior.

ERIC Educational Resources Information Center

Claxton-Oldfield, Stephen

1992-01-01

College students read vignettes and rated behavior of adult, identified as stepfather or father and depicted as spanking child (Study 1) or behaving affectionately toward child (Study 2). Findings revealed less positive perception of stepfathers, compared to fathers, carrying out disciplinary role in Study 1. In Study 2, affectionate stepfathers…

Effects of Victim Sex and Sexual Orientation on Perceptions of Rape.

ERIC Educational Resources Information Center

White, Bradley H.; Kurpius, Sharon E. Robinson

2002-01-01

Investigated the relationship of sex, gender role attitudes, and sexual orientation to perceptions of rape. College students responded to scenarios depicting the rape of heterosexual and homosexual males and females. Men assigned more blame to victims (particularly male victims) than did women. Traditional gender role attitudes positively related…

Educational Experiences Associated with International Students' Learning, Development, and Positive Perceptions of Campus Climate

ERIC Educational Resources Information Center

Glass, Chris R.

2012-01-01

This research project uses the constructive-developmental tradition, in the self-authorship framework of intercultural maturity (King & Baxter Magolda, 2005), to examine the extent to which 12 specific educational experiences may be associated with international undergraduates' learning, development, and perception of campus climate. The study…

Middle School Students' Weight Perceptions, Dieting Behaviors, and Life Satisfaction

ERIC Educational Resources Information Center

Esch, Laura; Zullig, Keith J.

2008-01-01

Background: Previous research has posited that significant relationships exist between health status and psychological measures of health (e.g., self-esteem). Less is known about the relationship between perceived quality of life (e.g., life satisfaction), weight perceptions, and dieting behaviors, particularly among middle school adolescents.…

Perceptions of interprofessional education and practice within a complementary and alternative medicine institution.

PubMed

Kadar, Gena E; Vosko, Andrew; Sackett, Michael; Thompson, H Garrett Rush

2015-01-01

A survey of the constituents of a complementary and alternative medicine (CAM) institution was conducted to identify perceptions of interprofessional education (IPE) and practice (IPP). A 22 question survey was developed and administered to: chiropractic students, acupuncture and oriental medicine students, faculty and alumni of both professions, staff and administrators. The majority of the 321 respondents demonstrated positive perceptions of IPE and IPP, however many reported a lack of understanding of the distinct roles of select healthcare professions. The study also suggested that the campus community is not homogenous in its understanding of CAM or allopathic professions, or is it homogenous in its understanding of IPE and IPP. While the overall positive attitudes toward IPE and IPP imply a willingness to improve collaboration between these groups, the lack of understanding of profession-specific roles must be addressed to support effective implementation of IPE.

Undergraduate medical student's perceptions on traditional and problem based curricula: pilot study.

PubMed

Meo, Sultan Ayoub

2014-07-01

To evaluate and compare students' perceptions about teaching and learning, knowledge and skills, outcomes of course materials and their satisfaction in traditional Lecture Based learning versus Problem-Based Learning curricula in two different medical schools. The comparative cross-sectional questionnaire-based study was conducted in the Department of Physiology, College of Medicine, King Saud University, Riyadh, Saudi Arabia, from July 2009 to January 2011. Two different undergraduate medical schools were selected; one followed the traditional curriculum, while the other followed the problem-based learning curriculum. Two equal groups of first year medical students were selected. They were taught in respiratory physiology and lung function lab according to their curriculum for a period of two weeks. At the completion of the study period, a five-point Likert scale was used to assess students' perceptions on satisfaction, academic environment, teaching and learning, knowledge and skills and outcomes of course materials about effectiveness of problem-based learning compared to traditional methods. SPSS 19 was used for statistical analysis. Students used to problem-based learning curriculum obtained marginally higher scores in their perceptions (24.10 +/- 3.63) compared to ones following the traditional curriculum (22.67 +/- 3.74). However, the difference in perceptions did not achieve a level of statistical significance. Students following problem-based learning curriculum have more positive perceptions on teaching and learning, knowledge and skills, outcomes of their course materials and satisfaction compared to the students belonging to the traditional style of medical school. However, the difference between the two groups was not statistically significant.

Effects of Team Climate on Substance Use Behaviors, Perceptions, and Attitudes of Student-Athletes at a Large, Public University

ERIC Educational Resources Information Center

Tomon, Jennifer E.; Ting, S. Raymond

2010-01-01

College student-athletes comprise a special group on the college campus owing to their dual roles as students and athletes. Although many positives are associated with being a student-athlete, researchers have found that this population is faced with unique academic, physical, and social stressors that put student-athletes at greater risk for…

Referent group proximity, social norms, and context: alcohol use in a low-use environment.

PubMed

Cox, Jared M; Bates, Scott C

2011-01-01

The purpose of this study was to investigate the relationship between perceived normative use of alcohol and reported consumption in an environment where relatively little alcohol use occurs. A total of 585 undergraduate students completed an online survey on alcohol use in March 2006. Participants reported personal alcohol use and perceptions of use by "friends," "the average student," and "the average student who drinks." Due to the large number of students reporting zero alcohol use, zero-inflated negative binomial regression was used to analyze the data. Results showed that perceptions of use and beliefs about the acceptability of use by proximal groups were strongly and positively correlated with personal alcohol use. Perceptions of distal groups were either not correlated or were correlated negatively with personal use. These findings suggest that the use of distal referent groups for a social norms campaign in a low-use environment may have paradoxical effects.

Rural-origin health professional students’ perceptions of a support programme offered by Umthombo Youth Development Foundation

PubMed Central

Gumede, Dumisani M.; Campbell, Laura M.; MacGregor, Richard G.

2017-01-01

Background Staffing of rural healthcare facilities is a challenge, with literature supporting the selection and training of rural-origin students. The Umthombo Youth Development Foundation (UYDF) scholarship scheme supports rural students to train as healthcare professionals and offers a unique support programme. This programme has not been evaluated, and this study sought UYDF-supported students’ perceptions of the programme. Aim The aim of the study was to assess students’ perceptions of the UYDF support programme. Methods This was an observational descriptive study. Participants were students supported by UYDF and data were collected by a questionnaire with a Likert scale to assess perceptions of various aspects of the support programme. Results Students’ perceptions about the UYDF support programme were generally positive, with initial orientation and information sharing perceived as useful. Some respondents did not perceive value in holding discussions around English proficiency. The support required appeared to diminish with increasing years of study. Conclusion A comprehensive, proactive compulsory support system that provides both academic and social support was perceived as useful by the UYDF students. Further research is required around aspects such as encouraging English proficiency. In future, the support programme could prioritise students in the early years of their study. PMID:28828873

Protective factors at school: reciprocal effects among adolescents' perceptions of the school environment, engagement in learning, and hope.

PubMed

Van Ryzin, Mark J

2011-12-01

Although some research suggests that schools can be a source of protective factors for students, the processes by which school environments impact students' behavior, performance and adjustment over time are not clear. Guided by both self-determination theory and hope theory, this article evaluated reciprocal effects among adolescent perceptions of the school environment, engagement in learning, hope, and academic achievement. Using a sample of 423 students (M age 15.72 years; 46.7% female; 77.6% white; 30.9% eligible for FRPL) from five small secondary schools in the upper Midwest, students' perceptions of the school environment were linked to engagement in learning, which, in turn, was linked to change in academic achievement and hope over the span of 1 year. Evidence was found for reciprocal links between earlier levels of engagement and hope and later perceptions of the environment. These results suggest that the school environment represents a potential leverage point for educational reform, and interventions that target students' perceptions of autonomy, teacher/peer support, and goal orientation may be able to promote engagement, hope, and academic achievement. In addition, such changes may create a positive feedback loop in which change in academic performance and adjustment accelerate over time.

Using Carl Rogers' person-centered model to explain interpersonal relationships at a school of nursing.

PubMed

Bryan, Venise D; Lindo, Jascinth; Anderson-Johnson, Pauline; Weaver, Steve

2015-01-01

Faculty members are viewed as nurturers within the academic setting and may be able to influence students' behaviors through the formation of positive interpersonal relationships. Faculty members' attributes that best facilitated positive interpersonal relationships according to Carl Rogers' Person-Centered Model was studied. Students (n = 192) enrolled in a 3-year undergraduate nursing program in urban Jamaica were randomly selected to participate in this descriptive cross-sectional study. A 38-item questionnaire on interpersonal relationships with nursing faculty and students' perceptions of their teachers was utilized to collect data. Factor analysis was used to create factors of realness, prizing, and empathetic understanding. Multiple linear regression analysis on the interaction of the 3 factors and interpersonal relationship scores was performed while controlling for nursing students' study year and age. One hundred sixty-five students (mean age: 23.18 ± 4.51years; 99% female) responded. The regression model explained over 46% of the variance. Realness (β = 0.50, P < .001) was the only significant predictor of the interpersonal relationship scores assigned by the nursing students. Of the total number of respondents, 99 students (60%) reported satisfaction with the interpersonal relationships shared with faculty. Nursing students' perception of faculty members' realness appeared to be the most significant attribute in fostering positive interpersonal relationships. Copyright © 2015 Elsevier Inc. All rights reserved.

The Role of Student-Teacher Ratio in Parents' Perceptions of Schools' Engagement Efforts

ERIC Educational Resources Information Center

Rodriguez, Raymond J.; Elbaum, Batya

2014-01-01

Research suggests a positive relationship between schools' efforts to engage parents and parents' involvement in their child's education. The authors investigated school socioeconomic status, school size, grade level, and student-teacher ratio as predictors of schools' efforts to engage parents of students receiving special education services. The…

An Empirical Study of Hospitality Management Student Attitudes toward Group Projects: Instructional Factors and Team Problems

ERIC Educational Resources Information Center

Choi, Youngsoo; Ro, Heejung

2012-01-01

The development of positive attitudes in team-based work is important in management education. This study investigates hospitality students' attitudes toward group projects by examining instructional factors and team problems. Specifically, we examine how the students' perceptions of project appropriateness, instructors' support, and evaluation…

Rate Your Course! Student Teachers' Perceptions of a Primary Pre-Service Mathematics Education Programme

ERIC Educational Resources Information Center

Hourigan, Mairead; Leavy, Aisling M.

2017-01-01

Although research suggests that many pre-service mathematics education programmes are weak interventions having a negligible effect on student teachers' knowledge, beliefs and attitudes, there is consensus that programmes that model and engage student teachers in reform teaching and learning approaches have the potential to effect positive change…

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

ERIC Educational Resources Information Center

Conrad, Susan

2016-01-01

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

Students' Perceptions of Teachers: Implications for Classroom Practices for Supporting Students' Success

ERIC Educational Resources Information Center

Guess, Pamela; Bowling, Sara

2014-01-01

Positive psychology represents a conceptual framework that emphasizes the need to capitalize on individuals' strengths in order to facilitate optimal functioning. As applied to the educational setting, these concepts have primarily been investigated via teaching life skills to students that encourage overall wellness. School-based strategies…

Teachers' Moral Values and Their Interpersonal Relationships with Students and Cultural Competence

ERIC Educational Resources Information Center

Pantic, Natasa; Wubbels, Theo

2012-01-01

This study explored whether and how teachers' beliefs about moral values are reflected in the student-teacher relationships (i.e. levels of control and affiliation in teachers' and students' perceptions of this relationship), and in teachers' cultural competence. A positive association was found between teachers' paternalist beliefs and their own…

In the Eyes of Turkish EFL Learners: What Makes an Effective Foreign Language Teacher?

ERIC Educational Resources Information Center

Çelik, Servet; Arikan, Arda; Caner, Mustafa

2013-01-01

Research on the qualities of successful teachers in Turkey indicates that students consider teacher effectiveness as the ability to ensure an environment in which positive student-teacher interaction can take place. However, further studies are needed to clarify students' perceptions of the qualities of effective foreign language teachers, in…

Has implementation of the 80-hour work week made a career in surgery more appealing to medical students?

PubMed

Arnold, Mark W; Patterson, Anna F; Tang, A S Li

2005-02-01

This study was conducted to determine if a surgical career became more appealing to medical students with the resident work week limited to 80 hours. At the start and conclusion of each surgery clerkship rotation, students completed a survey addressing perception of surgeons, and surgery as a career. They were divided into the control groups (rotations before July 2003; n = 109) and the experimental group (rotations after July 2003; n = 108). Students in the experimental group had a significantly more favorable impression of a surgeon's lifestyle and work hours than those in the control group. This was especially true of female students post-rotation, who responded more positively to the statement that a surgical career would allow for a good balance between professional and personal life (1.87 vs 2.45, P <.01). The new Accreditation Council for Graduate Medical Education (ACGME) regulation has had a positive impact on students' perceptions of the surgeon's lifestyle, but does not necessarily increase their interest in a surgical career.

Medical Student Perceptions of the Learning Environment: Learning Communities Are Associated With a More Positive Learning Environment in a Multi-Institutional Medical School Study.

PubMed

Smith, Sunny D; Dunham, Lisette; Dekhtyar, Michael; Dinh, An; Lanken, Paul N; Moynahan, Kevin F; Stuber, Margaret L; Skochelak, Susan E

2016-09-01

Many medical schools have implemented learning communities (LCs) to improve the learning environment (LE) for students. The authors conducted this study to determine whether a relationship exists between medical student perceptions of the LE and presence of LCs during the preclerkship years. Students from 24 schools participating in the American Medical Association Learning Environment Study completed the 17-item Medical Student Learning Environment Survey (MSLES) at the end of their first and second years of medical school between 2011 and 2013. Mean total MSLES scores and individual item scores at the end of the first and second years in schools with and without LCs were compared with t tests, and effect sizes were calculated. Mixed-effects longitudinal models were used to control for student demographics and random school and student effects on the relationship between LC status and MSLES score. A total of 4,980 students (81% of 6,148 matriculants) from 18 schools with LCs and 6 without LCs participated. Mean [SD] MSLES scores were significantly higher in LC schools compared with non-LC schools at the end of year one (3.72 [0.44] versus 3.57 [0.43], P < .001) and year two (3.69 [0.49] versus 3.42 [0.54], P < .001). The effect size increased from 0.35 (small) at the end of year one to 0.53 (medium) at the end of year two. This large multi-institutional cohort study found that LCs at medical schools were associated with more positive perceptions of the LE by preclerkship students.

Factors associated to clinical learning in nursing students in primary health care: an analytical cross-sectional study

PubMed Central

Serrano-Gallardo, Pilar; Martínez-Marcos, Mercedes; Espejo-Matorrales, Flora; Arakawa, Tiemi; Magnabosco, Gabriela Tavares; Pinto, Ione Carvalho

2016-01-01

ABSTRACT Objective: to identify the students' perception about the quality of clinical placements and asses the influence of the different tutoring processes in clinical learning. Methods: analytical cross-sectional study on second and third year nursing students (n=122) about clinical learning in primary health care. The Clinical Placement Evaluation Tool and a synthetic index of attitudes and skills were computed to give scores to the clinical learning (scale 0-10). Univariate, bivariate and multivariate (multiple linear regression) analyses were performed. Results: the response rate was 91.8%. The most commonly identified tutoring process was "preceptor-professor" (45.2%). The clinical placement was assessed as "optimal" by 55.1%, relationship with team-preceptor was considered good by 80.4% of the cases and the average grade for clinical learning was 7.89. The multiple linear regression model with more explanatory capacity included the variables "Academic year" (beta coefficient = 1.042 for third-year students), "Primary Health Care Area (PHC)" (beta coefficient = 0.308 for Area B) and "Clinical placement perception" (beta coefficient = - 0.204 for a suboptimal perception). Conclusions: timeframe within the academic program, location and clinical placement perception were associated with students' clinical learning. Students' perceptions of setting quality were positive and a good team-preceptor relationship is a matter of relevance. PMID:27627124

Perceptions of nursing students after performing an individual activity designed to develop their critical thinking: The "critical card" tool.

PubMed

Urcola-Pardo, Fernando; Blázquez-Ornat, Isabel; Anguas-Gracia, Ana; Gasch-Gallen, Ángel; Germán-Bes, Concepción

2018-03-01

Critical thinking in Health Sciences is among the transversal competences in the Nursing Degree. The critical card is a tool of individual learning, designed to develop critical thinking, and set in the process of environmental health learning. Every student must perform the activity to obtain the highest qualification in Community Health Nursing subject. The aim of this project was to evaluate this learning tool using the students' perceptions after its performance. The evaluation was based on the answers to a questionnaire obtained from the third course students of Nursing Degree at the University of Zaragoza. The questionnaire was made up of 14 Likert-type questions, grouped in four dimensions. The student participation rate was higher than 50%. The analysis of the questionnaire obtained 67,8% positive answers. The variability between dimensions ranged between 49% of positive answers for application in other subjects and 87% of positive answers for the improvements applicable to the instrument. The students coincided in indicating that the critical card is a useful learning tool and could be applicable in other subjects. However, the weight it is given in the global evaluation of the subject is considered to be too low, considering the time used to complete the activity. Copyright © 2017 Elsevier Ltd. All rights reserved.

