Measuring Student Engagement in the Online Course: The Online Student Engagement Scale (OSE)

ERIC Educational Resources Information Center

Dixson, Marcia D.

2015-01-01

Student engagement is critical to student learning, especially in the online environment, where students can often feel isolated and disconnected. Therefore, teachers and researchers need to be able to measure student engagement. This study provides validation of the Online Student Engagement scale (OSE) by correlating student self-reports of…

Isolation of medical students: communication barrier and its effect on career.

PubMed

Gul, Mahwish; Rasool, Ahsan; Khalid, Laiba Binte; Rasool, Maleeha; Khan, Farmanullah; Ayub, Muhammad; Marwat, Salim

2012-01-01

Communication barriers affect student-student interaction and student-patient interaction. This study is aimed at exploring the social, cultural and academic spheres where medical students feel getting isolated. Questionnaire based cross-sectional survey was undertaken at Ayub Medical College, Abbottabad in the month of July, 2013. Cluster sampling technique was employed. Linguistic problems in the college greatly affected medical students. Female medical student are comparatively more affected. These problems were less common in 1st year and most common in 3rd year where clinical classes are started. There are distinct gender based problems in communicating among male and female student with as many as 37.2% reported feeling difficulty in communicating with students of opposite gender. However this difficulty in communication gradually faded on proceeding from 1st year towards final year. About frank interaction with opposite gender, 65.9% students felt that society had negative impact upon it. While communicating with patients of opposite gender, almost a quarter of students (27.3%) reported facing difficulties, 56.9% students reported to have abject apathy towards the colleagues of opposite gender. Linguistic issues, gender discrimination, negative impact of society and lack of concern for fellow colleagues is affecting student-student interaction and student-patient interaction. There is need to create student friendly environment.

Towards a Better Understanding of Sickness Absence in Adolescence: A Qualitative Study among Dutch Intermediate Vocational Education Students

PubMed Central

Feron, Frans J. M.; van Mook, Marlieke A. W.; de Rijk, Angelique

2017-01-01

An adequate approach to sickness absence can reduce school dropout which is a major problem in Intermediate Vocational Education (IVE). This practice-based study explores the sickness absence reasons and factors influencing reporting the sickness, from a student's perspective. Semistructured interviews were held until saturation. Data were collected and analysed by a multidisciplinary research team including youth health care physicians working with IVE students. The results show that, according to the students, reasons for sickness reporting were health-related or related to problems at home or in school. Students view their sickness absence as necessity, as asking for understanding, or as pardonable. Their views depended on (1) the perception of medical legitimacy, (2) feeling able to take their own responsibility, (3) feeling being taken seriously at school, and (4) the perception that the sickness reporting procedure at school is anonymous and easy. In conclusion, reporting sickness seems more a reaction to a necessity or opportunity than the result of a conscious decision-making process. Personalizing the sickness reporting procedures and demonstrating interest rather than control while discussing the sickness absence with the individual IVE student might very well affect their sickness absence levels. PMID:28573135

Towards a Better Understanding of Sickness Absence in Adolescence: A Qualitative Study among Dutch Intermediate Vocational Education Students.

PubMed

Vanneste, Yvonne T M; Feron, Frans J M; van Mook, Marlieke A W; de Rijk, Angelique

2017-01-01

An adequate approach to sickness absence can reduce school dropout which is a major problem in Intermediate Vocational Education (IVE). This practice-based study explores the sickness absence reasons and factors influencing reporting the sickness, from a student's perspective. Semistructured interviews were held until saturation. Data were collected and analysed by a multidisciplinary research team including youth health care physicians working with IVE students. The results show that, according to the students, reasons for sickness reporting were health-related or related to problems at home or in school. Students view their sickness absence as necessity, as asking for understanding, or as pardonable. Their views depended on (1) the perception of medical legitimacy, (2) feeling able to take their own responsibility, (3) feeling being taken seriously at school, and (4) the perception that the sickness reporting procedure at school is anonymous and easy. In conclusion, reporting sickness seems more a reaction to a necessity or opportunity than the result of a conscious decision-making process. Personalizing the sickness reporting procedures and demonstrating interest rather than control while discussing the sickness absence with the individual IVE student might very well affect their sickness absence levels.

School-level contextual predictors of bullying and harassment experiences among adolescents.

PubMed

Gower, Amy L; McMorris, Barbara J; Eisenberg, Marla E

2015-12-01

Bullying and prejudice-based harassment frequently occur in school settings and have significant consequences for the health and wellbeing of young people. Yet far fewer studies have examined the role of the school environment in peer harassment than individual factors. This multilevel study examined associations between a variety of school-level risk and protective factors and student-level reports of bullying and prejudice-based harassment during adolescence. Data come from 8th, 9th, and 11th graders who completed the 2013 Minnesota Student Survey (N = 122,180 students nested in 505 schools). School-level variables were created by aggregating student report data in five areas: academic orientation to school, internal assets, teacher-student relationship quality, feelings of safety at school, and receipt of disciplinary action. Results indicated that youth attending schools with a higher proportion of students with strong internal assets had lower odds of nearly every type of bullying and prejudice-based harassment assessed when compared to youth attending schools with a lower proportion of students with strong internal assets. Additionally, the proportion of students feeling unsafe at school was a fairly consistent risk factor for most types of peer harassment. Findings support the idea that prevention programs aimed at improving school-wide internal assets and feelings of safety at school may be key prevention points. Copyright © 2015 Elsevier Ltd. All rights reserved.

Hyperventilation complaints in music performance anxiety among classical music students.

PubMed

Studer, Regina; Danuser, Brigitta; Hildebrandt, Horst; Arial, Marc; Gomez, Patrick

2011-06-01

Despite the importance of respiration and hyperventilation in anxiety disorders, research on breathing disturbances associated with hyperventilation is rare in the field of music performance anxiety (MPA, also known as stage fright). The only comparable study in this area reported a positive correlation between negative feelings of MPA and hyperventilation complaints during performance. The goals of this study were (a) to extend these previous findings to the period before performance, (b) to test whether a positive correlation also exists between hyperventilation complaints and the experience of stage fright as a problem, (c) to investigate instrument-specific symptom reporting, and (d) to confirm gender differences in negative feelings of MPA and hyperventilation complaints reported in other studies. We assessed 169 university students of classical music with a questionnaire comprising: the State-Trait Anxiety Inventory for negative feelings of MPA, the Nijmegen Questionnaire for hyperventilation complaints, and a single item for the experience of stage fright as a problem. We found a significant positive correlation between hyperventilation complaints and negative feelings of MPA before performance and a significant positive correlation between hyperventilation complaints and the experience of stage fright as a problem. Wind musicians/singers reported a significantly higher frequency of respiratory symptoms than other musicians. Furthermore, women scored significantly higher on hyperventilation complaints and negative feelings of MPA. These results further the findings of previous reports by suggesting that breathing disturbances associated with hyperventilation may play a role in MPA prior to going on stage. Experimental studies are needed to confirm whether hyperventilation complaints associated with negative feelings of MPA manifest themselves at the physiological level. Copyright © 2010 Elsevier Inc. All rights reserved.

Computer-Assisted Text-Analysis for ESL Students.

ERIC Educational Resources Information Center

Reid, Joy; And Others

1983-01-01

Reports an investigation into possibilities of using word processors and text analysis software with English as second language (ESL) students to determine (1) if foreign students can learn to use computer equipment, (2) if students feel time invested is worthwhile, and (3) if ESL students' problems with writing American academic prose can be…

"You're Only Young Once:" Things College Students Report Doing Now Before it is Too Late

ERIC Educational Resources Information Center

Ravert, Russell D.

2009-01-01

This exploratory study examined the extent to which emerging adult college students report engaging in behaviors now because they feel they will lose those opportunities later in life. Students at a large Midwestern U.S. university (N = 248) reported how often they do or try something because they will not be able to do it later as an adult and…

Feedback on Feedback Practice: Perceptions of Students and Academics

ERIC Educational Resources Information Center

Mulliner, Emma; Tucker, Matthew

2017-01-01

While feedback is widely considered central to student learning, students across the higher education sector commonly report dissatisfaction with the feedback they receive. In contrast, academics often feel they provide quality and informative feedback. This article explores and compares the perceptions of students and academics with regard to…

Dental vs. Medical Students' Comfort with Smoking Cessation Counseling: Implications for Dental Education.