Using the Principles of BIO2010 to Develop an Introductory, Interdisciplinary Course for Biology Students

PubMed Central

Adams, Peter; Goos, Merrilyn

2010-01-01

Modern biological sciences require practitioners to have increasing levels of knowledge, competence, and skills in mathematics and programming. A recent review of the science curriculum at the University of Queensland, a large, research-intensive institution in Australia, resulted in the development of a more quantitatively rigorous undergraduate program. Inspired by the National Research Council's BIO2010 report, a new interdisciplinary first-year course (SCIE1000) was created, incorporating mathematics and computer programming in the context of modern science. In this study, the perceptions of biological science students enrolled in SCIE1000 in 2008 and 2009 are measured. Analysis indicates that, as a result of taking SCIE1000, biological science students gained a positive appreciation of the importance of mathematics in their discipline. However, the data revealed that SCIE1000 did not contribute positively to gains in appreciation for computing and only slightly influenced students' motivation to enroll in upper-level quantitative-based courses. Further comparisons between 2008 and 2009 demonstrated the positive effect of using genuine, real-world contexts to enhance student perceptions toward the relevance of mathematics. The results support the recommendation from BIO2010 that mathematics should be introduced to biology students in first-year courses using real-world examples, while challenging the benefits of introducing programming in first-year courses. PMID:20810961

Blogs as Powerful Learning Tools: The Perception from EFL Students in Riau Main Island Indonesia

NASA Astrophysics Data System (ADS)

Hamuddin, Budianto; Dahler

2018-05-01

Promoting the potential value of blogs in English Language Teaching (ELT) for English as a Foreign Language (EFL) students is the focus of this present study. It’s aimed to explain in a quantitative way the perceptions from English as a Foreign Language (EFL) students in using blogs in Riau main island context. The students from PBIG FKIP Universitas Lancang Kuning in Riau mainland, Indonesia was selected based on the increasing trends of the blog used as alternative media to learn English during these two years. The analysis of this present study based its data from online questionnaire as the main instrument to collect the data. The online questionnaire was open from August 2016-February 2017 (6 months) and filled up by 161 students from English Department of FKIP Unilak who enroll in 6 different blog-based classes at PBIG FKIP Unilak. The analysis showing that the majority of the students had a positive perception that blog can be used as powerful tools to promote English language skills especially reading and writing. The data also reveals that using the blog as a learning journal can raise students’ motivation in learning English and publishing article. These positive results somehow showing that blog can be promoted as an alternative media of learning English for English as Foreign Language Students at PBIG FKIP Unilak or in other institutions around the globe that teach English as a Foreign language.

The POSITIVES Scale: Development and Validation of a Measure of How Well the Information and Communication Technology Needs of Students with Disabilities Are Being Met

ERIC Educational Resources Information Center

Fichten, Catherine S.; Asuncion, Jennison V.; Nguyen, Mai N.; Budd, Jillian; Amsel, Rhonda

2010-01-01

Data on perceptions of 1354 Canadian college and university students with disabilities about how well their information and communication technology (ICT) needs are being met on and off campus were collected. These formed the basis for the POSITIVES Scale (Postsecondary Information Technology Initiative Scale). The measure contains 26 items which…

Mobile-Phone-Based Classroom Response Systems: Students' Perceptions of Engagement and Learning in a Large Undergraduate Course

ERIC Educational Resources Information Center

Dunn, Peter K.; Richardson, Alice; Oprescu, Florin; McDonald, Christine

2013-01-01

Using a Classroom Response System (CRS) has been associated with positive educational outcomes, by fostering student engagement and by allowing immediate feedback to both students and instructors. This study examined a low-cost CRS (VotApedia) in a large first-year class, where students responded to questions using their mobile phones. This study…

Medical Student Perceptions of the Learning Environment at the End of the First Year: A 28-Medical School Collaborative.

PubMed

Skochelak, Susan E; Stansfield, R Brent; Dunham, Lisette; Dekhtyar, Michael; Gruppen, Larry D; Christianson, Charles; Filstead, William; Quirk, Mark

2016-09-01

Accreditation and professional organizations have recognized the importance of measuring medical students' perceptions of the learning environment, which influences well-being and professional competency development, to optimize professional development. This study was conducted to explore interactions between students' perceptions of the medical school learning environment, student demographic variables, and students' professional attributes of empathy, coping, tolerance of ambiguity, and patient-centeredness to provide ideas for improving the learning environment. Twenty-eight medical schools at 38 campuses recruited 4,664 entering medical students to participate in the two-cohort longitudinal study (2010-2014 or 2011-2015). The authors employed chi-square tests and analysis of variance to examine the relationship between Medical School Learning Environment Survey (MSLES) scores and student characteristics. The authors used mixed-effects models with random school and campus effects to test the overall variances accounted for in MSLES scores at the end of the first year of medical school. Student attributes and demographic characteristics differed significantly across schools but accounted for only 2.2% of the total variance in MSLES scores. Medical school campus explained 15.6% of the variance in MSLES scores. At year's end, students' perceptions toward the learning environment, as reported on the MSLES, differed significantly according to the medical school campus where they trained. Further studies are needed to identify specific factors, such as grading policies, administrative support, and existence of learning communities, which may influence perceptions of the learning environment at various schools. Identifying such variables would assist schools in developing a positive learning environment.

Academic-community partnerships as a strategy for positive change in the sexual behavior of rural college-aged students.

PubMed

Anderko, Laura; Uscian, Mary

2002-06-01

Students who completed the preintervention survey were asked to complete the 74-item questionnaire again to determine if risky behavior had changed over time. Substantial reductions in risky behaviors were reported. Students reporting five or more sex partners in the previous year decreased from 13% to 4%. Students reporting "always" or "mostly" using a condom increased from 51% to 61%. Other positive findings indicated that students who had contracted a STD decreased from 8% to 2%, and students who experienced an unwanted pregnancy decreased from 12% to 4% [21]. However, despite the positive behavior changes reported, student's perceptions of sexual norms remained inaccurate. For example, although 72% of students reported having zero to one sex partner(s) in the past year, students perceived that only 5% of the student population had zero to one sex partner(s). The effectiveness of specific efforts to change perceptions (e.g., newsletters, interactive booths) requires more intensive evaluation so that successful strategies can be reinforced and/or developed [21]. Positive findings from this academic-community partnership underscore the need for nurses to acknowledge the influence of the community on impacting an individual's behavior, and integrate interventions that modify the social context of at-risk behavior. The results of this study also suggest that nursing centers can successfully establish effective academic-community partnerships and design innovative primary prevention programs that can positively modify the social environment for positive changes in health behavior of at-risk populations. Limited health care resources in rural communities demand innovative approaches to reduce the continually increasing incidence of these diseases. Since limited resources for HIV/STD prevention existed in this rural community, collaboration with community agencies that had available resources was essential to developing effective prevention efforts. Academic-community partnerships can increase the number of persons at risk that are reached and, ultimately, help prevent further increases in HIV/STD cases in rural areas.

Medical Students' Perception of Their Educational Environment and Quality of Life: Is There a Positive Association?

PubMed

Enns, Sylvia Claassen; Perotta, Bruno; Paro, Helena B; Gannam, Silmar; Peleias, Munique; Mayer, Fernanda Brenneisen; Santos, Itamar Souza; Menezes, Marta; Senger, Maria Helena; Barelli, Cristiane; Silveira, Paulo S P; Martins, Milton A; Zen Tempski, Patricia

2016-03-01

To assess perceptions of educational environment of students from 22 Brazilian medical schools and to study the association between these perceptions and quality of life (QoL) measures. The authors performed a multicenter study (August 2011 to August 2012), examining students' views both of (1) educational environment using the Dundee Ready Education Environment Measure (DREEM) and (2) QoL using the World Health Organization Quality of Life Assessment, abbreviated version (WHOQOL-BREF). They also examined students' self-assessment of their overall QoL and medical-school-related QoL (MSQoL). The authors classified participants' perceptions into four quartiles according to DREEM total score, overall QoL, and MSQoL. Of 1,650 randomly selected students, 1,350 (81.8%) completed the study. The mean total DREEM score was 119.4 (standard deviation = 27.1). Higher total DREEM scores were associated with higher overall QoL and MSQoL scores (P < .001 for all comparisons) and younger ages (P < .001). Mean overall QoL scores were higher than MSQoL scores (mean difference, 1.35; 95% confidence interval [CI] 1.28-1.43; P < .001). Multinomial regression models showed significant dose-response patterns: Higher DREEM quartile scores were associated with better QoL. The psychological health domain of WHOQOL-BREF was most closely associated with DREEM scores (odds ratio 4.70; 95% CI = 3.80-5.81). The authors observed a positive association between QoL measures and DREEM scores. This association had a dose-response effect, independent of age, sex, and year of medical training, showing that educational environment appears to be an important moderator of medical student QoL.

Female and Male Interns and Their Mentors? Perception of Workforce Skill Development

NASA Technical Reports Server (NTRS)

Hall, Cathy W.; Pinelli, Thomas E.; Brush, Kimberly M.

2013-01-01

Participants in this study were student interns and mentors taking part in the 2012, 10- week Langley Aerospace Research Student Scholars (LARSS) summer internship program in Hampton, Virginia. The study examined mentors and student interns' ratings of their preparedness in basic knowledge and skills. The study focused on three primary areas: 1) overall evaluation of knowledge and skills by mentors and interns; 2) male and female interns' perceptions of their own skills in these key areas; and 3) mentors' perceptions of their student interns' knowledge and skills in the same areas by gender. Overall mentors were more positive about their interns' improvement in 12 of 17 areas assessed than were the student interns. There were no significant gender differences in how mentors rated their male and female interns' abilities in these workforce skills, but there were four key areas where female interns rated their own abilities lower than did their male peers: analytical thinking, computational skills, computer skills and technical skills. Implications of these findings are discussed.

[Doctor-Patient Communication Training in Simulated Situations: Emotions and Perceptions of Simulated Patients during Patient-Centered Conversations].

PubMed

Butollo, Maria Asisa; Holzinger, Anita; Wagner-Menghin, Michaela

2018-04-13

The use of simulated patients (SPs) for doctor-patient communication training has been established in medical curricula as an important didactic method. The study addresses the question, if patients' emotions and perceptions are represented adequately in patient-centered communication. 22 of 37 SPs of the Medical University of Vienna (12 women, 10 men) were asked openly about their feelings after having acted as an SP in a semi-structured interview, which employed the Critical Incident Technique. The interviews were recorded, transcribed, separated into situational analysis units und analyzed deductively; we used the evidence based qualities of patient-centered communication and the "Nationaler Kompetenzbasierter Lernzielkatalog Medizin" as a guideline. Out of 192 analysis units, 67 were evaluated as positive and 125 as negative. The SPs reported positive feelings, such as perceiving "stability and trust in relationships" (22%), perception of congruence (15%), acceptance (27%) and empathy (36%). As to negative feelings, SPs reported "perceiving instability" (18%), "incongruence" (11%), "lack of acceptance" (40%) and "lack of empathy" (30%). Additionally, 50% of SPs were positively affected when observing students' learning success. When SPs perceived patient-centered communication, they reported positive emotions. A lack of patient centeredness, on the contrary, provoked negative emotions. An empathic attitude, as well as a "lack of acceptance" with contrary effects had the strongest influence on the SPs' mental state. The reaction of SPs to patient centeredness is sufficiently authentic to reach learning objectives, however it is also affected by reactions of SPs to the learning success of students, which is irrelevant for the real-life doctor-patient interaction. SP reactions are affected by students' attitudes. Students should therefore be prepared well before interacting with SPs in a roleplay setting. While SPs' behavior is authentic in patient-centered communication in general, SPs should be trained to hide their positive emotions concerning students' learning success during roleplay. © Georg Thieme Verlag KG Stuttgart · New York.

The Juggling Act: Perceptions of Role Conflict among Community College Counselors

ERIC Educational Resources Information Center

Davis, Ralph W., IV

2013-01-01

The purpose of this research was to explore community college counselors' perception of role strain in their positions. Role strain theory explains the difficulties individuals face as they determine which behavior expectations they fulfill in their relationships. It was determined that counselors have important role relationships with students,…

Changing Perceptions about Feminists and (Still Not) Claiming a Feminist Identity

ERIC Educational Resources Information Center

Dyer, Suzette; Hurd, Fiona

2018-01-01

We examine student perceptions about feminists and feminism, and the willingness to claim a feminist identity and engage in collective activism, as stated at the beginning and end of a Women's Studies course. Course participation simultaneously fostered more positive views towards feminists and feminism and entrenched the unwillingness to claim a…

"Everyone Has Their Own Qualities": Tracking and Academic Self-Appraisal in Flemish Secondary Education

ERIC Educational Resources Information Center

Van Praag, Lore; Demanet, Jannick; Stevens, Peter A. J.; Van Houtte, Mieke

2017-01-01

Track position has an impact on students' perceptions of educational success. These perceptions matter as they relate to educational and professional aspirations and choices. In this ethnographic study, based on ethnographic observations and semi-structured interviews in three secondary schools in Flanders (northern part of Belgium), we want to…

An Empirical Investigation of Students' Motivational Impact upon University Service Quality Perception: A Self-Determination Perspective

ERIC Educational Resources Information Center

Chong, Yit Sean; Ahmed, Pervaiz K.

2012-01-01

Based on Deci and Ryan's self-determination theory, this study examines the impact of an individual's motivation in pursuing higher education towards university service quality perception, with the individual's learning style posited as the moderator of the proposed relationship. The consequent effects upon satisfaction and behavioural intentions…

Perceptions of Vulnerability to HIV/AIDS: A Comparison of Two College Cohorts, 1990 and 2005

ERIC Educational Resources Information Center

Teague, Susan M.

2009-01-01

Theories of preventive health behavior posit that perceived vulnerability to health threats motivates self-protective behavior. Fifteen years after an initial study of college students' perceptions of their vulnerability to HIV, a replication was conducted on the same campus in 2005. Comparisons between cohorts on vulnerability judgements were…

Perceptions of Family Relations when Mothers and Fathers Are Depicted with Different Parenting Styles

ERIC Educational Resources Information Center

McGillicuddy-De Lisi, Ann V.; De Lisi, Richard

2007-01-01

College students (N = 125) reported their perceptions of family relations in response to vignettes that presented 5 different parenting styles. Participants viewed family relations as most positive when parents were portrayed as authoritative or permissive and as most negative when parents were portrayed as uninvolved-neglecting or authoritarian.…

Healthy children show gender differences in correlations between nonverbal cognitive ability and brain activation during visual perception.

PubMed

Asano, Kohei; Taki, Yasuyuki; Hashizume, Hiroshi; Sassa, Yuko; Thyreau, Benjamin; Asano, Michiko; Takeuchi, Hikaru; Kawashima, Ryuta

2014-08-08

Humans perceive textual and nontextual information in visual perception, and both depend on language. In childhood education, students exhibit diverse perceptual abilities, such that some students process textual information better and some process nontextual information better. These predispositions involve many factors, including cognitive ability and learning preference. However, the relationship between verbal and nonverbal cognitive abilities and brain activation during visual perception has not yet been examined in children. We used functional magnetic resonance imaging to examine the relationship between nonverbal and verbal cognitive abilities and brain activation during nontextual visual perception in large numbers of children. A significant positive correlation was found between nonverbal cognitive abilities and brain activation in the right temporoparietal junction, which is thought to be related to attention reorienting. This significant positive correlation existed only in boys. These findings suggested that male brain activation differed from female brain activation, and that this depended on individual cognitive processes, even if there was no gender difference in behavioral performance. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

Self-perception of knowledge and confidence in performing basic life support among medical students.

PubMed

Freund, Yonathan; Duchateau, François-Xavier; Baker, Elinor C; Goulet, Hélène; Carreira, Serge; Schmidt, Matthieu; Riou, Bruno; Rouby, Jean-Jacques; Duguet, Alexandre

2013-06-01

Before implementing new workshops and teaching in our faculty for performing basic life support (BLS), we aimed to determine the level of self-confidence of medical students with regard to the management of cardiac arrest (CA). We conducted a preinterventional study. A questionnaire was sent to third-year to sixth-year medical students. We recorded sex, year of training, and personal witnessing of CA. We asked them about their theoretical knowledge on 10 main items of BLS and their self-perception of qualification to conduct a CA situation. We tested the respective influence of sex, year of training, and personal witnessing of CA. In total, 592 (37%) students completed the questionnaire, 42% of them were men. Less than a third of the students (30%) thought of themselves as being sufficiently qualified to conduct BLS. After the third year, the level of study did not influence their theoretical knowledge or their self-perception of qualification. Male sex and the number of CAs witnessed were the only factors positively associated with better self-confidence regarding qualification. Self-perception of qualification in BLS is poor in our faculty. In our study, personal witnessing of CA greatly influenced confidence, whereas level of study did not.

Early community-based family practice elective positively influences medical students' career considerations--a pre-post-comparison.

PubMed

Deutsch, Tobias; Hönigschmid, Petra; Frese, Thomas; Sandholzer, Hagen

2013-02-21

Demographic change and recruitment problems in family practice are increasingly threatening an adequate primary care workforce in many countries. Thus, it is important to attract young physicians to the field. The purpose of the present study was to examine the effect of an early community-based 28-h family practice elective with one-to-one mentoring on medical students' consideration of family practice as a career option, their interest in working office-based, and several perceptions with regard to specific aspects of a family physician's work. First- and second-year medical students completed questionnaires before and after a short community-based family practice elective, consisting of a preparatory course and a community-based practical experience with one-to-one mentoring by trained family physicians. We found a significantly higher rate of students favoring family practice as a career option after the elective (32.7% vs. 26.0%, p = 0.039). Furthermore, the ranking of family practice among other considered career options improved (p = 0.002). Considerations to work office-based in the future did not change significantly. Perceptions regarding a family physician's job changed positively with regard to the possibility of long-term doctor-patient relationships and treatment of complex disease patterns. The majority of the students described identification with the respective family physician tutor as a professional role model and an increased interest in the specialty. Our results indicate that a short community-based family practice elective early in medical education may positively influence medical students' considerations of a career in family practice. Furthermore, perceptions regarding the specialty with significant impact on its attractiveness may be positively adjusted. Further research is needed to evaluate the influence of different components of a family practice curriculum on the de facto career decisions of young physicians after graduation.

Study on Situational Influences Perceived in Nursing Discipline on Health Promotion: A Qualitative Study

PubMed Central

Hosseini, Meimanat; Ashk Torab, Tahereh; Taghdisi, Mohammad Hossein; Esmaeili Vardanjani, Safar Ali

2013-01-01

Introduction and Objectives. Nurses, as behavioral models, play a key role in health promotion, and their attitudes towards health promotion highly influence their health and performance. The aim of this study is to explore nursing students' perception of studies in nursing discipline as a situational influence on health promotion. Materials and Methods. This study was conducted using directed content analysis, by means of 20 deep semistructured interviews with nursing students. The participants were selected on purposive sampling. Data was analyzed by the qualitative content analysis method. All interviews were recorded, transcribed, and reviewed, and all codes were extracted and summarized. The codes were subcategorized on the basis of centralization and were categorized after review of subcategories, and finally, a theme was determined. Findings. The theme of nursing discipline's situational influence on nursing students' health promotion was revealed. This theme consisted of “choosing the field,” “unfavorable environmental factors,” “negative impacts of studies in nursing discipline on health,” “positive effects of studies in nursing discipline on health”, “needs,” “attractiveness (aesthetics),” and “coping with negative situational influences in nursing discipline.” Conclusion. The perception of studies in nursing discipline as a health-promoting behavior is under influence of social environment. Considering the importance of the students' positive perception of the existing situation, it is essential to pay attention to their attitudes and perceptions so that they can provide better services to patients. PMID:24078880

Choosing engineering: Can I succeed and do I want to? A qualitative analysis framed in expectancy-value theory

NASA Astrophysics Data System (ADS)

Matusovich, Holly Marie

Recently published reports call for an increase in the number of engineering graduates and suggest appropriate characteristics that these graduates should embody. Accomplishing either objective requires first understanding why students choose to pursue engineering degrees. This research started addressing this knowledge gap using Eccles' expectancy-value model to qualitatively and longitudinally examine undergraduate student's choices to enroll and persist in engineering majors. Specifically, this study focused on identity within Eccles' model to answer the question: How do students' beliefs about being engineers in the future shape their choices to pursue engineering? Framed in Eccles' model, students' choices to pursue engineering majors are based on beliefs about their engineering-related competence and how much they value succeeding in an engineering major. Eccles posits that identity shapes both competence and value beliefs. This study defined identity as students' self-perceptions as future engineers then examined the roles these self-perceptions in shaping their choices to pursue engineering degrees. Gee's conception of four-interrelated aspects of identity (nature identity, institutional identity, affinity identity, and discourse identity) provided a lens to examine students' self-perceptions as future engineers. Multiple case study methods guided this research with each of ten students (five men and five women) representing a case. Results derive from the inductive analysis of longitudinal interviews triangulated with survey results---all data spanned the students' first through fourth undergraduate years. This study is part of a larger body of work, the Academic Pathways Study (APS), conducted by the Center for Advancement of Engineering Education (CAEE). Results demonstrated that students' self-perceptions as future engineers are connected to both competence and value beliefs and to the choice to persist in engineering. Specifically, the results showed: (1) even in their fourth undergraduate year, three out of ten participants were uncertain about themselves as future engineers; (2) students choosing to pursue an engineering degree because they identify with the types of activities in which engineers engage experience the persistence choice process differently than students who choose engineering for other reasons; and (3) all students ultimately had positive competence beliefs, although two women participants continually renegotiated definitions of competence in engineering.

Instructional Immediacy in the Chinese Quantitative Reasoning Classroom

ERIC Educational Resources Information Center

Kelly, Stephanie; Liu, Liping; Denton, Zachary; Lee, Clinton; Croucher, Stephen

2018-01-01

The present investigation examined instructor immediacy behaviors, students' perceptions of those behaviors, and student math anxiety in Chinese classrooms. Consistent with the American college classroom, a simple causal chain was anticipated in which instructor immediacy behaviors positively induced a psychological response to immediacy, which…

Colleges Use Peer Pressure To Encourage Healthy Behavior.

ERIC Educational Resources Information Center

Reisberg, Leo

2000-01-01

Examines "social norms" marketing, an effort by several colleges and universities to encourage healthy student behaviors by countering perceptions of unhealthy "cool" behaviors and stressing the positive behaviors of "most" students. Examples of posters and other marketing strategies are from Virginia Commonwealth University, Gustavus Adolphus…

Mental Health Treatment Seeking Among Veteran and Civilian Community College Students.

PubMed

Fortney, John C; Curran, Geoffrey M; Hunt, Justin B; Lu, Liya; Eisenberg, Daniel; Valenstein, Marcia

2017-08-01

A Web-based survey examined treatment seeking among community college students to inform the design of engagement interventions. Veteran and civilian community college students (N=765) were screened for mental disorders and reported perceptions of treatment need, effectiveness, and stigma, as well as service use. Regression analysis identified predictors of pharmacotherapy and psychotherapy use. Of the 511 students who screened positive for a current mental disorder or reported a perceived need for treatment (149 veterans and 362 civilians), 30% reported past-year use of psychotropic medications. Predictors were perceived treatment need (odds ratio [OR]=7.81, p<.001) and the perception that psychotropic medications are effective (OR=3.38, p=.012). Eleven percent of participants reported past-year psychotherapy use, and predictors were a positive screen for posttraumatic stress disorder (OR=2.78, p=.04) and poorer financial status. Modifiable barriers, including perceived need for and effectiveness of treatment, were correlated with pharmacotherapy use and should be targeted by engagement interventions.

Professional and pre-professional pharmacy students' perceptions of team based learning (TBL) at a private research-intensive university.

PubMed

Miller, Danielle M; Khalil, Karen; Iskaros, Olivia; Van Amburgh, Jenny A

2017-07-01

Pharmacy students need to develop critical thinking and problem-solving skills as well as be a valuable team member. The use of team based learning (TBL) fosters effective team collaboration, enables continuous active and self-directed learning, and requires both individual and team accountability. The purpose was to evaluate pharmacy students' perceptions and experiences related to TBL in different years of the pharmacy curriculum. Two classes, Introduction to the Profession of Pharmacy (intro), a required course, and Self-Care/Non-Prescription Medications (self-care), an elective course, utilize the TBL approach. Students enrolled in both courses were recruited to complete a validated questionnaire during the last class. There was 100% participation; the majority of students, regardless of course, expressed positive attitudes towards TBL. Variations, relevance of TBL activities and the use of TBL as a learning strategy, between the required intro class and the elective self-care class were observed using a Mann-Whitney U test (p<0.05). Both cohorts of pharmacy students positively rated the TBL sessions in terms of learning effectiveness. It's important to consider the differences in professional development in these students and how this may impact their perceptions of TBL. TBL imparts more responsibility and accountability on the individual student allowing for the development of self-directed learners. Students, regardless of their year, found TBL to be an effective learning strategy. Third professional year (P3) pharmacy students further along in the curriculum are more accepting of TBL and are better able to appreciate the benefits of active and self-directed learning as well as working within a team. Copyright © 2017 Elsevier Inc. All rights reserved.

Can Japanese students embrace learner-centered methods for teaching medical interviewing skills? Focus groups.

PubMed

Saiki, Takuya; Mukohara, Kei; Otani, Takashi; Ban, Nobutaro

2011-01-01

Students' perceptions of learner-centered methods for teaching medical interviewing skills have not been fully explored. To explore Japanese students' perceptions of learner-centered methods for teaching medical interviewing skills such as role play with student-created scenarios, peer-assisted video reviews, and student-led small group debriefing. We conducted three focus groups with a total of 15 students who participated in the learner-centered seminars on medical interviewing skills at the Nagoya University School of Medicine. The transcripts were analyzed by two authors independently. Keywords and concepts were identified and a thematic framework was developed. Overall, students valued the experience of writing their own scenarios for role play, but some questioned their realism. Many students commented that peer-assisted video reviews provided them with more objective perspectives on their performance. However, some students expressed concerns about competitiveness during the video reviews. While students appreciated teachers' minimum involvement in the group debriefing, some criticized that teachers did not explain the objectives of the seminar clearly. Many students had difficulties in exchanging constructive feedback. We were able to gain new insights into positive and negative perceptions of students about learner-centered methods for teaching medical interviewing skills at one medical school in Japan.

Understanding Student Approaches to Learning Evolution in the Context of their Perceptions of the Relationship between Science and Religion

NASA Astrophysics Data System (ADS)

Yasri, Pratchayapong; Mancy, Rebecca

2014-01-01

This study investigates a range of positions that learners take on the relationship between science and religion and the potential for these positions to explain student approaches when learning about evolution. A phenomenographic study based on interviews with nine students studying in Christian high schools in Thailand led to the identification of five distinct positions on the relationship between science and religion. Each position was associated with a characteristic pattern of learning about evolution that could be explained as an attempt by the students to align their particular learning approach with their position. Three of the positions have the potential to support scientifically valid understandings of evolution while avoiding emotional conflict. We suggest that knowledge of the range of positions and associated learning approaches can help educators to focus on the form and timing of support of benefit to those holding different viewpoints.

Electrifying Engagement in Middle School Science Class: Improving Student Interest Through E-textiles

NASA Astrophysics Data System (ADS)

Tofel-Grehl, Colby; Fields, Deborah; Searle, Kristin; Maahs-Fladung, Cathy; Feldon, David; Gu, Grace; Sun, Chongning

2017-08-01

Most interventions with "maker" technologies take place outside of school or out of core area classrooms. However, intervening in schools holds potential for reaching much larger numbers of students and the opportunity to shift instructional dynamics in classrooms. This paper shares one such intervention where electronic textiles (sewable circuits) were introduced into eighth grade science classes with the intent of exploring possible gains in student learning and motivation, particularly for underrepresented minorities. Using a quasi-experimental design, four classes engaged in a traditional circuitry unit while the other four classes undertook a new e-textile unit. Overall, students in both groups demonstrated significant learning gains on standard test items without significant differences between conditions. Significant differences appeared between groups' attitudes toward science after the units in ways that show increasing interest in science by students in the e-textile unit. In particular, they reported positive identity shifts pertaining to their perceptions of the beliefs of their friends, family, and teacher. Findings and prior research suggest that student-created e-textile designs provide opportunities for connections outside of the classroom with friends and family and may shift students' perceptions of their teacher's beliefs about them more positively.

"I Assume They Don't Think!": Teachers' Perceptions of Normal Technical Students in Singapore

ERIC Educational Resources Information Center

Heng, Mary Anne; Atencio, Matthew

2017-01-01

Teachers' attitudes and beliefs about students in a particular grouping hierarchy are shaped by their ideological views. Within education systems that have high international profiles, such as Singapore, what has been less explored is how teachers think about and interact with students who are seemingly positioned as being "low-ability"…

Prevention of School Bullying: The Important Role of Autonomy-Supportive Teaching and Internalization of Pro-Social Values

ERIC Educational Resources Information Center

Roth, Guy; Kanat-Maymon, Yaniv; Bibi, Uri

2011-01-01

Background: This study examined students' perceptions of autonomy-supportive teaching (AST) and its relations to internalization of pro-social values and bullying in class. Aims: We hypothesized that: (1) teachers' AST, which involves provision of rationale and taking the student's perspective, would relate positively to students' identified…

Trust, Growth Mindset, and Student Commitment to Active Learning in a College Science Course

ERIC Educational Resources Information Center

Cavanagh, Andrew J.; Chen, Xinnian; Bathgate, Meghan; Frederick, Jennifer; Hanauer, David I.; Graham, Mark J.

2018-01-01

There is growing consensus regarding the effectiveness of active-learning pedagogies in college science courses. Less is known about ways that student-level factors contribute to positive outcomes in these contexts. The present study examines students' (N = 245) trust in the instructor--defined as perceptions of their instructor's understanding,…

Impact of Student Behavior on a School Culture from the Teacher's Perspective

ERIC Educational Resources Information Center

Shell, Tiehise E.

2010-01-01

The impact of student behavior on the school culture from the teachers' perceptive was determined in this study. Through an awareness of the impact that student behavior has on the school culture, school administrators can alter the negative effects and implement positive change. The participants included 25 randomly chosen teachers from within…

A Cross-National Comparison of Attributional Patterns toward Students with and without Learning Disabilities

ERIC Educational Resources Information Center

Woodcock, Stuart; Jiang, Han

2018-01-01

Claims of the importance of having positive perceptions and expectations of students with learning disabilities (LD) have been repeatedly made over recent years. This article aims to raise awareness of the importance of attributional beliefs in relation to the educational outcomes of students with LD in Australia and China. Australian and Chinese…

When Teachers Believe, Students Achieve: Collaborative Inquiry Builds Teacher Efficacy for Better Student Outcomes

ERIC Educational Resources Information Center

Donohoo, Jenni; Katz, Steven

2017-01-01

Collective efficacy refers to the shared perceptions of educators that, through their combined efforts, they can "organize and execute the courses of action required to have a positive effect on students" (Goddard, Hoy, & Hoy, 2004, p. 4). Tschannen-Moran and Barr (2004) expand on this definition, describing collective efficacy as…

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

ERIC Educational Resources Information Center

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

2006-01-01

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

Comparative Analysis of Students Training Needs Regarding Internet and Its Effects

ERIC Educational Resources Information Center

Turturean, Monica; Turturean, Ciprian

2012-01-01

In this article we will try to realize a comparative study in order to find out if the internet has a positive or a negative role for undergraduate's university students. The purpose of this study is to identify the perception of undergraduate university students regarding the effects of the internet for their scientific activities and their…

The Impact of an Outdoor Orientation Program on First-Year Student Perceptions of Life Effectiveness and Campus Integration

ERIC Educational Resources Information Center

Lathrop, Anna H.; O'Connell, Timothy S.; Howard, Ryan A.

2012-01-01

Although outdoor orientation programs, as a special type of orientation designed to enhance student retention, are relatively commonplace in the United States - we are not aware of any such campuswide initiatives in Canada. Research indicates that outdoor orientation programs impact students in a positive way, enhancing academic success, personal…

Towards More Powerful Learning Environments through Combining the Perspectives of Designers, Teachers, and Students

ERIC Educational Resources Information Center

Konings, Karen D; Brand-Gruwel, Saskia; van Merrienboer, Jeroen J. G.

2005-01-01

In order to reach the main aims of modern education, powerful learning environments are designed. The characteristics of the design of PLEs are expected to have positive effects on student learning. Additionally, teachers' conceptions of learning and teaching do influence the implementation of a PLE. Moreover, students' perceptions of a learning…

Low-Income Hispanic and Latino High School Students' Perceptions of Parent and Peer Academic Support

ERIC Educational Resources Information Center

Ramirez, Lizbeth; Machida, Sandra K.; Kline, Linda; Huang, Leesa

2014-01-01

Socioeconomic status and parental support play important roles in determining academic achievement and have been positively correlated with academic success. It is important to determine if students from low-socioeconomic-status (SES) families perceive less parent support than students from middle-SES families. The participants (n?=?54) were high…

Moral Reasoning and Student Perceptions of the Middle East: Observations on Student Learning from an Internet Dialog

ERIC Educational Resources Information Center

Stover, William J.

2006-01-01

This article explores the relationship between the religious based moral reasoning of Judaism and Islam and college student subjects' attitudes toward political entities involved in Middle East conflict, Israel and Arab states. Subjects learn about the moral positions by observing parts of an interactive, Internet dialog among Christian, Jewish,…

Perception on mathematics teachers' quality of teaching between all boys secondary schools and all girls secondary schools

NASA Astrophysics Data System (ADS)

Arbin, Norazman; Kamarudin, Norsyazana; Abu, Mohd Syafarudy; Hamzah, Firdaus Mohamad; Ghani, Sazelli Abdul

2015-05-01

This survey research was designed to identify the secondary mathematics teachers' quality of teaching. Specifically, this study focused on students' perception, based on genders on the quality of teaching of their secondary mathematics teachers and, its relationship with the former's mathematics achievement. This research was carried in four different schools: two all boys' secondary schools and two all girls' secondary schools. Thus, a comparison between these two types of schools was made. The sample of the study involved 100 form four students from those schools. The result showed that the students from those schools had positive perception on their teachers' quality of teaching. Statistically, there was no difference between the boys' and girls' perceptions. There was a significant relationship between the boys' perception on the quality of their teachers' teaching and the boys' achievement. However, there was no significant relationship between the girls' perceptions on the quality of their teachers' teaching and the girls' achievement. The findings of this research could be used as a useful guideline for mathematics teachers and future mathematics teachers in enhancing the quality of their teaching and learning.

A poster presentation as an evaluation method to facilitate reflective thinking skills in nursing education.

PubMed

Chabeli, M M

2002-08-01

This article seeks to establish whether the poster presentation of a specific theme can facilitate the student's thinking skills in nursing education. A qualitative, exploratory, descriptive and contextual research design where twenty students volunteered to take part in the study by signing an informed consent was followed. Descriptive naïve sketches were used for data collection followed by individual interviews to validate the findings. Data was analysed by means of the descriptive method of open coding of Tesch (in Creswell, 1994:155). DENOSA's ethical standards for research (1998:7) were considered. The findings indicated both positive and negative perceptions. The positive perceptions were: a poster presentation as an evaluation method facilitates creative, critical and reflective thinking skills; group work facilitates student participation; it facilitates problem solving skills; it increases the student's independence and a sense of ownership; and the evaluation is fair. The negative perceptions were that there was a lack of clarity on the student's expectations and that group activity is difficult. Trustworthiness was maintained in accordance with Lincoln and Guba's principles (1985:290-327). It is concluded that a poster presentation, used effectively as an evaluation method, can facilitate the learner's critical and reflective thinking skills. It is recommended that other learner-centred methods of assessment and evaluation be researched for their effective use in facilitating the higher order thinking skills of learners.

The Interplay between Adolescents' Perceptions of Teacher-Student Relationships and Their Academic Self-Regulation: Does Liking a Specific Teacher Matter?

ERIC Educational Resources Information Center

Raufelder, Diana; Scherber, Sandra; Wood, Megan A.

2016-01-01

Although positive teacher-student relationships are known to aid students' academic self-regulation, the emotional aspects of teacher liking are often neglected within research. The present study used a large sample of seventh- and eighth-grade students (N = 1,088; M[subscript Age] = 13.7) in secondary schools in Germany to investigate whether the…

Perceptions of Why Women Stay in Physically Abusive Relationships: A Comparative Study of Chinese and U.S. College Students.

PubMed

Pugh, Brandie; Li, Luye; Sun, Ivan Y

2018-05-01

In both China and the United States, public attitudes toward intimate partner violence (IPV) have shifted from viewing IPV as a tolerable, private matter to viewing it as a matter of public concern that should be dealt with as a crime. Empirical and comparative examinations of the perceptions of why women stay in physically abusive relationships are lacking. Answering this question calls for comprehensive, methodologically rigorous research. Using survey data collected from approximately 1,000 college students from two Chinese and two U.S. universities, this study empirically compared and contrasted factors that impact U.S. and Chinese students' perceptions as to why women remain in physically abusive relationships. Utilizing a theoretical framework of social constructionism, two common reasons were assessed: Women stay in physically abusive relationships because of learned helplessness and positive beliefs in the relationship/hope for the future. The results show that viewing IPV as a crime, gender, and beliefs of the causes of IPV were robust predictors of college students' perceptions toward why women stay in physically abusive relationships. U.S. college students were more likely to express sympathy and understanding toward why women remain in abusive relationships than Chinese students. Directions for future research and policy implications were discussed.