PubMed

Allen, Staci Robinson; Kritz-Silverstein, Donna

2016-08-01

The aim of this study was to determine if dental and medical students have similar feelings of professional responsibility, comfort, and confidence with counseling patients about smoking cessation during their clinical years. All third- and fourth-year osteopathic medical (N=580) and dental students (N=144) at Western University of Health Sciences were invited to participate in a survey in April-July 2014, either electronically or in person, regarding their perceived professional responsibility, comfort, and confidence in counseling smokers about quitting and major constraints against counseling smokers about quitting. Respondents' demographic characteristics, smoking history, and history of living with a smoker were also assessed. Response rates were 21% (124/580) for medical and 82% (118/144) for dental students. Most of the responding medical (99.2%) and dental (94.9%) students reported feeling it was their professional responsibility to counsel patients about smoking cessation. Medical student respondents were significantly more comfortable and confident counseling patients about smoking cessation than dental student respondents (p<0.001). Students in the third year were just as comfortable and confident counseling patients about smoking cessation as students in the fourth year (p>0.10). There were no differences by age, but students who were former smokers were significantly more comfortable and confident counseling about smoking cessation than were nonsmokers (p=0.001). While almost all of the responding students reported feeling responsible for counseling patients about smoking cessation, the medical students and former smokers were more comfortable and confident performing this counseling. These results suggest the need for additional training in counseling techniques for dental students and nonsmokers. Future studies should assess the impact of medical and dental students' smoking cessation counseling.

The Effects of Teacher Match on Students' Academic Perceptions and Attitudes

ERIC Educational Resources Information Center

Egalite, Anna J.; Kisida, Brian

2018-01-01

Using student survey data from six U.S. school districts, we estimate how assignment to a demographically similar teacher affects student reports of personal effort, happiness in class, feeling cared for and motivated by their teacher, the quality of student-teacher communication, and college aspirations. Relying on a classroom fixed-effects…

Safe, Affirming, and Productive Spaces: Classroom Engagement among Latina High School Students

ERIC Educational Resources Information Center

Cooper, Kristy S.

2013-01-01

Responding to recent reports that Latina students often lack feelings of belonging at school and are dropping out in increasing numbers, this study explores how classroom environments influence engagement or disengagement among Latina students. Through case studies with five Latina 10th-grade students, this research examines how variations in the…

Does Reflective Learning with Feedback Improve Dental Students' Self-Perceived Competence in Clinical Preparedness?

PubMed

Ihm, Jung-Joon; Seo, Deog-Gyu

2016-02-01

The value of dental students' self-assessment is often debated. The aim of this study was to explore whether reflective learning with feedback enabled dental students to more accurately assess their self-perceived levels of preparedness on dental competencies. Over 16 weeks, all third- and fourth-year students at a dental school in the Republic of Korea took part in clinical rotations that incorporated reflective learning and feedback. Following this educational intervention, they were asked to assess their perceptions of their clinical competence. The results showed that the students reported feeling most confident about performing periodontal treatment (mean 7.1 on a ten-point scale) and least confident about providing orthodontic care (mean 5.6). The fourth-year students reported feeling more confident on all the competencies than the third-year students. Their self-perceived competence in periodontal treatment and oral medicine significantly predicted the instructors' clinical evaluations. This study offered insights into determining if structured reflective learning with effective feedback helps to increase dental students' self-perceived level of clinical preparedness.

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…

Does yoga shape body, mind and spiritual health and happiness: Differences between yoga practitioners and college students.

PubMed

Monk-Turner, Elizabeth; Turner, Charlie

2010-07-01

To assess the body, mind and spirit differences between yoga students compared with college students. Mind, body and spirit survey instruments administered to the two groups. Five indicators to measure mental wellness were significantly different between yoga practitioners and college students. On three of these five measures, college students reported more mental wellness than yoga practitioners - in other words, the relationship was the inverse of what was expected. College students reported maintaining stability in their life more often than yoga practitioners as well as more often experiencing satisfying interpersonal relationships. College students were also more likely than yoga practitioners to report being tolerant of others, whether or not they approved of their behavior or beliefs. Yoga practitioners were more likely than college students to report having strong morals and healthy values as well as the ability to express their feelings and consider the feelings of others. We found differences between yoga practitioners and college students on more than half of our spirit items (five of nine). Yoga practitioners were more likely than college students to report expressing their spirituality appropriately and in healthy ways, recognizing the positive contribution faith could make to the quality of life (significant at the 0.07 level), routinely undertaking new experiences to enhance spiritual health and having a positive outlook on life. Further, we found support for the proposition that yoga practitioners were more likely to report experiencing happiness within. Significant differences between yoga and college students were found on the body, mind and spirit measurement instrument. Further work needs to address the complexities of these relationships.

[Exposure to tobacco advertisement and promotion programs among Chinese middle school students: a cross-sectional survey].

PubMed

Xiao, Lin; Yang, Jingqi; Zhao, Luhua; Jiang, Yuan; Chen, Xinyue

2015-04-01

To exam the exposure status to tobacco advertisement and promotion programs in Chinese middle school students. Stratified multi-stage cluster sampling was used to select participated grade 7-9 middle school students in 31 provinces (n = 155 117). A self-administrated questionnaire was used in which questions related to behavior on tobacco use, exposure to second-hand smoking (SHS), access to tobacco products and prices, tobacco control advocacy, exposure to tobacco advertisement, and promotion as well as attitude and knowledge towards tobacco, etc. Data was weighted and analyzed, using the complex survey module of SAS 9.3 software. In the past 30 days, 48.5% of the students had a chance to see advertisement or promotion programs on tobacco. Tobacco advertisement or promotion were most frequently seen on TV (21.3%) among students, followed by outdoor billboard (20.1%), at the stands for sale (17.5%), and Internet (15.6%). In addition, 4.6% of the students reported having kept the items related to brand logos of tobacco products; 2.0% reported having been offered a free tobacco product by tobacco company representatives; 69.7% reported having seen scenes related to smoking on TV/videos/movie screens. Twenty five point two percent of the student smokers reported buying individual sticks at last purchase. Among those students who had never been exposed to tobacco, the ones who had been exposed to tobacco advertisement and promotion programs reported that they were more likely to feel smoking attractive than those who had not. They also reported that if a cigarette was offered by friends, they might try to smoke within the next 12 months, feeling that smoking would make him/her comfortable, and finally to feel that they might enjoy smoking (P < 0.000 1). Adolescents had been heavily exposed to tobacco advertisement and promotion programs in China. Students who had been exposed to tobacco advertisement or promotions were more likely to express positive attitude to tobacco use. It is urgent to make amendments to China's Advertising Law to completely prohibit tobacco advertisement, promotion and sponsorship programs, to keep the young people away from tobacco.

Sexual Harassment Training and Reporting in Athletic Training Students

ERIC Educational Resources Information Center

Mansell, Jamie; Moffit, Dani M.; Russ, Anne C.; Thorpe, Justin N.

2017-01-01

Context: Sexual harassment is a growing concern in higher education. Athletic training students should feel safe in their programs, whether in the didactic or clinical setting. Though the Commission on Accreditation of Athletic Training Education creates standards to keep the students safe, there are none regarding sexual harassment training for…

Sex and Schools: By the Numbers

ERIC Educational Resources Information Center

Phi Delta Kappan, 2013

2013-01-01

This article offers numerical information and statistics regarding sex and schools. It provides answers to questions such as: (1) Are teenagers sexually active?; (2) How widespread is educator sexual misconduct?; (3) Do students report abuse?; (4) Do gay and lesbian students feel safe at school?; (5) How often do LGBT students hear derogatory…

Correlation between stressors and academic performance in second year medical students.

PubMed

Nuallaong, Winitra

2011-12-01

The present study aimed to find which type of stressors correlating to academic performance in second year medical students. One-hundred and eighty three second year medical students of Thammasat University participated in a three-week cross-sectional study. The self-report questionnaire consisted of Thai stress test, stress factors and examination grades referring academic performance were applied in the present study. Females felt stress more than males in severe, high, and medium level of stress. There was no low level of stress and no correlation between stress level and the entrance programs. Academic performance found relating to 1) fear of doing a mistake, 2) feeling of competition or comparison, 3) unilateral headache, 4) worrying, and 5) poor concentration. Students with poor concentration had significantly decreasing grade in the second year (p < 0.01). Interestingly, worrying, feeling of competition or comparison, and fear of doing a mistake correlated to increasing grade in some terms (p < 0.05). Specifically to poor concentration, there were medium linear association with fatigue, poor memory, feeling confused, feeling sad, feeling angry or irritable, changing appetite, and headache from stress (p < 0.01). Poor concentration was the only stressor significantly correlated with poorer academic performance. Poor concentration also correlated with physical, cognitive, and financial problems. The recommendation is to keep watching those issues in order to early detect problem about academic performance.

Connectedness and Self-Regulation as Constructs of the Student Success Skills Program in Inner-City African American Elementary School Students

ERIC Educational Resources Information Center

Lemberger, Matthew E.; Clemens, Elysia V.

2012-01-01

The authors evaluated a small-group counseling intervention, Student Success Skills, provided to 53 inner-city, 4th- and 5th-grade African American students. Compared with the control group, students who received the treatment reported significant changes in metacognitive skill and feelings of connectedness to school. Furthermore, treatment-group…

Examples of Policies and Emerging Practices for Supporting Transgender Students

ERIC Educational Resources Information Center

Office of Safe and Healthy Students, US Department of Education, 2016

2016-01-01

It has come to the Department of Education's (ED's) attention that many transgender students (i.e., students whose gender identity is different from the sex they were assigned at birth) report feeling unsafe and experiencing verbal and physical harassment or assault in school, and that these students may perform worse academically when they are…

Student Communication and Study Habits of First-Year University Students in the Digital Era

ERIC Educational Resources Information Center

Gallardo-Echenique, Eliana; Bullen, Mark; Marqués-Molías, Luis

2016-01-01

This paper reports on research into the study habits of-university students, their use digital technologies and how they communicate with each other and their professors. We conclude that most students feel comfortable with digital technologies and that they use social media for connecting and interacting with friends rather than for academic…

Changing Direction: Assessing Student Thoughts and Feelings about a New Program in Strategic Communication.

ERIC Educational Resources Information Center

Frisby, Cynthia M.; Reber, Bryan H.; Cameron, Glen T.

A number of recent studies have examined integration of advertising and public relations, but none reports what students think. Over three semesters, students in an introduction to strategic communication course were asked to assess an integrated public relations and advertising curriculum. Students supported integration and viewed a focus on new…

Student Perceptions of the First Year of Veterinary Medical School.

ERIC Educational Resources Information Center

Powers, Donald E.

2002-01-01

A brief survey was conducted of nearly 900 first-year students in 14 U.S. veterinary medical schools in order to gather impressions of the first year of veterinary medical education. Although some students reported that conditions were stressful, the majority did not feel that they were inordinately so. Overall, most students were quite positive…

Brief Report: Text Bullying and Traditional Bullying among New Zealand Secondary School Students

ERIC Educational Resources Information Center

Marsh, Louise; McGee, Rob; Nada-Raja, Shyamala; Williams, Sheila

2010-01-01

This descriptive study examined text and traditional bullying in New Zealand (NZ), and the relationship between text bullying and traditional bullying, and feeling unsafe at school. A self-report online survey assessed the frequency of bullying among 1169 15 year old secondary students, for five categories of bullying: text messages, rumors,…

The Association of Current Violence from Adult Family Members with Adolescent Bullying Involvement and Suicidal Feelings.

PubMed

Fujikawa, Shinya; Ando, Shuntaro; Shimodera, Shinji; Koike, Shinsuke; Usami, Satoshi; Toriyama, Rie; Kanata, Sho; Sasaki, Tsukasa; Kasai, Kiyoto; Okazaki, Yuji; Nishida, Atsushi

2016-01-01

Although several studies have reported that child physical abuse increased the risk for bullying involvement, the effect of current violence from adult family members (CVA) on bullying involvement and suicidal feelings among adolescents has not been sufficiently examined. This study investigated the association of CVA with adolescent bullying involvement and the interaction effect of CVA and bullying involvement on suicidal feelings. This cross-sectional study used data from a school-based survey with a general population of adolescents (grades 7 to 12). Data were collected using a self-report questionnaire completed by 17,530 students. Logistic regression analyses were performed to explore the association of CVA with adolescent bullying involvement and suicidal feelings. The overall response rate was 90.2%. The odds of students being characterized as bullies, victims, and bully-victims were higher among adolescents with CVA than without CVA (odds ratios (OR) = 2.9, 95% confidence interval (CI), [2.3-3.7], 4.6 [3.6-5.8], and 5.8 [4.4-7.6], respectively). Both CVA (OR = 3.4 [95% CI 2.7-4.3]) and bullying (bullies, victims, and bully-victims; OR = 2.0 [95% CI 1.6-2.6], 4.0 [3.1-5.1], 4.1 [3.0-5.6], respectively), were associated with increased odds of current suicidal feelings after adjusting for confounding factors. Furthermore, positive additive effects of CVA and all three types of bullying involvement on suicidal feelings were found. For example, bully-victims with CVA had about 19-fold higher odds of suicidal feelings compared with uninvolved adolescents without CVA. This study, although correlational, suggested that CVA avoidance might prevent bullying involvement and suicidal feelings in adolescents.

The Association of Current Violence from Adult Family Members with Adolescent Bullying Involvement and Suicidal Feelings

PubMed Central

Shimodera, Shinji; Koike, Shinsuke; Usami, Satoshi; Toriyama, Rie; Kanata, Sho; Sasaki, Tsukasa; Kasai, Kiyoto; Okazaki, Yuji; Nishida, Atsushi

2016-01-01

Although several studies have reported that child physical abuse increased the risk for bullying involvement, the effect of current violence from adult family members (CVA) on bullying involvement and suicidal feelings among adolescents has not been sufficiently examined. This study investigated the association of CVA with adolescent bullying involvement and the interaction effect of CVA and bullying involvement on suicidal feelings. This cross-sectional study used data from a school-based survey with a general population of adolescents (grades 7 to 12). Data were collected using a self-report questionnaire completed by 17,530 students. Logistic regression analyses were performed to explore the association of CVA with adolescent bullying involvement and suicidal feelings. The overall response rate was 90.2%. The odds of students being characterized as bullies, victims, and bully-victims were higher among adolescents with CVA than without CVA (odds ratios (OR) = 2.9, 95% confidence interval (CI), [2.3–3.7], 4.6 [3.6–5.8], and 5.8 [4.4–7.6], respectively). Both CVA (OR = 3.4 [95% CI 2.7–4.3]) and bullying (bullies, victims, and bully-victims; OR = 2.0 [95% CI 1.6–2.6], 4.0 [3.1–5.1], 4.1 [3.0–5.6], respectively), were associated with increased odds of current suicidal feelings after adjusting for confounding factors. Furthermore, positive additive effects of CVA and all three types of bullying involvement on suicidal feelings were found. For example, bully-victims with CVA had about 19-fold higher odds of suicidal feelings compared with uninvolved adolescents without CVA. This study, although correlational, suggested that CVA avoidance might prevent bullying involvement and suicidal feelings in adolescents. PMID:27711150

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.

"The Feeling's Mutual": Student Participation in Leadership as a Cooperative Effort

ERIC Educational Resources Information Center

Owens, Michael A.

2013-01-01

This article stems from a grounded theory study of leadership among urban youth. It reports the perspective of students in a college preparation program by examining how they participated in leadership. Data were collected from semi-structured interviews, focus groups, and field observations of 20 incoming college freshmen. Students conceptualized…

Using Game Mechanics to Increase Graduate Student Engagement with Library Resources

ERIC Educational Resources Information Center

Manson, Sharon K.

2017-01-01

The purpose of the current study was to determine whether adding gamification to a doctoral level class would improve 1) students' self-reported feelings of motivation, competency, and engagement, and 2) knowledge of the library resources available to complete research. Twenty-one students agreed to participate and completed the pretest survey.…

Effective Inclusive Education: Equipping Education Professionals with Necessary Skills and Knowledge

ERIC Educational Resources Information Center

Smith, Deborah Deutsch; Tyler, Naomi Chowdhuri

2011-01-01

As a result of educational reforms, students with disabilities are educated in inclusive settings to a greater degree than ever before. Regrettably, many teachers report that they feel unprepared to work effectively with these students. Because teacher effectiveness is strongly linked to student outcomes, these perceptions of inadequacy are…

Secondary School Teachers' Beliefs, Attitudes, and Reactions to Stuttering.

PubMed

Adriaensens, Stefanie; Struyf, Elke

2016-04-01

The study identifies teachers' beliefs about and attitudes toward stuttering and explores to what extent these beliefs and attitudes prompt specific teachers' reactions to the stuttering of a student. Participants were teachers in secondary education in Flanders (Belgium), currently teaching an adolescent who stutters. They were the student's class teacher or instructed a course in which communication is important. Ten semistructured interviews were conducted and analyzed thematically. Teachers believed that (a) when peers do not react to the stuttering, the lesson is not disrupted by it, and the student who stutters participates in the lesson, stuttering is not necessarily a problem; (b) when attention is paid to it, stuttering can become a problem; (c) they try to react as little as possible to the stuttering; and (d) they seldom talk about the stuttering. Although teachers reported that they feel confident in how to deal with stuttering, and although it is possible that students who stutter do not feel the need to talk about their stuttering, teachers could consult their students on this matter. This way, they would acknowledge the stuttering and likely encourage the students to approach them when they feel the need.