College students' perceptions of peers with autism spectrum disorder.

PubMed

Matthews, Nicole L; Ly, Agnes R; Goldberg, Wendy A

2015-01-01

Little is known about peer attitudes toward college students with autism spectrum disorder (ASD). Affective, behavioral, and cognitive attitudes toward vignette characters displaying behaviors characteristic of ASD were examined among 224 four-year university students who were randomly assigned to one of three labeling conditions for the primary vignette characters: high functioning autism (HFA), typical college student, or no label. Students in the HFA label condition reported more positive behavioral and cognitive attitudes toward the vignette characters than students in the no label condition. Male students and students with lower scores on the Broad Autism Phenotype Questionnaire reported more positive attitudes across study conditions. These experimental results suggest that knowledge of a diagnosis might improve attitudes toward college students with ASD.

Assessing a traditional case-based application exercise and a student question creation exercise on student performance and perceptions.

PubMed

Tatachar, Amulya; Kominski, Carol

2017-07-01

To compare the impact of a traditional case-based application exercise with a student question creation exercise on a) student exam performance, b) student perceptions of enjoyment, competence, understanding, effort, interest in continuing participation, and interest in the subject. Subjects were 84 second-year pharmacy students in a pharmacotherapy course. The research focus was active learning involving the topic of chronic kidney disease-mineral bone disorder. Student teams were randomly assigned to either case-based or student question creation exercises using PeerWise. Student performance was assessed by a pre- and posttest and on block and final exams. After completion, an online survey assessed student perceptions of both exercises. Statistically significant differences were revealed in favor of the student question creation group on enjoyment and interest in the subject matter. No statistically differences were found between the traditional case-based group and the student question creation group on gain score from pre-test to posttest. The student question creation group performed slightly better than the case-based application group on two of the five questions on the block exam but none of these differences reached statistical significance. Students randomly assigned to groups that created and reviewed questions exhibited slightly improved summative exam performance and reported significantly more positive perceptions than students engaging in a more traditional case-based learning activity. Student question creation has demonstrated potential as a useful learning activity. Despite inherent difficulties in designing studies involving educational research in a controlled environment, students who have submitted, created, rated, and answered peers' questions have overall performed well. Copyright © 2017 Elsevier Inc. All rights reserved.

The development of a questionnaire to describe science teacher communication behavior in Taiwan and Australia

NASA Astrophysics Data System (ADS)

She, Hsiao-Ching; Fisher, Darrell

2000-11-01

Teachers contribute enormously to a positive social climate in science classes, particularly through their communication with students. This article describes the development and validation of a questionnaire, the Teacher Communication Behavior Questionnaire (TCBQ) (see pp. 723-726), which assesses student perceptions of the following five important teacher behaviors: Challenging, Encouragement and Praise, Non-Verbal Support, Understanding and Friendly, and Controlling. The TCBQ was administered to 1202 students from 30 classes in Taiwan and to 301 students from 12 classes in Australia. The reliability and factorial validity of the TCBQ were found to be satisfactory for both the Taiwanese and Australian data. To further validate the questionnaire and understand the differences in teacher behavior according to the perceptions of students from the two countries, a qualitative approach was used. Students were interviewed (two from each of five classes) in both Taiwan and Australia. The interview questions focused on these students' responses to selected questionnaire items. The results obtained from the interviews supported and helped explain the quantitative results. In an application of the TCBQ in both countries, students' perceptions on four of the scales of the TCBQ were associated with their attitudes to their science classes.

Understanding Middle School Students' Perceptions of Physics Using Girl-Friendly and Integrated STEM Strategies: A Gender Study

NASA Astrophysics Data System (ADS)

Dare, Emily Anna

According to the American Physical Society, women accounted for only 20% of bachelor's degrees in the fields of physics and engineering in 2010. This low percentage is likely related to young girls' K-12 education experiences, particularly their experiences prior to high school, during which time young women's perceptions of Science, Technology, Engineering, and Math (STEM) and STEM careers are formed (Catsambis, 1995; Maltese & Tai, 2011; National Research Council, 2012; Sadler, Sonnert, Hazari, & Tai, 2012; Tai, Liu, Maltese, & Fan, 2006; Scantlebury, 2014; Sikora & Pokropek, 2012). There are no significant gender differences in academic achievement in middle school, yet young women have less positive attitudes towards careers in science than their male peers (Catsambis, 1995; Scantlebury, 2014). This suggests that the low female representation in certain STEM fields is a result of not their abilities, but their perceptions; for fields like physics where negative perceptions persist (Haussler & Hoffman, 2002; Labudde, Herzog, Neuenschander, Violi, & Gerber, 2000), it is clear that middle school is a critical time to intervene. This study examines the perceptions of 6th grade middle school students regarding physics and physics-related careers. A theoretical framework based on the literature of girl-friendly and integrated STEM strategies (Baker & Leary, 1995; Halpern et al., 2007; Haussler & Hoffman, 2000, 2002; Labudde et al., 2000; Moore et al., 2014b; Newbill & Cennamo, 2008; Rosser, 2000; Yanowitz, 2004) guided this work to understand how these instructional strategies may influence student's perceptions of physics for both girls and boys. The overarching goal of this work was to understand similarities and differences between girls' and boys' perceptions about physics and physics-related careers. This convergent parallel mixed-methods study uses a series of student surveys and focus group interviews to identify and understand these similarities and differences. Classroom observations also helped to identify what instructional strategies teachers used that influence student perceptions. Findings from this study indicate very few differences between the perceptions of physics and physics-related careers for 6th grade girls and boys. However, the differences that exist, though subtle, may indicate how K-12 science instruction could more positively influence girls' perceptions. For instance, while girls are just as interested in science class as their male counterparts, they are more motivated when a social context is included; this has implications for how they view physics-related careers. The findings of this study shed light on not only why fewer females pursue careers in physics, but also how K-12 science reform efforts might help to increase these numbers.

An Elective Course on Antimicrobial Stewardship.

PubMed

Gauthier, Timothy P; Sherman, Elizabeth M; Unger, Nathan R

2015-12-25

To implement an antimicrobial stewardship (AS) elective course for second-year and third-year pharmacy students and to assess its impact on students' perceptions regarding the application of AS principles. A 2-credit elective course focusing on principles of AS incorporated prelecture didactic recordings with primary literature and guideline-based reading assignments, in-class active-learning group work and student-led presentations, and student-generated examination items. Perceptions were assessed by precourse and postcourse survey items. Graded course assessments included completion of preclass assignments (readings, prerecorded lecture and writing assessment items), in-class active participation and group presentations, a midpoint examination, and a final examination. An AS-themed elective course in a doctor of pharmacy curriculum incorporating preclass, self-directed learning and in-class group-based active-learning strategies positively impacted students' perceived understanding of AS strategies.

Student beliefs and learning environments: Developing a survey of factors related to conceptual change

NASA Astrophysics Data System (ADS)

Hanrahan, Mary

1994-12-01

This paper presents a model for the type of classroom environment believed to facilitate scientific conceptual change. A survey based on this model contains items about students' motivational beliefs, their study approach and their perceptions of their teacher's actions and learning goal orientation. Results obtained from factor analyses, correlations and analyses of variance, based on responses from 113 students, suggest that an empowering interpersonal teacher-student relationship is related to a deep approach to learning, a positive attitude to science, and positive self-efficacy beliefs, and may be increased by a constructivist approach to teaching.

Creating Mathematics Websites in Middle School

ERIC Educational Resources Information Center

King, Alessandra

2015-01-01

During middle school years, students generally finalise their attitude toward mathematics and their perception of themselves as students of mathematics in terms of aptitude, motivation, interest, and competence. Therefore, giving them varied opportunities to foster a positive and successful approach to the study of mathematics is critical, and can…

Academic Entitlement: Relations to Perceptions of Parental Warmth and Psychological Control

ERIC Educational Resources Information Center

Turner, Lisa A.; McCormick, Wesley H.

2018-01-01

Academic entitlement characterises students who expect positive academic outcomes without personal effort. The current study examined the relations of perceived parental warmth and parental psychological control with two dimensions of academic entitlement (i.e., entitled expectations and externalised responsibility) among college students.…

University Students' Perceptions of Issues Related to Agriculture.

ERIC Educational Resources Information Center

Terry, Robert, Jr.; Lawver, David E.

1995-01-01

Telephone interviews with 390 of 400 college students revealed an overall favorable impression of food safety and agriculture's impact on the economy and environment. Males were more positive about animal welfare and production agriculture. Gender, college major, and hometown were related to attitudes about agriculture issues. (SK)

Using Desmos to Draw in Mathematics

ERIC Educational Resources Information Center

King, Alessandra

2017-01-01

During their middle and early high school years, students generally finalise their attitude towards mathematics and their perception of themselves as students of mathematics, in terms of aptitude, motivation, interest, and competence. Therefore, giving them varied opportunities to foster a positive and successful approach to the study of…

Can Clinical Scenario Videos Improve Dental Students' Perceptions of the Basic Sciences and Ability to Apply Content Knowledge?

PubMed

Miller, Cynthia Jayne; Metz, Michael James

2015-12-01

Dental students often have difficulty understanding the importance of basic science classes, such as physiology, for their future careers. To help alleviate this problem, the aim of this study was to create and evaluate a series of video modules using simulated patients and custom-designed animations that showcase medical emergencies in the dental practice. First-year students in a dental physiology course formatively assessed their knowledge using embedded questions in each of the three videos; 108 to 114 of the total 120 first-year students answered the questions, for a 90-95% response rate. These responses indicated that while the students could initially recognize the cause of the medical emergency, they had difficulty in applying their knowledge of physiology to the scenario. In two of the three videos, students drastically improved their ability to answer high-level clinical questions at the conclusion of the video. Additionally, when compared to the previous year of the course, there was a significant improvement in unit exam scores on clinically related questions (6.2% increase). Surveys were administered to the first-year students who participated in the video modules and fourth-year students who had completed the course prior to implementation of any clinical material. The response rate for the first-year students was 96% (115/120) and for the fourth-year students was 57% (68/120). The first-year students indicated a more positive perception of the physiology course and its importance for success on board examinations and their dental career than the fourth-year students. The students perceived that the most positive aspects of the modules were the clear applications of physiology to real-life dental situations, the interactive nature of the videos, and the improved student comprehension of course concepts. These results suggest that online modules may be used successfully to improve students' perceptions of the basic sciences and enhance their ability to apply basic science content to clinically important scenarios.

Perceived stress and well-being among dental hygiene and dental therapy students.

PubMed

Harris, M; Wilson, J C; Holmes, S; Radford, D R

2017-01-27

Aims To explore dental hygiene and dental therapy students' (DHDTS') perception of stress and well-being during their undergraduate education and establish base-line data for further studies of this group of dental professionals.Subjects and methods A questionnaire was distributed to Years 1, 2 and 3 DHDTS and final year outreach dental students (DS) (as a comparison group), at the University of Portsmouth Dental Academy (UPDA), during summer 2015. Data were collected on students' perception of levels of stress and well-being. Statistical analyses were undertaken using SPSS software. Mann-Whitney U tests with Bonferroni corrections were used and the level for a statistically significant difference was set at p <0.002.Results A response rate of 81% (DHDTS) and 85% (DS) was achieved. Clinical factors and academic work were perceived as stressful for both DHDTS and DS, with no significant difference between the groups. The majority of respondents reported levels of depression, anxiety, and stress to be within the normal range. All students reported high levels of positive well-being, with DHDTS scoring significantly higher than DS in the dimensions of personal growth, purpose in life, self-acceptance and positive relations with others (p <0.002).Conclusions DHDTS and DS identified sources of stress within their undergraduate education, but also perceived themselves as positively-functioning individuals.

The scale on community care perceptions (scope) for nursing students: A development and psychometric validation study.

PubMed

van Iersel, Margriet; de Vos, Rien; Latour, Corine; Kirschner, Paul A; Scholte Op Reimer, Wilma

2018-05-11

The aim of this study was to develop a valid instrument to measure student nurses' perceptions of community care (SCOPE). DeVellis' staged model for instrument development and validation was used. Scale construction of SCOPE was based on existing literature. Evaluation of its psychometric properties included exploratory factor analysis and reliability analysis. After pilot-testing, 1062 bachelor nursing students from six institutions in the Netherlands (response rate 81%) took part in the study. SCOPE is a 35-item scale containing: background variables, 11 measuring the affective component, 5 measuring community care perception as a placement, 17 as a future profession, and 2 on the reasons underlying student preference. Principal axis factoring yielded two factors in the affective component scale reflecting 'enjoyment' and 'utility', two in the placement scale reflecting 'learning possibilities' and 'personal satisfaction', and four in the profession scale: 'professional development', 'collaboration', 'caregiving', and 'complexity and workload'. Cronbach's α of the complete scale was 0.892 and of the subscales 0.862, 0.696, and 0.810 respectively. SCOPE is a psychometrically sound instrument for measuring students' perceptions of community care. By determining these perceptions, it becomes possible to positively influence them with targeted curriculum redesign, eventually contributing to decreasing the workforce shortage in community nursing. Copyright © 2018 The Authors. Published by Elsevier Ltd.. All rights reserved.

Developing an audiovisual notebook as a self-learning tool in histology: perceptions of teachers and students.

PubMed

Campos-Sánchez, Antonio; López-Núñez, Juan-Antonio; Scionti, Giuseppe; Garzón, Ingrid; González-Andrades, Miguel; Alaminos, Miguel; Sola, Tomás

2014-01-01

Videos can be used as didactic tools for self-learning under several circumstances, including those cases in which students are responsible for the development of this resource as an audiovisual notebook. We compared students' and teachers' perceptions regarding the main features that an audiovisual notebook should include. Four questionnaires with items about information, images, text and music, and filmmaking were used to investigate students' (n = 115) and teachers' perceptions (n = 28) regarding the development of a video focused on a histological technique. The results show that both students and teachers significantly prioritize informative components, images and filmmaking more than text and music. The scores were significantly higher for teachers than for students for all four components analyzed. The highest scores were given to items related to practical and medically oriented elements, and the lowest values were given to theoretical and complementary elements. For most items, there were no differences between genders. A strong positive correlation was found between the scores given to each item by teachers and students. These results show that both students' and teachers' perceptions tend to coincide for most items, and suggest that audiovisual notebooks developed by students would emphasize the same items as those perceived by teachers to be the most relevant. Further, these findings suggest that the use of video as an audiovisual learning notebook would not only preserve the curricular objectives but would also offer the advantages of self-learning processes. © 2013 American Association of Anatomists.

Validation of the Clinical Learning Environment Inventory.

PubMed

Chan, Dominic S

2003-08-01

One hundred eight preregistration nursing students took part in this survey study, which assessed their perceptions of the clinical learning environment. Statistical data based on the sample confirmed the reliability and validity of the Clinical Learning Environment Inventory (CLEI), which was developed using the concept of classroom learning environment studies. The study also found that there were significant differences between students' actual and preferred perceptions of the clinical learning environments. In terms of the CLEI scales, students preferred a more positive and favorable clinical environment than they perceived as being actually present. The achievement of certain outcomes of clinical field placements might be enhanced by attempting to change the actual clinical environment in ways that make it more congruent with that preferred by the students.

Has the introduction of plain packaging with larger graphic health warnings changed adolescents’ perceptions of cigarette packs and brands?

PubMed Central

White, Victoria; Williams, Tahlia; Wakefield, Melanie

2015-01-01

Objective To examine the impact of plain packaging of cigarettes with enhanced graphic health warnings on adolescents’ perceptions of pack image and perceived brand differences. Methods Cross-sectional school-based surveys conducted in 2011 (prior to introduction of new cigarette packaging) and in 2013 (7–12 months afterwards). Students aged 12–17 years (2011 n=6338; 2013 n=5915) indicated whether they had seen a cigarette pack in previous 6 months. Students rated the character of four popular cigarette brands, indicated level of agreement regarding differences between brands in ease of smoking, quitting, addictiveness, harmfulness and look of pack; and indicated positive and negative perceptions of pack image. Changes in responses of students seeing cigarette packs in the previous 6 months (2011: 60%; 2013: 65%) were examined. Results Positive character ratings for each brand reduced significantly between 2011 and 2013. Changes were found for four of five statements reflecting brand differences. Significantly fewer students in 2013 than 2011 agreed that ‘some brands have better looking packs than others’ (2011: 43%; 2013: 25%, p<0.001), with larger decreases found among smokers (interaction p<0.001). Packs were rated less positively and more negatively in 2013 than in 2011 (p<0.001). The decrease in positive image ratings was greater among smokers. Conclusions The introduction of standardised packaging has reduced the appeal of cigarette packs. Further research could determine if continued exposure to standardised packs creates more uncertainty or disagreement regarding brand differences in ease of smoking and quitting, perceived addictiveness and harms. PMID:28407611

Pre-Nursing Students Perceptions of Traditional and Inquiry Based Chemistry Laboratories

NASA Astrophysics Data System (ADS)

Rogers, Jessica

This paper describes a process that attempted to meet the needs of undergraduate students in a pre-nursing chemistry class. The laboratory was taught in traditional verification style and students were surveyed to assess their perceptions of the educational goals of the laboratory. A literature review resulted in an inquiry based method and analysis of the needs of nurses resulted in more application based activities. This new inquiry format was implemented the next semester, the students were surveyed at the end of the semester and results were compared to the previous method. Student and instructor response to the change in format was positive. Students in the traditional format placed goals concerning technique above critical thinking and felt the lab was easy to understand and carry out. Students in the inquiry based lab felt they learned more critical thinking skills and enjoyed the independence of designing experiments and answering their own questions.

Attitudes towards Teaching and Perceptions of School Climate among Health Education Teachers in the United States, 2011-2012

ERIC Educational Resources Information Center

Cardina, Catherine E.; Fegley, Joshua M.