Above and Beyond: What Eight Colleges Are Doing to Improve Student Loan Counseling. Research Report

ERIC Educational Resources Information Center

Fletcher, Carla; Webster, Jeff; Klepfer, Kasey; Fernandez, Chris

2015-01-01

Borrowing student loans can be confusing and intimidating, enough so that these feelings can influence how students go to college or whether they even enroll at all. Colleges have a responsibility to provide loan counseling to federal student loan borrowers--which, when done intently, can produce a potentially clarifying and empowering experience.…

Staff Perceptions of the Effect of the Leader in Me on Student Motivation and Peer Relationships in Elementary School

ERIC Educational Resources Information Center

Tidd, Charlene

2016-01-01

Staff and student surveys at Lane Elementary School (pseudonym) confirm that students lack motivation to complete class work and often struggle to interact appropriately with one another. Similar concerns are reported across the United States as indicated by national Gallup Poll results on student motivation, peer relationships, and feelings of…

Integration of microbiology and infectious disease teaching courses in an interdisciplinary training programme (Master level) centred on the 'One world, one health' WHO concept.

PubMed

Eveillard, Matthieu; Ruvoen, Nathalie; Lepelletier, Didier; Fradet, Stéphanie; Couvreur, Sébastien; Krempf, Michel; Magras, Catherine

2016-05-01

This report describes the integration of the microbiology and infectious diseases teaching courses in an international Master's level interdisciplinary programme based on the 'One world, one health' WHO concept, and reports the students and teachers' evaluation related to their feelings of about this innovative programme. The integration was evaluated by recording the positioning of these two topics in the five teaching units constituting the programme, and by identifying their contribution in the interactions between the different teaching units. The satisfaction of students was assessed by a quantitative survey, whereas the feelings of students and teachers were assessed by interviews. The study demonstrated that microbiology and infectious diseases were widely involved in interactions between the teaching units, constituting a kind of cement for the programme. The students assigned a mean score of 3.7 to the topics dealing with microbiology and infectious diseases. According to the qualitative data, students and teachers considered that the interdisciplinary approach provided new insights but reported problems of communication, probably inherent to the multiculturalism of the class. © FEMS 2016. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

When Knowing More Means Knowing Less: Understanding the Impact of Computer Experience on e-Learning and e-Learning Outcomes

ERIC Educational Resources Information Center

Kushnir, Lena Paulo

2009-01-01

Students often report feeling more overloaded in courses that use e-learning environments compared to traditional face-to-face courses that do not use such environments. Discussions here consider online design and organizational factors that might contribute to students' reports of information overload. It was predicted that certain online factors…

Physical activity, sadness, and suicidality in bullied US adolescents.

PubMed

Sibold, Jeremy; Edwards, Erika; Murray-Close, Dianna; Hudziak, James J

2015-10-01

The consequences of bullying are well described, yet little is known about protective factors that may diminish the negative sequelae. One possible factor, physical activity (PA), improves mental health in general and clinical populations. The purpose of this study is to examine relationships among PA, sadness, and suicidality in bullied US adolescents. We hypothesized that physically active students would be less likely to feel sad or to report suicidal ideation or attempts, including bullied students. Using the 2013 National Youth Risk Behavior Survey (N = 13,583), regression models adjusted for age, sex, and race estimated the odds ratios among PA, sadness, suicidal ideation, and suicide attempts, stratified by whether students were bullied. Overall, 30.0% of students reported sadness for 2 or more weeks, 22.2% reported suicidal ideation, and 8.2% reported suicide attempt in the previous 12 months. Bullied students were twice as likely to report feeling sad and 3 times as likely to report suicidal ideation or attempt. Students who reported exercising 4 to 5 days a week had lower adjusted odds of sadness, suicidal ideation, or suicide attempts than students who exercised 0 to 1 day a week (p ≤ .0001). After stratifying by bullying, similar but attenuated associations were observed. Overall, exercise for 4 or more days per week was associated with an approximate 23% reduction in suicidal ideation and attempt in bullied students. PA is inversely related to sadness and suicidality in adolescents, highlighting the relationship between PA and mental health in children, and potentially implicating PA as a salient option in the response to bullying in schools. Copyright © 2015 American Academy of Child and Adolescent Psychiatry. Published by Elsevier Inc. All rights reserved.

Attitudes of Heterosexual Students toward Their Gay Male and Lesbian Peers. Research Report #3-95.

ERIC Educational Resources Information Center

Engstrom, Catherine McHugh; Sedlacek, William E.

This study examined heterosexual college students attitudes toward gay men and lesbians, and in what types of situations were negative feelings expressed toward gay men and lesbians. A random sample of 224 residence hall students at the University of Maryland College Park completed the Situational Attitude Scale Sexual Orientation Survey, which…

The Experience of Low-Income College Students at a Selective University: An Interpretative Phenomenological Analysis

ERIC Educational Resources Information Center

Dias, Paula Ribeiro

2017-01-01

Low-income students at selective institutions report feeling a sense of isolation, alienation, and marginalization. However, it is essential that the voices of low-income students that have successfully navigated the college experience be part of the conversation. Rather than approach the study from a deficit perspective, this Interpretative…

Aspects of acculturation stress among international students attending a university in the USA.

PubMed

Chavajay, Pablo; Skowronek, Jeffrey

2008-12-01

Acculturation stress reported by 130 international students attending a university in Utah for about 2 yr. was examined. On the Acculturative Stress Scale for International Students, few students reported experiencing acculturation stress, but responses to four open-ended questions indicated many students perceived experience of acculturation stresses related to discrimination, feelings of loneliness, and academic concerns. The contrast of findings for the scale scores and the open-ended questions indicate the complexity of assessing international students' acculturation experiences of living and studying in the USA and suggest the usefulness of complementary methodologies for assessing such experience.

Pupils' Perceptions of Radiation and Radioactivity: The Wary Meet the Unsavoury.

ERIC Educational Resources Information Center

Alsop, Steve; Watts, Mike; Hanson, Jane

1998-01-01

Reports on part of a survey into the teaching and learning of radiation and radioactivity that focuses on the relationships between students' feelings about and liking for the topics. Suggests that the nature of the content does affect the learning of some students. (DDR)

Cyber bullying behaviors among middle and high school students.

PubMed

Mishna, Faye; Cook, Charlene; Gadalla, Tahany; Daciuk, Joanne; Solomon, Steven

2010-07-01

Little research has been conducted that comprehensively examines cyber bullying with a large and diverse sample. The present study examines the prevalence, impact, and differential experience of cyber bullying among a large and diverse sample of middle and high school students (N = 2,186) from a large urban center. The survey examined technology use, cyber bullying behaviors, and the psychosocial impact of bullying and being bullied. About half (49.5%) of students indicated they had been bullied online and 33.7% indicated they had bullied others online. Most bullying was perpetrated by and to friends and participants generally did not tell anyone about the bullying. Participants reported feeling angry, sad, and depressed after being bullied online. Participants bullied others online because it made them feel as though they were funny, popular, and powerful, although many indicated feeling guilty afterward. Greater attention is required to understand and reduce cyber bullying within children's social worlds and with the support of educators and parents.

Relationship between teacher preparedness and inquiry-based instructional practices to students' science achievement: Evidence from TIMSS 2007

NASA Astrophysics Data System (ADS)

Martin, Lynn A.

The purpose of this study was to examine the relationship between teachers' self-reported preparedness for teaching science content and their instructional practices to the science achievement of eighth grade science students in the United States as demonstrated by TIMSS 2007. Six hundred eighty-seven eighth grade science teachers in the United States representing 7,377 students responded to the TIMSS 2007 questionnaire about their instructional preparedness and their instructional practices. Quantitative data were reported. Through correlation analysis, the researcher found statistically significant positive relationships emerge between eighth grade science teachers' main area of study and their self-reported beliefs about their preparedness to teach that same content area. Another correlation analysis found a statistically significant negative relationship existed between teachers' self-reported use of inquiry-based instruction and preparedness to teach chemistry, physics and earth science. Another correlation analysis discovered a statistically significant positive relationship existed between physics preparedness and student science achievement. Finally, a correlation analysis found a statistically significant positive relationship existed between science teachers' self-reported implementation of inquiry-based instructional practices and student achievement. The data findings support the conclusion that teachers who have feelings of preparedness to teach science content and implement more inquiry-based instruction and less didactic instruction produce high achieving science students. As science teachers obtain the appropriate knowledge in science content and pedagogy, science teachers will feel prepared and will implement inquiry-based instruction in science classrooms.

Connecting Research to Practice: Searching for Evidence to Support Favorable Student Behaviors

ERIC Educational Resources Information Center

Wenos, Jeanne; Trick, Teri

2013-01-01

Educators have reported feeling stressed, overwhelmed, or demoralized when undesirable student behaviors are coupled with other instructional and programmatic barriers. Although helpful resources abound, it is not always easy to connect research to practice. Teachers can benefit from evidence-based practice (EBP), which basically involves reading…

Preservice Teachers' Perceptions of Challenging Behavior

ERIC Educational Resources Information Center

Butler, Anne; Monda-Amaya, Lisa

2016-01-01

Challenging behavior can have adverse effects on both students and teachers, and preservice teachers often report feeling ill prepared to manage this behavior. The purpose of this study was to examine (a) preservice teacher perceptions of student and teacher behavior during scenarios of challenging behavior, (b) alternative solutions or strategies…

Inferiority, Efficacy, and Race.

ERIC Educational Resources Information Center

Stoll, Clarice S.; McPartland, James

Racial, sex, and family background differences of ninth- and twelfth-grade students in feelings of individual control over environment were analyzed from the data of the Coleman Report. For the ninth-grade group of black students the situational components of social class level of classmates, racial composition of the classroom, and close…

Teachers' Views of Issues Involving Students' Mental Health.

ERIC Educational Resources Information Center

Roeser, Robert W.; Midgley, Carol

1997-01-01

Examined elementary teachers' views regarding students' mental health needs. Found that almost all believed that addressing these needs was part of their role but also felt somewhat burdened by this responsibility. Sense of efficacy and reported use of task-focused instruction were negatively associated with feelings of burden. Teachers were good…

Feminist Responses to Rogerian Argument.

ERIC Educational Resources Information Center

Lassner, Phyllis

1990-01-01

Discusses a course in which female students were instructed to compose argumentative compositions in the empathic style of Carl Rogers. Reports that students disliked the style, believing it pretended to accept minority opinions while making women feel as if they had to change their views to belong to the majority culture. (SG)

Art Instruction in the Botany Lab: A Collaborative Approach

ERIC Educational Resources Information Center

Baldwin, Lyn; Crawford, Ila

2010-01-01

Good observations are often fundamental to good science, and drawing has long been recognized as a tool to develop students' observation skills. Yet when drawing in illustrated journals was introduced into botany laboratories in an undergraduate, teaching-focused university, students reported feeling uncomfortable and intimidated by the required…

Educational Responses to Media Challenges to Self Esteem: Body Image Perceptions among Undergraduate Students.

ERIC Educational Resources Information Center

Solomon, Mindy; Venuti, John; Hodges, Jilda; Iannuzzelli, Jena; Chambliss, Catherine

College students confront a variety of challenges on a daily basis. Living up to the standards prescribed by the media and other social groups leaves some students feeling distraught and many feeling vulnerable. Feelings of failure and self-loathing often lead college students to become preoccupied with their self-image and actions, motivating…

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

PubMed

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

2015-01-01

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

Familial Depressive Symptoms and Delinquency: Separate Self-Reports From Mothers and Their Offspring.

PubMed

Ellis, Lee; Hoskin, Anthony

2018-04-01

Research has documented that both unipolar and bipolar depression are positively correlated with involvement in delinquency and crime. The present study sought to broaden the understanding of these relationships by looking for links between offending and family histories of depressive symptoms in relationship to offspring delinquency. More than 6,000 college students and their mothers provided self-reported information regarding feelings of depression. Students provided self-reports of involvement in various categories of offending and drug use from ages 10 through 18. Numerous significant positive correlations were found between general feelings of depression and of manic depression and involvement in delinquency. The depression-delinquency relationships were strongest when considering offspring themselves, although maternal depression symptoms were also associated with various forms of offspring delinquency and drug use. To help assess the causal chains that might be involved, multiple regression and mediation analysis revealed that parental depression enhanced the probability of offspring feeling depressed and may have thereby contributed to offspring being delinquent, particularly in the case of manic depression. This study reconfirmed the well-established relationship between depression and involvement in delinquency and drug use, and suggests that it extends back to parental forms of depression, especially by the mother.

Do Cyberbullies Suffer Too? Cyberbullies' Perceptions of the Harm They Cause to Others and to Their Own Mental Health

ERIC Educational Resources Information Center

Campbell, Marilyn A.; Slee, Phillip T.; Spears, Barbara; Butler, Des; Kift, Sally

2013-01-01

While it is recognized that there are serious sequelae for students who are victims of cyberbullying including depression, anxiety, lower self-esteem and social difficulties, there has been little research attention paid to the mental health of students who cyberbully. It is known that students who traditionally bully report they feel indifferent…

"They Don't Care about You": First-Year Chinese International Students' Experiences with Neo-Racism and Othering on a U.S. Campus

ERIC Educational Resources Information Center

Yao, Christina W.

2018-01-01

This qualitative research study illuminates the experiences affecting first-year Chinese international students in the United States and gives insights as to how these students perceive interpersonal relationships at college. Participants shared reports of neo-racism and othering as negatively affecting their feelings of connection to other…

Ready or not, here they come: acting interns' experience and perceived competency performing basic medical procedures.

PubMed

Coberly, LeAnn; Goldenhar, Linda M

2007-04-01

To assess acting interns' (AI's) experience with and perceived level of competency performing 6 basic medical procedures. Fourth-year medical students at the University of Cincinnati (UCCOM) are required to complete 2 AI rotations in Internal Medicine. All AIs in 2003-2004 (n = 150) and 2004-2005 (n = 151) were asked to complete a survey about whether during each of their rotations they had performed and felt competent performing the following procedures: phlebotomy, intravenous (IV) catheter insertion, arterial blood gas (ABG), nasogastric (NG) tube insertion, lumbar puncture (LP), and Foley catheter insertion. Four hundred sixty-seven of 601 possible surveys (across both years and both rotations) were completed (78% response rate). During both rotations, relatively few students performed the procedures, ranging from 9% for Foley catheter insertion (24/208) to 50% for both ABG and NG tube insertion (130/259). The two procedures most often performed were ABG (range 46-50%) and NG tube insertion (range 42-50%). Feelings of competency varied from 12% (LP) to 82% (Foley catheter). Except for LP, if students performed a procedure at least once, they reported feeling more competent (range 85% for ABG to 96% for Foley catheter insertion). Among the students who performed LP during a rotation, many still did not feel competent performing LPs: 23 (74%) in rotation 1 and 20 (40%) in rotation 2. Many fourth-year students at UCCOM do not perform basic procedures during their acting internship rotations. Procedural performance correlates with feelings of competency. Lumbar puncture competency may be too ambitious a goal for medical students.

Bullying and Attitudes Toward Masculinity in Croatian Schools: Behavioral and Emotional Characteristics of Students Who Bully Others.

PubMed

Gereš, Natko; Orpinas, Pamela; Rodin, Urelija; Štimac-Grbić, Danijela; Mujkić, Aida

2018-05-01

Prevention of bullying is paramount to creating a positive and welcoming school environment. This study compared the following characteristics reported by students who had perpetrated bullying in Croatian schools and those who did not: gender, type of school, family wealth, negative emotionality, behaviors that may compromise health, and endorsement of traditional masculinity. Within the framework of the "Croatian Adolescent Masculinity Study," second and third grade students of secondary schools (equivalent to tenth and eleventh grade in the United States) in the city of Zagreb ( N = 4,072) completed a cross-sectional, paper-and-pencil survey. Descriptive and logistic regression analyses were conducted separately for males and females to identify constructs associated with bullying perpetration. More males (12.7%) than females (5.8%) perpetrated bullying. Compared to students who did not report bullying others, significantly more students, who perpetrated bullying reported feeling sad or hopeless, having suicidal ideation, carrying a weapon, missing school because of feeling unsafe, drinking alcohol, getting inebriated, being victims of bullying, and endorsing traditional masculinity norms. The proportion of males reporting bullying others did not vary by type of school; females were more likely to perpetrate bullying in predominantly male and mixed-gender vocational schools. Bullying prevention interventions should address the complexity of problems associated with bullying others. Students who reported bullying others were more likely to participate in other harmful behaviors and have emotional problems. Endorsement of traditional masculinity norms should be further researched in other cultures and included in investigations of bullying perpetration, given its association with increased bullying among male and female students.

[Psychosocial Stress, Stress Perception and Stress Management of Students of Social Work: a Quantitative Study].

PubMed

Kriener, C; Schwertfeger, A; Deimel, D; Köhler, T

2018-02-01

In this quantitative study, data on 746 students of social work were collected regarding their current sense of stress, experience of psychosocial drain as well as their use of specific coping strategies. The Perceived Stress Scale (PSS) and the Trier Inventory of Chronic Stress (TICS) were used. The results show that one out of 3 students suffer from a lot of to extreme stress. One-fourth of the students report feeling overworked and socially overburdened. More than half of the students are exposed to psychosocial drain as a consequence of past events in their biography (e. g. death or mental illness of a close relative). Despite these obvious burdens, only one-fourth made use of professional aid or counseling. Students who are primarily using functional coping strategies have a lower sensibility to stress and feel less overworked than students primarily using dysfunctional coping strategies. In the university setting, the theoretically and empirically sound knowledge based on this report can be used profitably: The increasing implementation of seminars on coping with stress at universities itself suggests that learning and utilizing functional coping strategies can contribute to a reduction of stress and strain among students. © Georg Thieme Verlag KG Stuttgart · New York.