2016-01-01

Purpose: In general, teachers who are highly satisfied are more motivated teachers and positively affect health and student learning to improve academic achievement. The purpose of this study was to provide national-level data with regard to teachers' attitudes, perceptions, and beliefs related to teaching, job satisfaction, and working…

Dental Students', Alumni, and Dentists' Perspectives on Leadership: Impact of the Scholars Program in Dental Leadership.

PubMed

Niemchick, Audrey L; Delgado, Jessica; Taichman, Russell S; Inglehart, Marita R

2017-01-01

In 2006, the Scholars Program in Dental Leadership (SPDL) was created at the University of Michigan School of Dentistry with the aim of preparing dental students to take on leadership roles in their profession and communities. The aims of this quantitative study were to investigate how SPDL alumni and current participants evaluated this program; to assess whether SPDL alumni evaluated their leadership-related educational experiences, leadership perceptions, and attitudes towards leadership activities in dentistry more positively than did non-SPDL dental students and general dentists; and to explore if leadership-related educational/clinical experiences were correlated with these constructs. Participants were 218 of 431 dental students across all four years (response rate 51%), 32 of whom were participants in the SPDL; 32 of 53 SPDL alumni (response rate 60%); and 595 of 3,000 general dentists invited to participate (response rate 20%). Both current and past SPDL participants evaluated the program on average positively (3.75 and 3.92, respectively, on a five-point scale). Non-SPDL students and alumni evaluated leadership-related educational experiences more positively than did the dentists (3.65/3.61 vs. 2.49; p<0.001). Their evaluations of different indicators of dental leadership differed as well. Students and alumni evaluated being recognized (4.40/4.60 vs. 4.20; p<0.001), making a contribution to the community (4.04/4.40 vs. 3.81; p<0.001), and views on practice efficiency (4.61/4.53 vs. 4.36; p<0.001) more positively than did the general dentists. The SPDL alumni had more positive evaluations of organized dentistry (4.17 vs. 3.77/3.71; p=0.045) and academia (3.97 vs. 3.48/3.45; p=0.01) than did the students and general dentists. Educational/clinical experiences were positively correlated with most leadership-related constructs. These results showed that the SPDL positively affected alumni perceptions of leadership indicators and attitudes.

Dental students' perceptions of an online learning.

PubMed

Asiry, Moshabab A

2017-10-01

To identify the readiness of students for online learning, to investigate their preference and perception, and to measure the quality of online tutorials. A 14-statement questionnaire was administered to fourth year undergraduate dental students in male campus at King Saud University who completed preclinical orthodontic course. The students responded to each statement by using Likert scale. The results reveal a high agreement of students (27.8-31.5% agree and 38.9-50% strongly agree) on a possession of necessary computer skills and access to internet. 59.2% and 64.8% of the students replied that online flash lectures and procedural videos were helpful to their learning, respectively. With respect to students' learning preferences, few students preferred online flash lectures (31.5%) and procedural videos (17.1%). Most students (38.9% agree and 31.5% strongly agree) preferred a combination of traditional teaching methods and online learning. Overall, student attitudes were positive regarding online learning. The students viewed online learning helpful as a supplement to their learning rather than a replacement for traditional teaching methods.

Gauging events that influence students' perceptions of the medical school learning environment: findings from one institution.

PubMed

Shochet, Robert B; Colbert-Getz, Jorie M; Levine, Rachel B; Wright, Scott M

2013-02-01

The medical school learning environment (LE), encompassing the physical, social, and psychological context for learning, holds significant influence on students' professional development. Among these myriad experiences, the authors sought to gauge what students judge as influencing their perceptions of the LE. Fourth-year medical students at Johns Hopkins University participated in this cohort survey study before their 2010 graduation. A list of 55 events was iteratively revised and pilot-tested before being administered online. Responses assessed whether students experienced each event and, if so, the degree of impact on perceptions of the LE. A calculated mean impact score (MIS) provided a means to compare the relative impact of events. Of 119 students, 84 (71%) completed the survey. Students rated the overall LE as exceptional (29/84; 35%), good (36/84; 43%), fair (17/84; 20%), or poor (2/84; 2%). Eighty percent of students experienced at least 41 of the 55 events. MIS values ranged from 2.00 to 3.76 (highest possible: 4.00). Students rated positive events as having the highest impact. Few significant differences were found across gender, age, or surgical/nonsurgical specialty choice. MIS distributions differed between those perceiving the LE as exceptional or fair to poor for 22 (40%) of 55 events. This study attempted to identify the discrete events that medical students perceive as most affecting their sense of the LE. Knowing the phenomena that most strongly influence student perceptions can inform how settings, relationships, and interactions can be shaped for meaningful learning and professional formation.

Comparison of the perception of the educational atmosphere by nursing students in a Chilean university.

PubMed

Cerón, María Consuelo; Garbarini, Alda Isabel; Parro, Javiera Francisca

2016-01-01

Learning is situated within an environment, cannot be dissociated from the context in which it occurs and impacts upon the results of student learning, obtaining better results in favorably perceived environments. The elements that mostly affect that perception are the curricular contents, teaching methodologies, and the handling of the education atmosphere. These elements, complex and dynamic, are perceived differently according to the level of the career. Some studies establish that the perception improves as the student progresses in the career, while others show the opposite. Measure the perception of nursing students of the education atmosphere and compare the differences among the distinct levels of the career. This was a longitudinal prospective study. Settings and Participants The study was conducted with nursing students from the class of 2011 at Universidad de los Andes, Santiago-Chile. Sixty-one students complied with inclusion criteria and were surveyed in second (n=55), third (n=51), and fourth (n=34) years, during 2012, 2013, and 2014, respectively. The Dundee Ready Education Environment Measure questionnaire was applied. The STATA 10 program was used for analysis and the one way ANOVA was use to compare the results. The average perception of the education atmosphere was 133/200, obtaining more positive aspects than negative ones. Students improve their perception as they advance in the career. The three measurements repeat five items as weaknesses and 12 as strengths. It is convenient to bear in mind the difficulties of students to reconcile the clinical experiences with the theoretical classes on campus by continuous assessing the academic load and the demands made by each professor. Some strategies would include promoting professors' greater closeness with the students, considering travel times in the academic programming, as well as applying the basic theoretical contents in real clinical cases to give them relevance. Copyright © 2015 Elsevier Ltd. All rights reserved.

Surprising Possibilities Imagined and Realized through Information Technology: Encouraging High School Girls' Interests in Information Technology

ERIC Educational Resources Information Center

Forssen, Anna; Lauriski-Karriker, Tonya; Harriger, Alka; Moskal, Barbara

2011-01-01

SPIRIT is a three year project designed to increase high school students' interests in and their desire to pursue IT careers. This paper examines the results of the project during its second year of implementation. All student participants, and in particular female students, experienced a positive change in perception of gender stereotypes in IT…

Proposing a Primary School Principalship Model through Positive and Negative Metaphoric Perspective

ERIC Educational Resources Information Center

Erden, Ali

2016-01-01

Primary school ages are very important for the students. It is the time for most students to start their formal education period. The aim of the current research is to explore the perceptions of the teachers, 4th year initial teacher training students from education faculties, parents, vice principals and primary school principals as the key…

Instructor and Student Perceptions of Online Courses: Implications of Positioning Theory

ERIC Educational Resources Information Center

Phillips, Miriam Seyelene

2013-01-01

The increase in online course delivery in higher education has implications for students and instructors. In fall 2002, 1.6 million students took at least one online course and this number increased by the fall of 2012 to 6.7 million. The increase in the rate of enrollment in online courses in higher education provides an opportunity to examine…

Effects of a Math Intervention Program on Math Academic Performance among African American Students

ERIC Educational Resources Information Center

Johnson, Willie F., Jr.

2013-01-01

In the United States, an academic achievement gap has prevented many African American students from advancement and educational empowerment. Guided by Bandura's theoretical belief, which posits a relationship between social factors and an individual's perception, this non-experimental, causal comparative, control treatment group design study…

Perceptions and Possibilities

ERIC Educational Resources Information Center

Washington, Bennetta B.

1970-01-01

Not only do black students need assistance in solving problems, but so do school personnel with whom they come in daily contact. Counselors must realize how influential they are in helping youth form images and attitudes. Students need help in channeling energies toward constructive ends and in developing positive outlooks about life. (Author)

Service-Learning: A Venue for Enhancing Pre-Service Educators' Knowledge Base for Teaching

ERIC Educational Resources Information Center

Meaney, Karen; Griffin, Kent; Bohler, Heidi

2009-01-01

Scholarship of Teaching and Learning research examining the impact of service-learning on student's personal qualities has shown positive results. Findings indicate that students participating in high quality service-learning programs show increases in their perceptions of self-efficacy, civic responsibility, social justice, and diversity…

High School Students' Attitudes towards Spiders: A Cross-Cultural Comparison

ERIC Educational Resources Information Center

Prokop, Pavol; Tolarovicova, Andrea; Camerik, Anne M.; Peterkova, Viera

2010-01-01

Spiders are traditionally considered to be among the least popular of animals. Current evidence suggests that a negative attitude towards spiders could be influenced by both cultural and evolutionary pressures. Some researchers suggest that science education activities could positively influence students' perceptions of spiders. Their evidence is,…

Cultural Influences on Chinese Students' Asynchronous Online Learning in a Canadian University

ERIC Educational Resources Information Center

Zhao, Naxin; McDougall, Douglas

2008-01-01

This study explored six Chinese graduate students' asynchronous online learning in a large urban Canadian university. Individual interviews in Mandarin elicited their perceptions of online learning, their participation in it, and the cultural factors that influenced their experiences. In general, the participants had a positive attitude towards…

International Counseling Students in Turkey and Their Training Experiences

ERIC Educational Resources Information Center

Ilhan, Tahsin; Korkut-Owen, Fidan; Furr, Susan; Parikh, Sejal

2012-01-01

This study examines the perceptions and experiences of international counseling students (ICSs) in university training programs in Turkey. A majority of participants reported they had adjusted positively, but did experience problems related to language, food, and customs. Participants largely also thought that the training in Turkey met their…

Students’ perceptions of the academic learning environment in seven medical sciences courses based on DREEM

PubMed Central

Bakhshialiabad, Hamid; Bakhshi, Mohammadhosien; Hassanshahi, Gholamhossein

2015-01-01

Objective Learning environment has a significant role in determining students’ academic achievement and learning. The aim of this study is to investigate the viewpoints of undergraduate medical sciences students on the learning environment using the Dundee Ready Education Environment Measure (DREEM) at Rafsanjan University of Medical Sciences (RUMS). Methods The descriptive cross-sectional study was performed on 493 medical sciences students in the following majors: nursing, midwifery, radiology, operating room nursing, laboratory sciences, medical emergency, and anesthesia. The DREEM questionnaire was used as a standard tool. Data were analyzed using SPSS (v17) software. Student’s t-tests and analysis of variance (ANOVA) statistical tests were used. Results The mean of the achieved scores in the five domains was 113.5 out of 200 (56.74%), which was considered to be more positive than negative. The total mean scores for perception of learning, teaching, and atmosphere were 27.4/48 (57.24%), 24.60/44 (55.91%), and 26.8/48 (55.89%), respectively. Academic and social self-perceptions were 20.5/32 (64.11%) and 15.7/28 (56.36%), respectively. The total DREEM scores varied significantly between courses (P<0.01). The total scores of the students of operating room nursing, anesthesia, and laboratory sciences, first year students, and females were significantly higher than the other students (P<0.01). Conclusion The results have suggested that the students of medical sciences courses at RUMS generally hold positive perceptions toward their course environment. The differences between courses and their study pathway should be further investigated by analysis of specific items. Our results showed that it is essential for faculty members and course managers to make more efforts toward observing principles of instructional designs, to create an appropriate educational environment, and to reduce deficits in order to provide a better learning environment with more facilities and supportive systems for the students. PMID:25848331

Students' perception of school environment and life satisfaction at Sinhala-medium secondary schools in the Colombo District, Sri Lanka.

PubMed

Nonaka, Daisuke; Gunawardena, Nalika S; Indrawansa, Susantha; Nanri, Akiko; Rajapakse, Lalini; Mizoue, Tetsuya; Samarasinghe, Diyanath

2012-11-01

The objective of this study was to examine the associations between students' perception of physical and psychosocial school environment and satisfaction with life among secondary school students in Colombo District, Sri Lanka. Data were collected from 20 Sinhala-medium secondary schools between January and February in 2010. A questionnaire-based survey was conducted with students in grade seven (n = 342) and grade ten (n = 446). Multivariate logistic regression analysis, adjusted for confounding variables, was used to assess the associations between students'satisfaction with life measured by Cantril ladders, and scores of perceived physical and psychosocial school environment that focused on school cleanliness and attractiveness, relations with teachers and peers, satisfaction with school and bullying. Students in the highest quartile of school environment score were significantly more likely to have high life satisfaction, compared to those in the lowest quartile (adjusted odds ratio 2.32; 95% confidence interval 1.35-3.99). Odds ratio of high life satisfaction increased with increasing school environment scores (p for trend<0.001). In conclusion, students who perceived positive school environment were significantly more likely to have high life satisfaction. Positive changes in the focused areas of school environment have the potential to lead to improved life satisfaction of students.

Exploring Students' Ideas About Risks and Benefits of Nuclear Power Using Risk Perception Theories

NASA Astrophysics Data System (ADS)

Kılınç, Ahmet; Boyes, Edward; Stanisstreet, Martin

2013-06-01

Due to increased energy demand, Turkey is continuing to explore the possibilities of introducing nuclear power. Gaining acceptance from local populations, however, may be problematic because nuclear power has a negative image and risk perceptions are complicated by a range of psychological and cultural factors. In this study, we explore the views about nuclear power of school students from three locations in Turkey, two of which have been proposed as sites suitable for nuclear power plants. About half of the student cohort believed that nuclear power can supply continuous and sufficient electricity, but approximately three quarters thought that nuclear power stations could harm organisms, including humans, living nearby. Rather few students realized that adoption of nuclear power would help to reduce global warming and thereby limit climate change; indeed, three quarters thought that nuclear power would make global warming worse. There was a tendency for more students from the location most likely to have a nuclear power plant to believe negative characteristics of nuclear power, and for fewer students to believe positive characteristics. Exploration of the possible nuclear power programmes by Turkey offers an educational opportunity to understand the risk perceptions of students that affect their decision-making processes.

Undergraduates' Attitudes Toward Science and Their Epistemological Beliefs: Positive Effects of Certainty and Authority Beliefs

NASA Astrophysics Data System (ADS)

Fulmer, Gavin W.

2014-02-01

Attitudes toward science are an important aspect of students' persistence in school science and interest in pursuing future science careers, but students' attitudes typically decline over the course of formal schooling. This study examines relationships of students' attitudes toward science with their perceptions of science as inclusive or non-religious, and their epistemological beliefs about epistemic authority and certainty. Data were collected using an online survey system among undergraduates at a large, public US university (n = 582). Data were prepared using a Rasch rating scale model and then analyzed using multiple-regression analysis. Gender and number of science and mathematics courses were included as control variables, followed by perceptions of science, then epistemological beliefs. Findings show that respondents have more positive attitudes when they perceive science to be inclusive of women and minorities, and when they perceive science to be incompatible with religion. Respondents also have more positive attitudes toward science when they believe scientific knowledge is uncertain, and when they believe knowledge derives from authority. Interpretations of these findings and implications for future research are discussed.

Dimensions of school climate: teachers' or principals' power styles and subjects' propensities to be climate vigilant as related to students' perceptions of satisfaction and of peers' abusive behavior.

PubMed

Verhoek-Miller, Nancy; Miller, Duane I; Shirachi, Miyoko; Hoda, Nicholas

2002-08-01

Two studies investigated teachers' and principals' power styles as related to college students' retrospective ratings of satisfaction and peers' abusive behavior. One study also investigated retrospective self-perception as related to students' sensitivity to the occurrence of physical and psychological abuse in the school environment. Among the findings were positive correlations between subjects' perceptions that their typical elementary school teacher used referent, legitimate, or expert power styles and subjects' reported satisfaction with their elementary school experience. Small but statistically significant correlations were found suggesting that principals' power style was weakly associated with ratings of psychological abuse in elementary school and physical abuse in middle school. Also, students who rated themselves as intelligent, sensitive, attractive, and depressive had higher ratings of perceived psychological and physical abuse at school. It was concluded that parameters of leaders' power styles and subjects' vigilance might be useful for understanding school climates. Experimentally designed studies are required.

Teacher communication behavior and its association with students' cognitive and attitudinal outcomes in science in Taiwan

NASA Astrophysics Data System (ADS)

She, Hsiao-Ching; Fisher, Darrell

2002-01-01

In the study described in this article a questionnaire was employed that can be used to assess students' and teachers' perceptions of science teachers' interpersonal communication behaviors in their classroom learning environments. The Teacher Communication Behavior Questionnaire (TCBQ) has five scales: Challenging, Encouragement and Praise, Non-Verbal Support, Understanding and Friendly, and Controlling. The TCBQ was used with a large sample of secondary science students in Taiwan, which provided additional validation data for the TCBQ for use in Taiwan and cross-validation data for its use in English-speaking countries. Girls perceived their teachers as more understanding and friendly than did boys, and teachers in biological science classrooms exhibited more favorable behavior toward their students than did those in physical science classrooms. Differences were also noted between the perceptions of the students and their teachers. Positive relationships were found between students' perceptions of their teachers' communication behaviors and their attitudes toward science. Students' cognitive achievement scores were higher when students perceived their teacher as using more challenging questions, as giving more nonverbal support, and as being more understanding and friendly. The development of both teacher and student versions of the TCBQ enhances the possibility of the use of the instrument by teachers.

`Hard science': a career option for socially and societally interested students? Grade 12 students' vocational interest gap explored

NASA Astrophysics Data System (ADS)

Struyf, Annemie; Boeve-de Pauw, Jelle; Van Petegem, Peter

2017-11-01

A key theme in science education research concerns the decline in young peoples' interest in science and the need for professionals in hard science. Goal Congruity Theory posits that an important aspect of the decision whether to pursue hard science for study or as a career is the perception that hard science careers do not fulfil social (working with people) and societal (serving or helping others) interests. In this qualitative study, we explore grade 12 students' perceptions about the social and societal orientation of hard science careers. Furthermore, we investigate the variation in students' social and societal interests. Six focus groups were conducted with 58 grade 12 students in Flanders. Our results indicate that a number of students hold stereotypical views about hard science careers' social orientation, while others believe cooperation with others is an important aspect of hard science careers nowadays. Furthermore, our results show that students believe hard science careers can be societally oriented in the sense that they often associate them with innovation or societal progress. Finally, our results indicate that students may differentiate direct versus indirect societal orientation. These findings contribute to literature regarding social and societal interests and students' perceptions of hard science careers.