A pilot project of an online cross-age tutoring program: crescent school virtual learning (vLearning).

PubMed

Chow, Ronald

2016-11-01

Traditional classroom teaching is the standard of education. However, there may be some students who feel uncomfortable approaching their teachers and may feel more at ease if they ask for assistance from their peers. There are two types of student-to-student tutoring methods that are supplements to classroom learning: peer tutoring between same-age students and cross-age tutoring between different-age children. Cross-age tutoring programs in which the tutor is 2-3 years older than the tutee have been reported to be more effective than those between same-age students in promoting student responsibility, empowerment and academic performance. A pilot online cross-age tutoring program was launched in September 2014 at Crescent School. A new website was designed, created and implemented with the permission and regular monitoring of the Student Services faculty for the online program - Crescent School Virtual Learning (vLearning). The program was well received and will undergo evaluation in the future.

Do student self-efficacy and teacher-student interaction quality contribute to emotional and social engagement in fifth grade math?

PubMed

Martin, Daniel P; Rimm-Kaufman, Sara E

2015-10-01

This study examined (a) the contribution of math self-efficacy to students' perception of their emotional and social engagement in fifth grade math classes, and (b) the extent to which high quality teacher-student interactions compensated for students' low math self-efficacy in contributing to engagement. Teachers (n = 73) were observed three times during the year during math to measure the quality of teacher-student interactions (emotional, organizational, and instructional support). Fifth graders (n = 387) reported on their math self-efficacy at the beginning of the school year and then were surveyed about their feelings of engagement in math class three times during the year immediately after the lessons during which teachers were observed. Results of multi-level models indicated that students initially lower in math self-efficacy reported lower emotional and social engagement during math class than students with higher self-efficacy. However, in classrooms with high levels of teacher emotional support, students reported similar levels of both emotional and social engagement, regardless of their self-efficacy. No comparable findings emerged for organizational and instructional support. The discussion considers the significance of students' own feelings about math in relation to their engagement, as well as the ways in which teacher and classroom supports can compensate for students lack of agency. The work has implications for school psychologists and teachers eager to boost students' engagement in math class. Copyright © 2015 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

China Report, Political, Sociological and Military Affairs

DTIC Science & Technology

1985-03-13

over the world. Objectively speaking, any Chinese , as long as he feels a deep love for China, identifies his fate with that of China and is willing...party rectification. As soon as party rectification began, the factory CPC committee detected a "what-is-there-to-rectify" feeling among party members...RENMIN RIBAO, 15 Jan 85) 30 Students Protest Living Conditions, Inadequate Curriculum (TAGESSPIEGEL, 22 Dec 84) 33 Chinese Higher Education

Reading Guidelines--Helping Students Understand.

ERIC Educational Resources Information Center

Armstrong, Diane P.; And Others

1988-01-01

Reports on the effective use of hierarchcial and nonhierarchical reading guides with John Steinbeck's "Grapes of Wrath." Indicates reading guides improve comprehension, provide transferable skills, and create positive feelings about learning. (NH)

Do medical student stress, health, or quality of life foretell step 1 scores? A comparison of students in traditional and revised preclinical curricula.

PubMed

Tucker, Phebe; Jeon-Slaughter, Haekyung; Sener, Ugur; Arvidson, Megan; Khalafian, Andrey

2015-01-01

We explored the theory that measures of medical students' well-being and stress from different types of preclinical curricula are linked with performance on standardized assessment. Self-reported stress and quality of life among sophomore medical students having different types of preclinical curricula will vary in their relationships to USMLE Step 1 scores. Voluntary surveys in 2010 and 2011 compared self-reported stress, physical and mental health, and quality of life with Step 1 scores for beginning sophomore students in the final year of a traditional, discipline-based curriculum and the 1st year of a revised, systems-based curriculum with changed grading system. Wilcoxon rank sum tests and Spearman rank correlations were used to analyze data, significant at p <.05. New curriculum students reported worse physical health, subjective feelings, leisure activities, social relationships and morale, and more depressive symptoms and life stress than traditional curriculum students. However, among curriculum-related stressors, few differences emerged; revised curriculum sophomores reported less stress working with real and standardized patients than traditional students. There were no class differences in respondents' Step 1 scores. Among emotional and physical health measures, only feelings of morale correlated negatively with Step 1 performance. Revised curriculum students' Step 1 scores correlated negatively with stress from difficulty of coursework. Although revised curriculum students reported worse quality of life, general stress, and health and less stress from patient interactions than traditional students, few measures were associated with performance differences on Step 1. Moreover, curriculum type did not appear to either hinder or help students' Step 1 performance. To identify and help students at risk for academic problems, future assessments of correlates of Step 1 performance should be repeated after the new curriculum is well established, relating them also to performance on other standardized assessments of communication skills, professionalism, and later clinical evaluations in clerkships or internships.

Thank You, Miss Katherine

ERIC Educational Resources Information Center

Compton, Cynthia

2008-01-01

Richmond Ballet's Mind in Motion program offers selected students an opportunity to take group dance lessons during 4th grade. Time taken away from academic instruction did not have a negative effect on standardized test scores and students reported feelings of greater success in school, more focus on school work, and greater ability to work with…

Motivating Active Learning of Biochemistry through Artistic Representation of Scientific Concepts

ERIC Educational Resources Information Center

Bruna, Carola

2013-01-01

First-year students often feel discouraged, especially with courses that require complex thinking and involve establishing relations between different subjects such as biochemistry. It has been proposed that student-centred pedagogy can achieve motivation and improve learning. In this context, this case study reports the use of art as a strategy…

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

ERIC Educational Resources Information Center

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

2001-01-01

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

Making It through the First Year

ERIC Educational Resources Information Center

Raths, David

2009-01-01

As much as it is eagerly anticipated, freshman year is often a time of confusion, disorientation, and even alienation for many students. One in four college freshmen will drop out before completing sophomore year. The reasons for this high level of withdrawal vary, but a report suggests that new students often feel overwhelmed and unprepared for…

When Pedagogy Is Painful: Teaching in Tumultuous Times

ERIC Educational Resources Information Center

Martinez-Cola, Marisela; English, Rocco; Min, Jennifer; Peraza, Jonathan; Tambah, Jamesetta; Yebuah, Christina

2018-01-01

What happens when the outside world begins to affect the classroom? Is the classroom supposed to be neutral, objective, and devoid of feelings? Or is it a space where students and teacher meet for healing, understanding, and critical thinking? From news reports of police brutality to highly publicized acts of racial aggression, students are…

Creating a Climate in Which Students Can Flourish: A Whole School Intercultural Approach

ERIC Educational Resources Information Center

Read, Karen; Aldridge, Jill; Ala'i, Kate; Fraser, Barry; Fozdar, Farida

2015-01-01

This article reports part of an ongoing process that is taking place at one high school. With the vision of an inclusive school in which all students could flourish, the school deliberately set out to develop a culture in which the students would feel welcome, connected and have a sense of belonging. This article focuses on, first, how the school,…

A Phenomenological Study: The Identification of Faculty Member Characteristics and Environmental Factors That Influence the Reporting of Student Academic Misconduct at a Private Urban University

ERIC Educational Resources Information Center

Rupprecht, Stephen M.

2016-01-01

The issue of student academic misconduct, most often seen as cheating or plagiarism, has plagued higher education professionals and institutions for decades. Negative faculty member feelings associated with having to deal with incidents of student academic misconduct are well documented, and only serve to support reasons why faculty members might…

Using a Simple, Free Voice-over-Internet Protocol Service to Add Interest to Lectures and Enhance Student Engagement

ERIC Educational Resources Information Center

Beaton, Susan J.; Forster, Peter M.

2013-01-01

A large proportion of students in higher education report feeling bored during lectures, for example, Mann and Robinson (2009) put this figure at 60 per cent. This short article reviews our experiences of using a simple, free Voice-over-Internet Protocol (VoIP) service, Skype, to enhance the interest and engagement of students by holding a…

Evaluation of persons of varying ages.

PubMed

Stolte, J F

1996-06-01

Dual coding theory (Paivio, 1986) suggests that communicating a stimulus person's age verbally/abstractly through words and numbers arouses little feeling and has little effect on the way others evaluate her or him, whereas communicating age nonverbally/concretely through facial photographs arouses more feeling and has a greater impact on evaluation. Two experiments reported in this article, involving U.S. students and incorporating techniques developed in prior research by Levin (1988) strongly support these theoretical expectations.

Food, Environment, Engineering and Life Sciences Program (Invited)

NASA Astrophysics Data System (ADS)

Mohtar, R. H.; Whittaker, A.; Amar, N.; Burgess, W.