Facilitated family presence at resuscitation: effectiveness of a nursing student toolkit.

PubMed

Kantrowitz-Gordon, Ira; Bennett, Deborah; Wise Stauffer, Debra; Champ-Gibson, Erla; Fitzgerald, Cynthia; Corbett, Cynthia

2013-10-01

Facilitated family presence at resuscitation is endorsed by multiple nursing and specialty practice organizations. Implementation of this practice is not universal so there is a need to increase familiarity and competence with facilitated family presence at resuscitation during this significant life event. One strategy to promote this practice is to use a nursing student toolkit for pre-licensure and graduate nursing students. The toolkit includes short video simulations of facilitated family presence at resuscitation, a PowerPoint presentation of evidence-based practice, and questions to facilitate guided discussion. This study tested the effectiveness of this toolkit in increasing nursing students' knowledge, perceptions, and confidence in facilitated family presence at resuscitation. Nursing students from five universities in the United States completed the Family Presence Risk-Benefit Scale, Family Presence Self-Confidence Scale, and a knowledge test before and after the intervention. Implementing the facilitated family presence at resuscitation toolkit significantly increased nursing students' knowledge, perceptions, and confidence related to facilitated family presence at resuscitation (p<.001). The effect size was large for knowledge (d=.90) and perceptions (d=1.04) and moderate for confidence (d=.51). The facilitated family presence at resuscitation toolkit used in this study had a positive impact on students' knowledge, perception of benefits and risks, and self-confidence in facilitated family presence at resuscitation. The toolkit provides students a structured opportunity to consider the presence of family members at resuscitation prior to encountering this situation in clinical practice. Copyright © 2012 Elsevier Ltd. All rights reserved.

The effect of an interprofessional simulation-based education program on perceptions and stereotypes of nursing and medical students: A quasi-experimental study.

PubMed

Lockeman, Kelly S; Appelbaum, Nital P; Dow, Alan W; Orr, Shelly; Huff, Tanya A; Hogan, Christopher J; Queen, Brenda A

2017-11-01

Interprofessional education is intended to train practitioners to collaboratively address challenges in healthcare delivery, and interprofessional simulation-based education (IPSE) provides realistic, contextual learning experiences in which roles, responsibilities, and professional identity can be learned, developed, and assessed. Reducing negative stereotypes within interprofessional relationships is a prime target for IPSE. We sought to understand whether perceptions of interprofessional education and provider stereotypes change among nursing and medical students after participating in IPSE. We also sought to determine whether changes differed based on the student's discipline. This was a quasi-experimental pretest-posttest study. The study took place at a large mid-Atlantic public university with a comprehensive health science campus. 147 senior Bachelors of Science in Nursing students and 163 fourth-year medical students participated. Students were grouped into interprofessional teams for a two-week period and participated in three two-hour simulations focused on collaboration around acutely ill patients. At the beginning of the first session, they completed a pretest survey with demographic items and measures of their perceptions of interprofessional clinical education, stereotypes about doctors, and stereotypes about nurses. They completed a posttest with the same measures after the third session. 251 students completed both the pretest and posttest surveys. On all three measures, students showed an overall increase in scores after the IPSE experience. In comparing the change by student discipline, medical students showed little change from pretest to posttest on stereotypes of doctors, while nursing students had a significant increase in positive perceptions about doctors. No differences were noted between disciplines on changes in stereotypes of nurses. This study demonstrated that a short series of IPSE experiences resulted in improved perceptions of interprofessional practice and changes in stereotypical views of each profession even when the experience was not directly designed to address these issues. Differences observed between nursing and medical students should be explored further. Copyright © 2017 Elsevier Ltd. All rights reserved.

Teachers' perceptions of the benefits and the challenges of integrating educational robots into primary/elementary curricula

NASA Astrophysics Data System (ADS)

Khanlari, Ahmad

2016-05-01

Twenty-first century education systems should create an environment wherein students encounter critical learning components (such as problem-solving, teamwork, and communication skills) and embrace lifelong learning. A review of literature demonstrates that new technologies, in general, and robotics, in particular, are well suited for this aim. This study aims to contribute to the literature by studying teachers' perceptions of the effects of using robotics on students' lifelong learning skills. This study also seeks to better understand teachers' perceptions of the barriers of using robotics and the support they need. Eleven primary/elementary teachers from Newfoundland and Labrador English Schools District participated in this study. The results of this study revealed that robotics is perceived by teachers to have positive effects on students' lifelong learning skills. Furthermore, the participants indicated a number of barriers to integrate robotics into their teaching activities and expressed the support they need.

Educators' perceptions and attitudes toward school counseling and student personnel services: A cultural perspective

NASA Astrophysics Data System (ADS)

McPhee, Sidney A.

1985-12-01

This study was designed to survey and compare attitudes and perceptions toward school counseling and student personnel programs as held by educators in the Caribbean. The subjects in the study comprised 275 teachers and administrators employed in public and private junior and senior high schools in Nassau, Bahamas. The statistical tests used to analyze the data were the Kruskal-Wallis one-way analysis of variance and the Friedman two-way analysis for repeated measures. The findings indicate that administrators at all levels expressed significantly more favorable attitudes and perceptions toward counseling and student personnel programs in the schools than teachers. Teachers in the study expressed the following: (a) serious concern regarding the competency of practicing counselors in their schools; (b) a need for clarification of their role and function in the guidance process and a clarification of the counselor's role; and (c) minimum acceptable standards should be established for school counseling positions.

Understanding and perceptions of final-year Doctor of Pharmacy students about generic medicines in Karachi, Pakistan: a quantitative insight

PubMed Central

Jamshed, Shazia Qasim; Ibrahim, Mohamad Izham Mohamad; Hassali, Mohamad Azmi; Sharrad, Adheed Khalid; Shafie, Asrul Akmal; Babar, Zaheer-Ud-Din

2015-01-01

General objective To evaluate the understanding and perceptions of generic medicines among final-year Doctor of Pharmacy students in Karachi, Pakistan. Methods A 23-item survey instrument that included a question on the bioequivalence limits and Likert-type scale questions regarding the understanding and perceptions of generic medicines among the students was executed. Cronbach’s alpha was found to be 0.62. Results Responses were obtained from 236 final-year Doctor of Pharmacy students (n=85 from a publicly funded institute; n=151 from a privately funded institute). When comparing a brand-name medicine to a generic medicine, pharmacy students scored poorly on bioequivalence limits. More than 80% of the students incorrectly answered that all the products that are rated as generic equivalents are therapeutically equivalent to each other (P<0.04). Half of the students agreed that a generic medicine is bioequivalent to the brand-name medicine (P<0.001). With regard to quality, effectiveness, and safety, more than 75% of the students disagreed that generic medicines are of inferior quality and are less effective than brand-name medicines (P<0.001). More than 50% of the students disagreed that generic medicines produce more side effects than brand-name medicines (P<0.001). Conclusion The current study identified a positive perception toward generic medicines but also gaps in the understanding of generic medicines. Pharmacy students lacked a thorough understanding of the concepts of bioequivalence. Pharmacy academia should address these issues, which will help build confidence in generic medicines and increase the generic medicine use in Pakistan. PMID:26028981

Sex on the beach: the influence of social norms and trip companion on spring break sexual behavior.

PubMed

Lewis, Melissa A; Patrick, Megan E; Mittmann, Angela; Kaysen, Debra L

2014-06-01

Spring Break trips are associated with heavy drinking and with risky sexual behavior (e.g., unprotected sex, multiple partners, unwanted sexual contact), especially for those students who go on trips with friends. The present study adds to this growing event-specific risk literature by examining Spring Break-specific normative perceptions of sexual risk behavior and the role that these perceptions and taking a trip with a friend or with a romantic partner have on Spring Break sexual behavior. College students (N = 1,540; 53.9 % female) were asked to report descriptive normative perceptions of sex with casual partners, drinking prior to sex, number of drinks prior to sex, and condom use as well as their own Spring Break drinking and sexual behaviors. Students perceived the typical same-sex student to have engaged in more frequent sexual behavior for all outcomes than students' own self-reported sexual behavior. Furthermore, results revealed that these perceptions were positively associated with behavior. The choice of travel companion (friend(s) versus romantic partner) also differentially predicted sexual behaviors. Results suggested that intervention efforts aimed at reducing risks for Spring Break trip-takers may be strongest when they incorporate corrective normative information and target those traveling with friends.

The effects of team-based learning techniques on nursing students' perception of the psycho-social climate of the classroom.

PubMed

Koohestani, Hamid Reza; Baghcheghi, Nayereh

2016-01-01

Background: Team-based learning is a structured type of cooperative learning that is becoming increasingly more popular in nursing education. This study compares levels of nursing students' perception of the psychosocial climate of the classroom between conventional lecture group and team-based learning group. Methods: In a quasi-experimental study with pretest-posttest design 38 nursing students of second year participated. One half of the 16 sessions of cardiovascular disease nursing course sessions was taught by lectures and the second half with team-based learning. The modified college and university classroom environment inventory (CUCEI) was used to measure the perception of classroom environment. This was completed after the final lecture and TBL sessions. Results: Results revealed a significant difference in the mean scores of psycho-social climate for the TBL method (Mean (SD): 179.8(8.27)) versus the mean score for the lecture method (Mean (SD): 154.213.44)). Also, the results showed significant differences between the two groups in the innovation (p<0.001), student cohesiveness (p=0.01), cooperation (p<0.001) and equity (p= 0.03) sub-scales scores (p<0.05). Conclusion: This study provides evidence that team-based learning does have a positive effect on nursing students' perceptions of their psycho-social climate of the classroom.

Distance education in dental hygiene bachelor of science degree completion programs: As perceived by students and faculty

NASA Astrophysics Data System (ADS)

Tsokris, Maureen

This study investigated student and faculty perceptions of their experiences with online learning in dental hygiene Bachelor of Science degree completion programs on the dimensions of: quality of learning, connectedness to the learning environment, technology factors and student satisfaction. The experiences of dental hygiene students who took their core BS dental hygiene (BSDH) courses completely online were compared and contrasted with the perceptions of dental hygiene students who had taken a portion of the BSDH courses online and a portion in a traditional face-to-face classroom setting. Furthermore, this study compared and contrasted the perceptions of faculty on these same four dimensions based on the position held by the faculty member and the course format they are teaching in: online or a combination of online and a traditional face-to-face classroom setting. This study revealed several important differences and similarities between students who had taken their courses online and those who had taken a portion of the BSDH courses online and a portion in a traditional face-to-face classroom setting. The results showed students who had taken their courses online described factors related to the instructor as important to the quality of the learning experience such as: the experience and qualifications of the professor, the examples they provided and the instructors prompt response to questions. Students who had taken courses in both formats described factors related to the amount of effort they put into the course, their classmates' preparedness, the course materials and assignments as important to the quality of the learning experience. Although students who completed courses online reported difficulty participating in group activities, they were more positive regarding the level of interaction they experienced with their classmates online Findings indicated students who had taken their courses in both formats would have liked more opportunities to interact with their classmates. Furthermore, the online students reported participating in class discussions, posting their pictures and biographies, and using the class message board helped them develop a sense of belonging to the class community. While students that had taken classes in both formats believed that knowing their classmates from other classes is what gave them a sense of belonging to the class community. Regarding similarities between the student groups, the study revealed all students reported that not only were the convenience and flexibility of online courses the major factor that impacted their satisfaction; it was the main reason they would take other online courses and would recommend the program to others. An additional similarity between student groups was the students' perceptions of the level of interaction with their instructors. A large majority of the students felt the interaction with professors was very good. Likewise, the study revealed most students reported no issues with technology or the courseware, and that their computer skills had improved greatly after taking online courses. The results of the study indicated students felt they had learned a great deal in their online classes, that the classes were challenging and that they were actively engaged in the learning process. The results of the study showed that overall faculty was well informed regarding the factors that influence the quality of the learning experience. Moreover, they were aware of the significant role they play in developing discourse, and in providing well organized courses that incorporated various instructional techniques. Findings indicated faculty recognized that flexibility and convenience of online classes is a very important aspect of the online environment for students. The data revealed there were no differences found in the faculty's perceptions on the dimensions explored based on the format they taught in or faculty position. The findings of this study showed several important areas where faculty perceptions differed. It was found that differences exist in faculty perceptions related to students' ability to interact with their classmates online, in the degree of opportunity students have to interact with the instructor, and on the type of feedback important to students In addition, the data showed a number of faculty do not believe learning outcomes in online classes are similar to the learning outcomes in traditional classes. Finally, the data indicated that slightly more than two-thirds of the faculty participants had received training in online course development.

Health care interprofessional education: encouraging technology, teamwork, and team performance.

PubMed

2014-04-01

It is critical to prepare nurses for future practice to work in teams by engaging students in interprofessional education (IPE) that fosters positive attitudes toward teamwork. The purpose of this study was to examine the effects of computer-supported IPE on students’ attitudes and perceptions toward health care teamwork and team performance. A hybrid approach to IPE was used to provide students with an educational experience that combined the benefits of traditional face-to-face communication methodology with a computer-mediated platform that focused on reflection and team building. A statistically significant difference was found in students’ perceptions of team performance after engaging in computer-supported IPE. No statistically significant difference in students’ pretest–posttest composite attitude toward teamwork scores was noted; however, there was a positive trend toward improved scores.

Interprofessional simulation-based education program: a promising approach for changing stereotypes and improving attitudes toward nurse-physician collaboration.

PubMed

Liaw, Sok Ying; Siau, Chiang; Zhou, Wen Tao; Lau, Tang Ching

2014-11-01

An effective working relationship between physicians and nurses is enhanced by fostering positive perceptions and collaborative attitudes between the two professions. This brief paper examines the effect of an interprofessional simulation-based communication education program in enhancing medical and nursing students' perceptions of each other's profession and their attitudes toward nurse-physician collaboration. Pretest-Posttest design was conducted on 96 medical and nursing students who demonstrated the existence of professional stereotypes in the baseline data. This study showed that by promoting open communication, shared information and decision-making, mutual respect, and trust during the interprofessional simulation training, a positive transformation on the stereotypes and attitudes toward nurse-physician collaboration can be achieved. Copyright © 2014 Elsevier Inc. All rights reserved.

Syllable Structure Universals and Native Language Interference in Second Language Perception and Production: Positional Asymmetry and Perceptual Links to Accentedness

PubMed Central

Cheng, Bing; Zhang, Yang

2015-01-01

The present study investigated how syllable structure differences between the first Language (L1) and the second language (L2) affect L2 consonant perception and production at syllable-initial and syllable-final positions. The participants were Mandarin-speaking college students who studied English as a second language. Monosyllabic English words were used in the perception test. Production was recorded from each Chinese subject and rated for accentedness by two native speakers of English. Consistent with previous studies, significant positional asymmetry effects were found across speech sound categories in terms of voicing, place of articulation, and manner of articulation. Furthermore, significant correlations between perception and accentedness ratings were found at the syllable onset position but not for the coda. Many exceptions were also found, which could not be solely accounted for by differences in L1–L2 syllabic structures. The results show a strong effect of language experience at the syllable level, which joins force with acoustic, phonetic, and phonemic properties of individual consonants in influencing positional asymmetry in both domains of L2 segmental perception and production. The complexities and exceptions call for further systematic studies on the interactions between syllable structure universals and native language interference with refined theoretical models to specify the links between perception and production in second language acquisition. PMID:26635699

An analysis of high school students' perceptions and academic performance in laboratory experiences

NASA Astrophysics Data System (ADS)

Mirchin, Robert Douglas

This research study is an investigation of student-laboratory (i.e., lab) learning based on students' perceptions of experiences using questionnaire data and evidence of their science-laboratory performance based on paper-and-pencil assessments using Maryland-mandated criteria, Montgomery County Public Schools (MCPS) criteria, and published laboratory questions. A 20-item questionnaire consisting of 18 Likert-scale items and 2 open-ended items that addressed what students liked most and least about lab was administered to students before labs were observed. A pre-test and post-test assessing laboratory achievement were administered before and after the laboratory experiences. The three labs observed were: soda distillation, stoichiometry, and separation of a mixture. Five significant results or correlations were found. For soda distillation, there were two positive correlations. Student preference for analyzing data was positively correlated with achievement on the data analysis dimension of the lab rubric. A student preference for using numbers and graphs to analyze data was positively correlated with achievement on the analysis dimension of the lab rubric. For the separating a mixture lab data the following pairs of correlations were significant. Student preference for doing chemistry labs where numbers and graphs were used to analyze data had a positive correlation with writing a correctly worded hypothesis. Student responses that lab experiences help them learn science positively correlated with achievement on the data dimension of the lab rubric. The only negative correlation found related to the first result where students' preference for computers was inversely correlated to their performance on analyzing data on their lab report. Other findings included the following: students like actual experimental work most and the write-up and analysis of a lab the least. It is recommended that lab science instruction be inquiry-based, hands-on, and that students be tested for lab content acquisition. The final conclusion of the study is that students expressed a preference for working in groups and working with materials and equipment as opposed to individual, non-group work and analyzing data.

Millennial's perspective of clicker technology in a nursing classroom: A Mixed methods research study.

PubMed

Toothaker, Rebecca

2018-03-01

Nursing education is facing challenges and a shift in paradigm within the nursing classroom. Educators need to explore innovative strategies that engage students. Clickers are one tool that can enhance participation, protect anonymity, and promote learning of concepts. This mixed methods study evaluated nursing student's perceptions of clicker technology during lecture. This study uses a 9-item questionnaire to explore perceived levels of student perception of the technology of clickers in a nursing classroom. The sample consisted of ninety-nine sophomore and senior level nursing students. Participants were recruited using convenience sampling. Ninety-one percent of the students agreed or strongly agreed that the use of clickers helped them to develop a better understanding of the subject matter when compared to traditional lecture based class. The findings portray a positive correlation of learning and an enhanced pedagogical approach for nursing students. Copyright © 2017 Elsevier Ltd. All rights reserved.

Blended learning in biochemistry education: analysis of medical students' perceptions.

PubMed

de Fátima Wardenski, Rosilaine; de Espíndola, Marina Bazzo; Struchiner, Miriam; Giannella, Taís Rabetti

2012-07-01

The objective of this study was to analyze first-year UFRJ medical students' perceptions about the implementation of a blended learning (BL) experience in their Biochemistry I course. During the first semester of 2009, three Biochemistry professors used the Constructore course management system to develop virtual learning environments (VLEs) for complementing course Modules I, II, and IV, using different resources and activities. Forty-nine students (46%) took part in the study. Results show that, in general, students gave positive evaluations to their experiences with BL, indicating that the VLEs have not only motivated but also facilitated learning. Most of the students reported that access to resources in the three modules provided a more in-depth approach to Biochemistry education and greater study autonomy. Students suggested that the VLEs could be better used for promoting greater communication among participants. Copyright © 2012 Wiley Periodicals, Inc.

Perceptions of problem-based learning (PBL) group effectiveness in a socially-culturally diverse medical student population.

PubMed

Singaram, V S; Dolmans, D H J M; Lachman, N; van der Vleuten, C P M

2008-07-01

A key aspect of the success of a PBL curriculum is the effective implementation of its small group tutorials. Diversity among students participating in tutorials may affect the effectiveness of the tutorials and may require different implementation strategies. To determine how students from diverse backgrounds perceive the effectiveness of the processes and content of the PBL tutorials. This study also aims to explore the relationship between students' perceptions of their PBL tutorials and their gender, age, language, prior educational training, and secondary schooling. Data were survey results from 244 first-year student-respondents at the Nelson Mandela School of Medicine at the University of KwaZulu-Natal in South Africa. Exploratory factor analysis was conducted to verify scale constructs in the questionnaire. Relationships between independent and dependent variables were investigated in an analysis of variance. The average scores for the items measured varied between 3.3 and 3.8 (scale value 1 indicated negative regard and 5 indicated positive regard). Among process measures, approximately two-thirds of students felt that learning in a group was neither frustrating nor stressful and that they enjoyed learning how to work with students from different social and cultural backgrounds. Among content measures, 80% of the students felt that they learned to work successfully with students from different social and cultural groups and 77% felt that they benefited from the input of other group members. Mean ratings on these measures did not vary with students' gender, age, first language, prior educational training, and the types of schools they had previously attended. Medical students of the University of KwaZulu-Natal, regardless of their backgrounds, generally have positive perceptions of small group learning. These findings support previous studies in highlighting the role that small group tutorials can play in overcoming cultural barriers and promoting unity and collaborative learning within diverse student groups.

Exploring students' perceptions and performance on predict-observe-explain tasks in high school chemistry laboratory

NASA Astrophysics Data System (ADS)

Vadapally, Praveen

This study sought to understand the impact of gender and reasoning level on students' perceptions and performances of Predict-Observe-Explain (POE) laboratory tasks in a high school chemistry laboratory. Several literature reviews have reported that students at all levels have not developed the specific knowledge and skills that were expected from their laboratory work. Studies conducted over the last several decades have found that boys tend to be more successful than girls in science and mathematics courses. However, some recent studies have suggested that girls may be reducing this gender gap. This gender difference is the focal point of this research study, which was conducted at a mid-western, rural high school. The participants were 24 boys and 25 girls enrolled in two physical science classes taught by the same teacher. In this mixed methods study, qualitative and quantitative methods were implemented simultaneously over the entire period of the study. MANOVA statistics revealed significant effects due to gender and level of reasoning on the outcome variables, which were POE performances and perceptions of the chemistry laboratory environment. There were no significant interactions between these effects. For the qualitative method, IRB-approved information was collected, coded, grouped, and analyzed. This method was used to derive themes from students' responses on questionnaires and semi-structured interviews. Students with different levels of reasoning and gender were interviewed, and many of them expressed positive themes, which was a clear indication that they had enjoyed participating in the POE learning tasks and they had developed positive perceptions towards POE inquiry laboratory learning environment. When students are capable of formal reasoning, they can use an abstract scientific concept effectively and then relate it to the ideas they generate in their minds. Thus, instructors should factor the nature of students' thinking abilities into their instructional strategies and strive to create a learning environment where students are engaged in thinking, learning, and acting in meaningful and beneficial ways. POE learning tasks enhance students' laboratory experiences and can help deepen their understanding of the empirical nature of science. Key words: predict observe explain, gender, science laboratory inquiry, reasoning ability, social constructivism, mixed methods.

Impact of an educational program on nursing students' caring and self-perception in intensive clinical training in Jordan.

PubMed

Khouri, Rawda

2011-01-01

Framing and development of clinical skills in nursing students during their clinical practice is critical because this can shape their future caring skills. Professional caring empowers patients and contributes to their well-being and health. Education may enhance the capacity of nurses to be effective caring practitioners. Their study program encourages caring behavior in nursing students, consequently affecting their professional self-perception. The present study investigated the effect of an educational program on caring behavior and professional self-perception in nursing students using a controlled pre/post test study design. The study sample consisted of 50 nursing students undertaking their final year in 2010-2011. Subjects were randomly assigned to either an experimental or a control group. The study was conducted in two critical care units affiliated to the Ma'an and Queen Rania hospitals in the south of Jordan. The instruments utilized were the Caring Dimensions Inventory, Nursing Students Attitude Observational Checklist, and Professional Self-Concept of Nurses Instrument. The study findings favor the effect of the educational program because there was increased knowledge and understanding of caring theory and related concepts, a more holistic approach to care, enhanced caring practices, and improved self-perception in the study group compared with the control group during different periods of assessment. The study group showed significantly better caring perception in psychological, technical, and professional terms than the control group during different periods of assessment. There was a significant positive trend of overall professional self-perception for the study group compared with the control group. Nursing curricula should incorporate concepts and principles that guide students in developing caring, safe, competent, and professional behavior. Nursing students must seek educational opportunities to acquire knowledge for role preparation, to participate in knowledge generation, and for personal and professional development.

Male students’ perceptions about gender imbalances in a speech-language pathology and audiology training programme of a South African institution of higher education

PubMed Central

2018-01-01

Background The professions of speech-language pathology and audiology (SLPA) are characterised by occupational gender segregation. Reasons given by men are a lack of awareness of SLPA; a perception of poor salaries; a perception of poor working conditions; a stereotype that the profession is a female occupation; and a perception that working with children is feminine. Objectives The aim of this study was to describe the perceptions of male students in a specific SLPA training programme regarding gender imbalances. The objectives were to describe the influences of gender on the career orientation of students, the factors shaping students’ career choices and the experiences of students during their undergraduate training. Method This study followed a quantitative descriptive survey design. Thirty-one conveniently sampled male SLPA students, across different years of study, completed a self-administered questionnaire. Results Participants indicated that they did not believe in the gendered nature of occupations and that SLPA are not ‘female only’ professions. They (65%) recorded that they considered salary and career prospects for choosing a career, and 74% specified that they chose SLPA because of a desire to help people. The perception of male students regarding their training appears to be positive as participants are comfortable with the clinical (71%) and learning (77%) activities. However, barriers were reported and some lecture information may be more obvious or applicable to female students. A need was identified to address the issue of working alone with paediatric clients and pertains to the societal awareness regarding sexual harassment of children, which may impact spontaneity in engagements. Conclusion The recruitment of male students should be prioritised to better reflect the client population served by the professions. Recommendations include career counselling in rural schools, recruitment campaigns to identify interested students, public awareness regarding the professions and guidance regarding working with paediatric clients. PMID:29781703

Perceptions of Pre-Service Teachers on Mentor Teachers' Roles in Promoting Inclusive Practicum: Case Studies in U.S. Elementary School Contexts

ERIC Educational Resources Information Center

Maddamsetti, Jihea

2018-01-01

This case study examines a Chinese and Korean-Chinese pre-service teachers' perceptions of their mentor teachers' role in supporting inclusive practicum experiences in USA elementary school contexts. The findings demonstrate that a mentor teacher's open conversations and willingness to host those students bring positive influence on their learning…

Does Sense of Community Matter? An Examination of Participants' Perceptions of Building Learning Communities in Online Courses

ERIC Educational Resources Information Center

Liu, Xiaojing; Magjuka, Richard J.; Bonk, Curtis J.; Lee, Seung-hee

2007-01-01

Using a case study approach, this study explored the participants' perceptions of building learning communities in online courses in an online MBA program. The findings suggested that students felt a sense of belonging to a learning community when they took online courses in this program. The study found positive relationships between sense of…

Effects of a 12-Week Resistance Exercise Program on Physical Self-Perceptions in College Students

ERIC Educational Resources Information Center

Moore, Justin B.; Mitchell, Nathanael G.; Bibeau, Wendy S.; Bartholomew, John B.

2011-01-01

There is an increase in literature suggesting exercise can promote positive changes in physical self-perceptions that can manifest as an increase in global self-esteem. In the present study, we assessed self-esteem using the hierarchical framework of the Exercise and Self-Esteem Model (EXSEM) along with cognitive facets at the subdomain level…

The Relationship between Superintendents' Perceptions about Gifted Education and the Content of Local Academically or Intellectually Gifted Education Plans

ERIC Educational Resources Information Center

Clark, Kaye B.

2016-01-01

A public school superintendent, as the chief executive officer in a district, is in a unique position to influence the programs addressing the needs of gifted students in that district. A superintendent's beliefs could impact program content, resource allocation, and priority status. This study looked at superintendents' perceptions of the North…

"The West Wing" as Endorsement of the U.S. Presidency: Expanding the Bounds of Priming in Political Communication.

ERIC Educational Resources Information Center

Holbert, R. Lance; Pillion, Owen; Tschida, David A.; Armfield, Greg G.; Kinder, Kelly; Cherry, Kristin L.; Daulton, Amy R.

2003-01-01

Uses priming as a theoretical basis to investigate potential effects of NBC's television program "The West Wing" on individual-level perceptions of the U.S. presidency among a group of undergraduate students. Finds the program primed more positive images of the U.S. Presidency that subsequently influenced individual-level perceptions. Extends…

Broadening Participation in the Life Sciences with Social-Psychological Interventions.

PubMed

Tibbetts, Yoi; Harackiewicz, Judith M; Priniski, Stacy J; Canning, Elizabeth A

Randomized controlled trials (RCTs) have recently documented the positive effects of social-psychological interventions on the performance and retention of underrepresented students in the life sciences. We review two types of social-psychological interventions that address either students' well-being in college science courses or students' engagement in science content. Interventions that have proven effective in RCTs in science courses (namely, utility-value [UV] and values-affirmation [VA] interventions) emphasize different types of student values-students' perceptions of the value of curricular content and students' personal values that shape their educational experiences. Both types of value can be leveraged to promote positive academic outcomes for underrepresented students. For example, recent work shows that brief writing interventions embedded in the curriculum can increase students' perceptions of UV (the perceived importance or usefulness of a task for future goals) and dramatically improve the performance of first-generation (FG) underrepresented minority students in college biology. Other work has emphasized students' personal values in brief essays written early in the semester. This VA intervention has been shown to close achievement gaps for women in physics classes and for FG students in college biology. By reviewing recent research, considering which interventions are most effective for different groups, and examining the causal mechanisms driving these positive effects, we hope to inform life sciences educators about the potential of social-psychological interventions for broadening participation in the life sciences. © 2016 Y. Tibbetts et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Body image and weight perceptions in relation to actual measurements by means of a new index and level of physical activity in Italian university students.

PubMed

Zaccagni, Luciana; Masotti, Sabrina; Donati, Roberta; Mazzoni, Gianni; Gualdi-Russo, Emanuela

2014-02-11

Body image perception depends on anthropometric and psychological factors. Body dissatisfaction is influenced by the socio-cultural environment and is associated with eating disorders and low self-esteem. This study examined the body image perception, the degree of dissatisfaction and the weight status perception inconsistency in relation to sex, weight status and amount of physical activity in a sample of university students. The participants were 734 university students (354 females aged 21.5 ± 2.9 yrs and 380 males aged 22.1 ± 3.6 yrs) recruited from the second year of the Sport Sciences degree program. A self-administered questionnaire was used to acquire socio-demographic and sport participation information. Height, weight, BMI and weight status were considered for each subject. Body image perception was assessed by a silhouette matching technique. A new index, FAI (Feel status minus Actual status Inconsistency), was used to assess weight status perception inconsistency. A large proportion of the sample had normal weight status. On average, females chose as feel status a significantly higher figure than the males (4.7 versus 3.8) and they would have liked to have a significantly thinner figure than the males (3.4 versus 3.6). Therefore, the mean FID (Feel minus Ideal Discrepancy) values (positive in both sexes) were significantly higher in females than in males, meaning higher dissatisfaction. The mean FAI values were positive in females and negative in males, indicating a tendency of the women to overestimate their weight status and of the men to underestimate it. Men were more physically active than women. Less active women showed significantly lower body weight and BMI than more active women. Men less engaged in physical activity showed significantly higher FID than more active men. These results show greater dissatisfaction and higher weight status perception consistency in females than in males among Italian university students examined. Our findings suggest that the FAI index can be very useful to evaluate the perceived weight status by body image in comparison to actual weight status assessed anthropometrically.

The effects of task and resource interdependence on achievement and social support: an exploratory study of Italian children.

PubMed

Bertucci, Andrea; Johnson, David W; Johnson, Roger T; Conte, Stella

2011-01-01

The relative efficacy of positive task interdependence, positive resource interdependence, and individualistic learning were compared with achievement and academic and personal social support. The authors randomly assigned to conditions 66 7th-grade Italian students with no previous experience in cooperative learning. They participated in 6 90-min instructional sessions dealing with the dangers of smoking, alcohol, and drugs. The results indicated that students assigned to the task-interdependence and resource-interdependence conditions achieved higher and perceived greater peer academic support than did students working individually. Students in the resource-interdependence condition showed a higher perception of peer personal support than students assigned to the other conditions.

Academic Help-Seeking Behavior Among Student Pharmacists

PubMed Central

Gubbins, Paul O.; Ragland, Denise; Norman, Sarah E.; Flowers, Schwanda K.; Stowe, Cindy D.; DeHart, Renee M.; Pace, Anne; Hastings, Jan K.

2013-01-01

Objectives. To identify factors associated with academic help-seeking behavior among student pharmacists at a public university. Methods. Semi-structured focus group interviews were conducted to explore in depth perceptions of facilitators of and barriers to the help-seeking behavior and academic achievement of student pharmacists who had received a D or F grade in any year. A 4-part survey instrument was developed and administered to all student pharmacists and included sections for (1) attitudes and academic help-seeking behavior, (2) health status, (3) demographics, and (4) open comments. A structural equation modeling approach was used to assess relationships among domains of interest. Results. Three student focus groups noted that helpfulness of faculty members and school administrators were 2 prominent facilitators of help-seeking behavior and academic achievement. Diminished quality of life caused by stress and depression was the primary barrier to help-seeking and achievement. Three hundred four (68.6%) student pharmacists completed the survey instrument. Academic help-seeking behavior was influenced mostly by perceived academic competence and perceived faculty helpfulness. In contrast, ambivalence and perception of help-seeking as threatening were 2 factors that were negatively associated with academic help-seeking behavior. Conclusions. Academic help-seeking behavior was positively related to greater perceived academic competence and positive relationships among student pharmacists and faculty members. PMID:23459559

Students' expectations of the future: hopelessness as a barrier to self-determination.

PubMed

Palmer, S B; Wehmeyer, M L

1998-04-01

The development of self-determination depends on the emergence of positive beliefs about oneself and one's future. Research has suggested that these positive perceptions are the outcome of a process of learning and using problem-solving skills and the achievement of perceived or actual control, referred to as learned hopefulness. Expectations for the future (e.g., hopefulness/hopelessness) of students with mental retardation, learning disabilities, or students without disabilities were examined. Students with mental retardation were significantly less hopeful than were their peers with learning disabilities or without disabilities. Implications from these findings for the development of self-determination were discussed.

A new approach to assess student perceptions of gains from an REU program

NASA Astrophysics Data System (ADS)

Houser, C.; Cahill, A. T.; Lemmons, K.

2013-12-01

Research Experience for Undergraduate (REU) programs are designed to recruit students to science and engineering research careers by allowing the students to conduct research with faculty mentors. The success of REU programs is commonly assessed based on student perceptions of gains using a simple Likert scale. Because students tend to be positive about all aspects of their research experience, the results of the Likert scale tend to be meaningless. An alternative assessment technique, similar to Q-analysis, is used to assess the perceived outcomes of an international REU program hosted by Texas A&M University. Students were required to sort commonly identified REU outcomes into a normal distribution, from most agree to least agree, based on what they perceive as their personal gains from the program. Factor analysis reveals 3 groups of students who believe that they gained field and analytical skills (Group 1), greater competence in research and self-confidence (Group 2), and an improved understanding of the scientific method (Group 3). Student perceptions appear to depend on whether the student had previous research experience through classes and/or as a research assistant at their home institution. A comparison to a similar sort of REU outcomes by the faculty mentors suggests that there is a slight disconnect in the perceived gains by the students between the student participants and the faculty mentors.

Place Attachment and Place Disruption: The Perceptions of Selected Adults and High School Students on a Rural School District Reorganization.

ERIC Educational Resources Information Center

Wieland, Regi Leann

2001-01-01

Interviews with adult residents and high school students in two rural Kansas communities that had consolidated their high schools found that adults in the community that lost its high school had more negative reactions and feelings of loss than adults in the community that retained its high school. Student reactions were generally positive.…

Chinese Secondary School Students' Conceptions of Assessment and Achievement Emotions: Endorsed Purposes Lead to Positive and Negative Feelings

ERIC Educational Resources Information Center

Chen, Junjun; Brown, Gavin T. L.