2009-12-01

Food, Environment, Engineering and Life Sciences Program Nadia Amar, Wiella Burgess, Rabi H. Mohtar, and Dale Whitaker Purdue University Correspondence: mohtar@purdue.edu FEELS, the Food, Environment, Engineering and Life Sciences Program is a grant of the National Science Foundation for the College of Agriculture at Purdue University. FEELS’ mission is to recruit, retain, and prepare high-achieving students with financial difficulties to pursue STEM (Science, Technology, Engineering, and Mathematics) careers. FEELS achieves its goals offering a scholarship of up to 10,000 per student each year, academic, research and industrial mentors, seminars, study tables, social and cultural activities, study abroad and community service projects. In year one, nine low-income, first generation and/or ethnic minority students joined the FEELS program. All 9 FEELS fellows were retained in Purdue’s College of Agriculture (100%) with 7 of 9 (77.7%) continuing to pursue STEM majors. FEELS fellows achieved an average GPA in their first year of 3.05, compared to the average GPA of 2.54 for low-income non- FEELS students in the College of Agriculture. A new cohort of 10 students joined the program in August 2009. FEELS fellows received total scholarships of nearly 50,000 for the 2008-2009 academic year. These scholarships were combined with a holistic program that included the following key elements: FEELS Freshman Seminars I and II, 2 study tables per week, integration activities and frequent meetings with FEELS academic mentors and directors. Formative assessments of all FEELS activities were used to enhance the first year curriculum for the second cohort. Cohort 1 will continue into their second year where the focus will be on undergraduate research. More on FEELS programs and activities: www.purdue.edu/feels.

School climate for transgender youth: a mixed method investigation of student experiences and school responses.

PubMed

McGuire, Jenifer K; Anderson, Charles R; Toomey, Russell B; Russell, Stephen T

2010-10-01

Transgender youth experience negative school environments and may not benefit directly from interventions defined to support Lesbian, Gay and Bisexual (LGB) youth. This study utilized a multi-method approach to consider the issues that transgender students encounter in school environments. Using data from two studies, survey data (total n = 2260, 68 transgender youth) from study 1 and focus groups (n = 35) from study 2, we examine transgender youth's experience of school harassment, school strategies implemented to reduce harassment, the protective role of supportive school personnel, and individual responses to harassment, including dropping out and changing schools. In both studies, we found that school harassment due to transgender identity was pervasive, and this harassment was negatively associated with feelings of safety. When schools took action to reduce harassment, students reported greater connections to school personnel. Those connections were associated with greater feelings of safety. The indirect effects of school strategies to reduce harassment on feelings of safety through connection to adults were also significant. Focus group data illuminate specific processes schools can engage in to benefit youth, and how the youth experience those interventions.

Physiotherapy students' experiences of bullying on clinical internships: a qualitative study.

PubMed

Whiteside, Diana; Stubbs, Brendon; Soundy, Andy

2014-03-01

To consider the experiences of final-year physiotherapy students who have experienced workplace bullying on a clinical internship. Qualitative methodology using individual semi-structured interviews. A university in the Midlands region of the UK. Eight undergraduate physiotherapy students who had experienced one incident of bullying on a clinical internship. Thematic analysis of semi-structured interviews. Four main themes were identified: (1) external and situational influences of bullying; (2) students' reactions to the experience of bullying; (3) inability to reveal the experience; and (4) overcoming problems. Bullying had a range of adverse effects on the students, with many expressing self-doubt in their competence and viewing their supervisor as unapproachable and unsupportive. Five students were not initially able to recognise the experience as bullying. In addition, students did not feel able to report the experience and use the support mechanisms in place. This may have been a result of having concerns that the problem would escalate if they reported the experience and, as a consequence, have a negative effect on their grade. Students were keen to offer a range of strategies for clinical practice in order to prevent bullying for future generations of students. Students' health, security and confidence in their ability as a physiotherapist can be at great risk from bullying. Steps are needed to ensure that students are better protected from bullying, and feel more able to address bullying behaviour during clinical internships. Copyright © 2013 Chartered Society of Physiotherapy. Published by Elsevier Ltd. All rights reserved.

Promoting Reflexive Thinking and Adaptive Expertise through Video Capturing to Challenge Postgraduate Primary Student Teachers to Think, Know, Feel, and Act Like a Teacher

ERIC Educational Resources Information Center

Sexton, Steven S.; Williamson-Leadley, Sandra

2017-01-01

This article reports on a study of how a 1-year, course-taught, master's level initial teacher education (ITE) program challenged primary student teachers (n = 4) in developing their sense of self-as-teacher. This study examined how the program's incorporation of video capturing technology impacted on these student teachers' development of…

When the Simulator Dies: Experiential Education about Death Designed for Undergraduate Nursing Students

ERIC Educational Resources Information Center

Foltz-Ramos, Kelly

2017-01-01

Background and Objectives: Graduates from undergraduate nursing programs report inadequate death education. Most death education is focused on end-of-life care and taught by lecture. Students are not provided opportunities to reflect on their own feelings about death. Due to lack of clinical nursing faculty and shortage of clinical sites, students…

Inclusive Practices in the Teaching of Mathematics: Supporting the Work of Effective Primary Teachers

ERIC Educational Resources Information Center

Clarke, Barbara; Faragher, Rhonda

2015-01-01

The practices of effective primary school teachers including students with Down syndrome in their mathematics classes are largely unexplored and many teachers feel unprepared to teach students with intellectual disabilities. A study with cohorts in Victoria and the ACT is underway and here we report a subset of findings concerning the support…

Selected Indicators of Adolescent Violence & Safety at School.

ERIC Educational Resources Information Center

Mikow, Victoria A.

Fights, weapons, and stolen or intentionally damaged property are common concerns of most schools in North Carolina. The results of this survey indicate that 27 percent of all 9th-12th grade students reported carrying a weapon (gun, knife, club) within the month prior to this survey. A significant percentage of students do not feel safe at school…

School Belonging, Ethnic Identity, and Psychological Adjustment among Ethnic Minority College Students

ERIC Educational Resources Information Center

Gummadam, Praveena; Pittman, Laura D.; Ioffe, Micah

2016-01-01

This study considers how the psychological adjustment of ethnic minority college students may be linked to a sense of school belonging and ethnic identity, two constructs related to individuals feeling like they belong to a larger group. Using self-reports from 311 undergraduates from ethnic minority backgrounds, school belonging was found to be…

What's Cookin'? Nutrition: It's Habit-Forming. Student Guide--Footsteps. Report Number 9.

ERIC Educational Resources Information Center

Barry, Sharon; And Others

This student guide for a program concerned with how young children acquire their food likes and dislikes, their feelings about food, and their patterns of eating, discusses how parents can help their children develop good nutrition habits and provides some basic nutrition information for the whole family. Designed around a magazine format to allow…

Personal Responsibility and Behavioral Disengagement in Innocent Bystanders during Classroom Management Events: The Moderating Effect of Teacher Aggressive Tendencies

ERIC Educational Resources Information Center

Montuoro, Paul; Lewis, Ramon

2018-01-01

Recent studies have shown that student behavioral engagement is malleable. For example, these studies have reported that students who feel emotionally supported by their teachers experience higher levels of behavioral engagement. The authors contributed to this research by investigating behavioral disengagement among innocent bystanders during…

Unique Associations between Peer Relations and Social Anxiety in Early Adolescence

ERIC Educational Resources Information Center

Flanagan, Kelly S.; Erath, Stephen A.; Bierman, Karen L.

2008-01-01

This study examined the unique associations between feelings of social anxiety and multiple dimensions of peer relations (positive peer nominations, peer- and self-reported peer victimization, and self-reported friendship quality) among 383 sixth- and seventh-grade students. Hierarchical regression analysis provided evidence for the unique…

Reducing medical students' stigmatization of people with chronic mental illness: a field intervention at the "living museum" state hospital art studio.

PubMed

Cutler, Janis L; Harding, Kelli J; Hutner, Lucy A; Cortland, Clarissa; Graham, Mark J

2012-05-01

The authors designed an intervention to reduce beginning medical students' stigmatization of people with chronic mental illness (CMI). Pre-clinical medical students visited a state psychiatric facility's "Living Museum," a combination patient art studio/display space, as the intervention. During the visit, students interacted with artist-guides who showed their work and discussed their experiences creating art. Students completed a self-assessment survey developed to measure attitudes and feelings toward people with CMI after half of the class visited the Living Museum, constituting a Visit/No-Visit cross-sectional comparison. Students who visited the Living Museum (N=64), as compared with those who did not visit (N=110), endorsed more positive attitudes toward people with CMI. Among the students who visited, however, those who reported having spoken individually with a patient-artist (N=44), paradoxically, indicated less-positive feelings toward people with CMI. An intervention in which pre-clinical medical students visited patient-artist guides in an art-studio setting generally improved students' attitudes toward people with CMI. Thus, nontraditional psychiatric settings offer a valuable adjunct to more traditional clinical settings to reduce stigma when introducing medical students to the field of psychiatry.