2018-01-01

Student perceptions of the purposes of assessment have been shown to be significant predictors of self-regulated learning. Their relationship to achievement emotions is less well understood. This paper reports a survey study of Chinese middle and high school students (N = 1,393) self-reported conceptions of the purpose of assessment and their…

Expanding Students' Perceptions of Scientists through the Dramatic Technique of Role on the Wall

ERIC Educational Resources Information Center

Swanson, Carolyn

2016-01-01

This paper highlights the use of a drama convention--"Role on the Wall"--to teach the Nature of Science (NOS) in a Year 7/8 classroom. Students were positioned as "expert" scientists re-investigating the science behind the sinking of the Wahine in a Mantle of the Expert unit. Students drew a "Role on the Wall" of a…

Assessed Perceptions of Female Materials Science and Engineering Graduates on Academic Advising, Student Support Services and Retention Strategies

ERIC Educational Resources Information Center

Washington, Renita Linette

2013-01-01

Females currently undertaking STEM-related programs can benefit from knowing about how other females who had been in a similar position as them were able to persevere through the challenges of higher education with the help of advisement and student support services that aim to increasing student retention. While there have been a depth of studies…

Evidence-Based Practice Knowledge, Perceptions, and Behavior: A Multi-Institutional, Cross-Sectional Study of a Population of U.S. Dental Students.

PubMed

Straub-Morarend, Cheryl L; Wankiiri-Hale, Christine R; Blanchette, Derek R; Lanning, Sharon K; Bekhuis, Tanja; Smith, Becky M; Brodie, Abby J; Oliveira, Deise Cruz; Handysides, Robert A; Dawson, Deborah V; Spallek, Heiko

2016-04-01

The aim of this study was to help inform faculty and curriculum leaders in academic dental institutions about the knowledge, skills, perceptions, and behavior of an institutionally diverse population of dental students with respect to evidence-based practice (EBP). A survey utilizing the validated Knowledge, Attitudes, Access, and Confidence Evaluation instrument developed by Hendricson et al. was conducted in 2012 with fourth-year dental students at seven geographically dispersed U.S. dental schools. The survey addressed elements of EBP knowledge, attitudes toward EBP, behavior in accessing evidence, and perceptions of competence in statistical analysis. A total of 138 students from the seven schools participated. A slight majority of these students correctly responded to the knowledge of critical appraisal questions. While the students demonstrated positive attitudes about EBP, they did not report high levels of confidence in their critical appraisal skills. The findings also showed that the students accessed various sources of evidence with differing frequencies. The most frequently accessed resources were colleagues, the Internet (excluding Cochrane Database of Systematic Reviews), and textbooks. The results of this study help to identify areas for improvement in EBP education in order to advance dental students' preparation to become evidence-based practitioners.

A longitudinal study of health professional students' attitudes towards interprofessional education at an American university.

PubMed

Wong, Risa Liang; Fahs, Deborah Bain; Talwalkar, Jaideep S; Colson, Eve R; Desai, Mayur M; Kayingo, Gerald; Balanda, Matthew; Luczak, Anthony G; Rosenthal, Marjorie S

2016-01-01

Efforts to improve interprofessional education (IPE) are informed by attitudes of health professional students, yet there are limited US data on student characteristics and experiences associated with positive attitudes towards IPE. A cohort of US medical, nursing, and physician associate students was surveyed in their first and third years, using the Readiness for Interprofessional Learning Scale and Interdisciplinary Education Perception Scale. Information was also collected on demographics and experiences during training. Health professional students differed in their attitudes towards IPE; characteristics associated with having more positive attitudes at both time points included being a nursing student, female, older, and having more previous healthcare experience. Students who participated in interprofessional extracurricular activities (particularly patient-based activities) during training reported more positive attitudes in the third year than those who did not participate in such activities. Based on these findings, schools may consider how student characteristics and participation in interprofessional extracurricular activities can affect attitudes regarding IPE. Building on the positive elements of this interprofessional extracurricular experience, schools may also want to consider service-learning models of IPE where students work together on shared goals.

Eliciting Help Without Pity: The Effect of Changing Media Images on Perceptions of Disability.

PubMed

Kamenetsky, Stuart B; Dimakos, Christina; Aslemand, Asal; Saleh, Amani; Ali-Mohammed, Saamiyah

2016-01-01

This study investigated whether newer, more positive disability charity images can elicit helping behavior without producing pity. One hundred sixty-one university undergraduate students were presented with 35 older (1960-1990) and newer (1991-2010) disability charity images and completed a questionnaire about each image. Results indicate that overall, identification with depicted individuals was low; positive attitudes and perceptions of capabilities were moderate to high. Newer images led to more positive responses, but no significant difference in willingness to help. Eliciting pity through negative depictions of disability appears not to be a necessary precondition for eliciting helping behavior toward people with disabilities.

Diversity of Emotional Intelligence among Nursing and Medical Students.

PubMed

Chun, Kyung Hee; Park, Euna

2016-08-01

The purpose of this study is to identify the types of perception of emotional intelligence among nursing and medical students and their characteristics using Q methodology, and to build the basic data for the development of a program for the would-be medical professionals to effectively adapt to various clinical settings in which their emotions are involved. Data were collected from 35 nursing and medical students by allowing them to classify 40 Q statements related to emotional intelligence and processed using the PC QUANL program. The perceptions of emotional intelligence by nursing and medical students were categorized into three types: "sensitivity-control type", "sympathy-motivation type", and "concern-sympathy type". The perceptions of emotional intelligence by nursing and medical students can represent an effective coping strategy in a situation where emotion is involved. In the medical profession, an occupation with a high level of emotional labor, it is important to identify the types of emotional intelligence for an effective coping strategy, which may have a positive effect on the performance of an organization. Based on the findings of this study, it is necessary to plan an education program for vocational adaptability for nursing and medical students by their types.

Student perceptions of a community engagement experience: exploration of reflections on social responsibility and professional formation.

PubMed

Furze, Jennifer; Black, Lisa; Peck, Kirk; Jensen, Gail M

2011-08-01

Physical therapy educators are challenged to emphasize the importance of social responsibility as a vital curricular element of professional development. Through reflection, students are able to identify core values, beliefs, and attitudes as part of the professional development process. The purpose of this study was to explore student perceptions and values of a community engagement experience based upon frequency of participation. This qualitative research report investigated student perceptions of the community experience following participation. Data collection tools included an open-ended questionnaire and focus group interviews. Comparisons were made across data for participants who engaged in the activity one time versus multiple times. Data analysis revealed participation in the community engagement experience had a positive impact on most participants. One time only participants demonstrated increased self-awareness, contemplating change, and capacity to serve while more than one time participants described a deeper understanding of community, impact on others, and professional transformation. Student involvement in community engagement activities combined with structured reflection provided meaningful insight into participants' personal beliefs. The results suggest incorporation of community-based learning experiences into academic curriculum may be beneficial in the students' preliminary understanding of social responsibility.

Assessment of Self-Perceived Knowledge in e-Health Among Undergraduate Students.

PubMed

Edirippulige, Sisira; Samanta, Mayukh; Armfield, Nigel R

2018-02-01

Growing research evidence shows the value of e-health in healthcare delivery. While efforts are made to implement e-health in mainstream healthcare, relatively modest attention has been paid to develop e-health knowledge and skills in health practitioners. Using a pre-post design, in this study, we aimed to examine self-reported knowledge and perception changes associated with an e-health course offered to university undergraduate students in Australia. Pre- and postsurveys were used to examine self-reported knowledge and perception changes relating to e-health among undergraduate students. All students enrolled in an e-health course (n = 165) were asked to complete an identical survey in the first and last week of the semester. The response rates were 53% (n = 87) for the presurvey and 52% (n = 85) for the postsurvey. For all items, changes in self-reported knowledge and perception were statistically significant in pre/post median scores and dichotomized negative/positive proportions. Students believed the course helped them to improve their knowledge regarding key aspects of e-health. It is important to design an e-health curriculum targeting competencies to provide necessary knowledge and skills to help students practice e-health in their professional careers.

Replacing Stressful Challenges with Positive Coping Strategies: A Resilience Program for Clinical Placement Learning

ERIC Educational Resources Information Center

Delany, C.; Miller, K. J.; El-Ansary, D.; Remedios, L.; Hosseini, A.; McLeod, S.

2015-01-01

Clinical education is foundational to health professional training. However, it is also a time of increased stress for students. A student's perception of stressors and their capacity to effectively manage them is a legitimate concern for educators, because anxiety and decreased coping strategies can interfere with effective learning, clinical…

Elementary School Counselors' Perceptions of Reality Play Counseling in Students' Relationship Building and Problem-Solving Skills

ERIC Educational Resources Information Center

Davis, Eric S.; Clark, Mary Ann

2012-01-01

In this qualitative study, eight school counselors participated in a series of reality play counseling trainings introducing techniques appropriate for counseling upper-grade elementary school students to enhance positive relationship building and problem solving skills. Participants were interviewed and their transcripts were analyzed using…

A Study of Entropy in the Perception of African American College Students

ERIC Educational Resources Information Center

Roberts, Robin A.

2011-01-01

People who earn college degrees are more likely positioned socially, occupationally, and economically for consideration of leadership roles and salary increases. Research conducted by Adams (2008) revealed that regardless of a students' gender, race, social, or economic status, the impact of a college education on lifetime earnings is 20%…

Distinguishing between Positive and Negative Social Bonding in Problem Drinking among College Students

ERIC Educational Resources Information Center

Zullig, Keith J.; Young, Michael; Hussain, Mohammad

2010-01-01

Background: To reduce problem drinking, interventions must be directed toward those factors associated with problem drinking. Purpose: This study examined how perceptions of the role of alcohol related to problem drinking among a convenience sample of 301 college students. Methods: Fifteen items concerned with drinking behavior or perceptions…

Understanding Positive and Negative Communication Instances between Special Educators and Parents of High School Students with EBD

ERIC Educational Resources Information Center

Mires, Carolyn B.

2015-01-01

Using a multiple case study methodology, interviews were conducted to examine current practices and perceptions of the communication practices of teachers working with high school students with emotional and behavioral disorders (EBD). These interviews involved questions about general communication instances which occurred each week, communication…

School District Professional Learning: Teachers' Perceptions of Instructional Leadership, Teacher Practice, and Student Learning

ERIC Educational Resources Information Center

Avery, Christine M.

2013-01-01

This dissertation study includes an evaluation of a school district model of professional learning that aims to improve school administrators' instructional leadership skills and teacher practice to positively impact student learning. This study employs a valid and reliable survey instrument that measures professional learning standards. The…

Students' Democratic Experiences in School: A Multilevel Analysis of Social-Emotional Influences

ERIC Educational Resources Information Center

Eckstein, Katharina; Noack, Peter

2014-01-01

Despite the importance of a democratic school context, little is known about its underling processes. The present research examined in how far a positive social-emotional classroom climate, namely perceptions of community in class and fairness of teachers, furthers students' democratic experiences in school (i.e., open classroom climate for…

Bridging Spaces: Cross-Cultural Perspectives on Promoting Positive Online Learning Experiences

ERIC Educational Resources Information Center

Luyt, Ilka

2013-01-01

The globalization of online courses has transformed online learning into cross-cultural learning spaces. Students from non-English backgrounds are enrolling in credit-bearing courses and must adjust their thinking and writing to adapt to online practices. Online courses have as their aim the construction of knowledge, but students' perceptions of…

Teaching English Learners: Building on Cultural and Linguistic Strengths

ERIC Educational Resources Information Center

Souto-Manning, Mariana

2010-01-01

Souto-Manning examines the role of classroom discourse analysis in helping to change a teacher's perceptions of English Language Learners from students who need "fixing" to experts from whom teachers may learn. She finds that blurring the lines between teacher/student and subject/object positions opens up pedagogical third spaces that are often…

How Today's Undergraduate Students See Themselves as Tomorrow's Socially Responsible Leaders

ERIC Educational Resources Information Center

Ricketts, Kristina G.; Bruce, Jacklyn A.; Ewing, John C.

2008-01-01

A new generation of leaders is needed not only to build local partnerships in today's communities, but to assume all positions of leadership. Undergraduate students within a College of Agricultural Sciences at a large land grant university were given the Socially Responsible Leadership Scale (SLRS) to determine their self-perception of leadership…

Positive Psychology Factors as Predictors of Latina/o College Students' Psychological Grit

ERIC Educational Resources Information Center

Vela, Javier Cavazos; Smith, Wayne D.; Whittenberg, James F.; Guardiola, Rebekah; Savage, Miranda

2018-01-01

Latina/o college students (N = 130) provided perceptions of psychological grit, presence of meaning in life, search for meaning in life, hope, life satisfaction, and mindfulness. Hope and mindfulness were significant predictors of psychological grit. A discussion regarding the importance of these findings and implications for counselors are…

Fashion in the Classroom: Effects of Attire on Student Perceptions of Instructors in College Classes.

ERIC Educational Resources Information Center

Morris, Tracy L.; And Others

1996-01-01

Finds that more formal dress (business suits, dress shoes) was associated with increased ratings of teaching assistants' competence, particularly for female students rating female instructors. Shows, however, that contrary to common assumptions, the most positive influences of instructor dress were found in the highly casual condition (faded…

The Athlete Stigma in Higher Education

ERIC Educational Resources Information Center

Simons, Herbert D.; Bosworth, Corey; Fujita, Scott; Jensen, Mark

2007-01-01

In this study 538 collegiate athletes were asked how they were perceived and treated by faculty and other non athlete students. 33% reported they were perceived negatively by professors and 59.1% by students. Only 15% reported positive perceptions. 61.5% reported they were refused or given a hard time when requesting accommodations for athletic…

Validation of the Elementary Social Behavior Assessment: A Measure of Student Prosocial School Behaviors

ERIC Educational Resources Information Center

Pennefather, Jordan T.; Smolkowski, Keith

2015-01-01

We describe the psychometric evaluation of the "Elementary Social Behavior Assessment" (ESBA™), a 12-item scale measuring teacher-preferred, positive social skills. The ESBA was developed for use in elementary school classrooms to measure teacher perceptions of students using time-efficient, web-based data collection methods that allow…

Physical Attractiveness: Its Influence on the Perceptions of Counselors.

ERIC Educational Resources Information Center

Sanders, Connie H.; Borowy, Thomas D.

Research has shown that a client's positive views of a counselor enhance commitment to treatment, positive outcome expectancies, and receptivity to counselor influence. To examine the impact of counselor gender and physical attractiveness on perceived counselor effectiveness, 60 college students evaluated male and female counselors on 15 variables…

Measuring the Computer-Related Self-Concept

ERIC Educational Resources Information Center

Langheinrich, Jessica; Schönfelder, Mona; Bogner, Franz X.

2016-01-01

A positive self-concept supposedly affects a student's well-being as well as his or her perception of individual competence at school. As computer-based learning is becoming increasingly important in school, a positive computer-related self-concept (CSC) might help to enhance cognitive achievement. Consequently, we focused on establishing a short,…

Classified Staff Perceptions of Behavior and Discipline: Implications for Schoolwide Positive Behavior Supports

ERIC Educational Resources Information Center

Feuerborn, Laura L.; Tyre, Ashli D.; Beaudoin, Kathleen

2018-01-01

Classified staff are important stakeholders in schools and commonly interact with students across grade levels, subject matter areas, and physical locations--making their involvement in the implementation of schoolwide positive behavior interventions and supports (SWPBIS) essential. However, their voice, including the intentional and systematic…

Clinical learning environments (actual and expected): perceptions of Iran University of Medical Sciences nursing students

PubMed Central

Bigdeli, Shoaleh; Pakpour, Vahid; Aalaa, Maryam; Shekarabi, Robabeh; Sanjari, Mahnaz; Haghani, Hamid; Mehrdad, Neda

2015-01-01

Background: Educational clinical environment has an important role in nursing students' learning. Any difference between actual and expected clinical environment will decrease nursing students’ interest in clinical environments and has a negative correlation with their clinical performance. Methods: This descriptive cross-sectional study is an attempt to compare nursing students' perception of the actual and expected status of clinical environments in medical-surgical wards. Participants of the study were 127 bachelor nursing students of Iran University of Medical Sciences in the internship period. Data gathering instruments were a demographic questionnaire (including sex, age, and grade point average), and the Clinical Learning Environment Inventory (CLEI) originally developed by Professor Chan (2001), in which its modified Farsi version (Actual and Preferred forms) consisting 42 items, 6 scales and 7 items per scale was used. Descriptive and inferential statistics (t-test, paired t-test, ANOVA) were used for data analysis through SPSS version 16. Results: The results indicated that there were significant differences between the preferred and actual form in all six scales. In other word, comparing with the actual form, the mean scores of all items in the preferred form were higher. The maximum mean difference was in innovation and the highest mean difference was in involvement scale. Conclusion: It is concluded that nursing students do not have a positive perception of their actual clinical teaching environment and this perception is significantly different from their perception of their expected environment. PMID:26034726

Mathematics and science acceleration in grade eight: School leaders' perceptions and satisfaction

NASA Astrophysics Data System (ADS)

Graham, Kenneth

Shifts in attitudes regarding academic program accessibility to provide the most rigorous academic opportunities to all students will not occur smoothly without departmental level leaders who believe in the potential benefits of accelerating larger numbers of students. Without the support and the belief of the department level leadership, practices such as open enrollment and universal acceleration that target school equity will be doomed to failure. This study was conducted using a questionnaire developed by the researcher called the Perceptions of Acceleration and Leadership Survey. The survey was distributed to all math and science department leaders within a suburban region of New York. The survey sought to determine how the perceptions of acceleration, job satisfaction, self-efficacy, and role longevity for the department level leaders are impacted by their personal demographics, professional characteristics, and community characteristics. The study did not reveal any statistically significant differences among department level leaders' personal, professional, and community characteristics with respect to perceptions of acceleration. There were significant differences for job satisfaction, self-efficacy, and role longevity for several intervening and independent variables within the study. Statistically significant correlations were found between beliefs in college preparation and perceptions of acceleration as well as relationships with the community and perceptions of acceleration. The results indicate the importance of hiring department leaders who recognize the potential for accelerating more students, hiring more ethnically diverse candidates for these leadership positions, affording department level leaders with significant professional development, and evaluation of administrative structures to maximize student success.