A Comparative Study of the Impact of Students' Feelings regarding the Use of Nuclear Energy

ERIC Educational Resources Information Center

Maharaj-Sharma, Rawatee

2011-01-01

This article presents the results of a comparative study of two groups of learners--group 1 (25 non-science students) and group 2 (25 A-level physics students). It explores the extent to which their feelings and emotions in conjunction with their knowledge about nuclear energy impacts and influences their views and feelings about the use of…

Maternal Acceptance: Its Contribution to Children's Favorable Perceptions of Discipline and Moral Identity.

PubMed

Patrick, Renee B; Gibbs, John C

2016-01-01

The authors examined the contribution of maternal acceptance or warmth to children's and adolescents' perceptions of discipline and formation of moral identity. The sample consisted of 93 male and female students from Grades 5, 8, and 10 and their mothers. Students completed measures pertaining to perceived maternal discipline practices and acceptance-rejection, as well as moral identity. A subsample of mothers reported on their accepting or rejecting actions toward their children. Children were more likely to feel accepted, if their mothers used inductive discipline (vs. power assertion and love withdrawal). Perceived acceptance was also related to more favorable discipline evaluations in certain respects. Specifically, inductive discipline recipients who felt accepted also evaluated induction as appropriate and responded to it with positive and guilt-related emotions. Power assertion was evaluated as appropriate among those children who did feel accepted. Finally, among inductive discipline recipients, those who felt accepted also reported higher moral identity.

Students Help a Teacher Called to Active Duty: What a Great Feeling to Have a Group of Students Who Are Excited and Want to Help a Teacher in Need so Many Miles from Home

ERIC Educational Resources Information Center

Yuill, Ron

2005-01-01

The author shares how his technology education students at Tecumseh Middle School help his former student from a Purdue class, Ryan Smith, who was called to active military duty. Ryan was teaching technology education at Lafayette Jefferson High School when he was called by the military in the fall of 2004 to report to active duty. Before…

A descriptive study of youth risk behavior in urban and rural secondary school students in El Salvador

PubMed Central

Springer, Andrew E; Selwyn, BJ; Kelder, Steven H

2006-01-01

Background Adolescence is an important stage of life for establishing healthy behaviors, attitudes, and lifestyles that contribute to current and future health. Health risk behavior is one indicator of health of young people that may serve both as a measure of health over time as well as a target for health policies and programs. This study examined the prevalence and distribution of youth health risk behaviors from five risk behavior domains–aggression, victimization, depression and suicidal ideation, substance use, and sexual behaviors–among public secondary school students in central El Salvador. Methods We employed a multi-stage sampling design in which school districts, schools, and classrooms were randomly selected. Data were collected using a self-administered questionnaire based on the United States Center for Disease Control and Prevention's Youth Risk Behavior Survey. Sixteen schools and 982 students aged 12–20 years participated in the study. Results Health risk behaviors with highest prevalence rates included: engagement in physical fight (32.1%); threatened/injured with a weapon (19.9%); feelings of sadness/hopelessness (32.2%); current cigarette use (13.6%); and no condom use at last sexual intercourse (69.1%). Urban and male students reported statistically significant higher prevalence of most youth risk behaviors; female students reported statistically significant higher prevalence of feelings of sadness/hopelessness (35.6%), suicidal ideation (17.9%) and, among the sexually experienced, forced sexual intercourse (20.6%). Conclusion A high percentage of Salvadoran adolescents in this sample engaged in health risk behaviors, warranting enhanced adolescent health promotion strategies. Future health promotion efforts should target: the young age of sexual intercourse as well as low condom use among students, the higher prevalence of risk behaviors among urban students, and the important gender differences in risk behaviors, including the higher prevalence of reported feelings of sadness, suicidal ideation and forced sexual intercourse among females and higher sexual intercourse and substance use among males. Relevance of findings within the Salvadoran and the cross-national context and implications for health promotion efforts are discussed. PMID:16608519

School start time and sleep in Canadian adolescents.

PubMed

Gariépy, Geneviève; Janssen, Ian; Sentenac, Mariane; Elgar, Frank J

2017-04-01

Insufficient sleep is a serious problem in adolescents and school start time is thought to be a key contributor. This study provided the first comprehensive assessment of school start times across Canada and examined whether school start times were associated with sleep duration and tiredness among adolescents. We collected information on school start times from 362 schools that participated in the 2013/2014 Health Behaviour in School-aged Children study. We calculated sleep duration from weekday bedtime and wake time reported by 29 635 students (aged 10-18 years). We classified weekday sleep as sufficient if it met national recommendations, and used data on self-reported tiredness at school in the morning. Random-effects regression models estimated the association of school start time with sleep duration, sleep sufficiency and tiredness. On average, schools started at 08:43 hours. Students slept an average of 8:36 h on weekdays and 69% met sleep duration recommendations, but 60% reported feeling tired in the morning. Every 10-min delay in school start time corresponded with 3.2 [95% confidence interval (CI): 2.0, 4.5] additional minutes of sleep, a 1.6% (95% CI: 0.5, 2.8) greater probability of sufficient sleep and a 2.1% (95% CI: 1.0, 3.2) smaller probability of feeling tired at school in the morning. Students from schools that started later slept longer, were more likely to meet sleep recommendations and were less likely to report feeling tired in the morning. The study adds weight to the mounting evidence that delaying school start time benefits adolescent sleep. © 2016 European Sleep Research Society.

[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.

Is Giving Up Traditional Religious Culture Part of the Price to be Paid for Acquiring Higher Education? Adaptation of Academic Western Culture by Jewish Israeli University Students of Middle Eastern Origin.

ERIC Educational Resources Information Center

Kedem, Peri; Bar-Lev, Mordechai

1983-01-01

A study of whether the Middle Eastern student feels that attaining the status of "Western modern man" is incompatible with maintaining a traditional, religious way of life is reported. Some loosening of extreme religious practices was found among college students, but there was no evident revolt against home or tradition. (MSE)

Chinese Undergraduates' Sources of Self-Efficacy Differ by Sibling Status, Achievement, and Fear of Failure along Two Pathways

ERIC Educational Resources Information Center

Lin, Shengjie; Fong, Carlton J.; Wang, Yidan

2017-01-01

This mixed-methods study investigated the sources of self-efficacy reported by Chinese undergraduate students and the related role of individual differences. One hundred and fifty-six Chinese students completed a questionnaire and open-ended responses, citing the factors that contributed to feelings of greater confidence and lesser confidence.…

The Communication Expectations of College-Bound High School Students. An E-Expectations Trend Report

ERIC Educational Resources Information Center

Noel-Levitz, Inc, 2012

2012-01-01

How do prospective college students want to communicate with campuses? When do they want to interact with their target colleges? Which communication methods make them feel most comfortable? Noel-Levitz, OmniUpdate, CollegeWeekLive, and NRCCUA[R] (National Research Center for College & University Admissions) conducted a survey of more than 1,300…

Exploring the Causal Impact of the McREL Balanced Leadership Program on Leadership, Principal Efficacy, Instructional Climate, Educator Turnover, and Student Achievement

ERIC Educational Resources Information Center

Jacob, Robin; Goddard, Roger; Kim, Minjung; Miller, Robert; Goddard, Yvonne

2015-01-01

This study uses a randomized design to assess the impact of the Balanced Leadership program on principal leadership, instructional climate, principal efficacy, staff turnover, and student achievement in a sample of rural northern Michigan schools. Participating principals report feeling more efficacious, using more effective leadership practices,…

Talking about Death: Implementing Peer Discussion as a Coping Mechanism to Overcome Fears about Dissection, Death, and Dying

ERIC Educational Resources Information Center

Kotze, Sanet Henriet; Mole, Calvin Gerald

2013-01-01

Many studies have reported on the perceptions of medical students toward dissection. It is important to understand the feelings and symptoms experienced during dissection so that they can be adequately handled. Prior to dissection, first year students are given lectures on aspects of dissection, death and dying, and death rituals in various…

Medical students' attitude towards influenza vaccination.

PubMed

Lehmann, Birthe A; Ruiter, Robert A C; Wicker, Sabine; Chapman, Gretchen; Kok, Gerjo

2015-04-15

Influenza vaccination is recommended for all healthcare personnel (HCP) and most institutions offer vaccination for free and on site. However, medical students do not always have such easy access, and the predictors that might guide the motivation of medical students to get vaccinated are largely unknown. We conducted a cross-sectional survey study among pre-clinical medical students in a German University hospital to assess the social cognitive predictors of influenza vaccination, as well as reasons for refusal and acceptance of the vaccine. Findings show that pre-clinical medical students have comparable knowledge gaps and negative attitudes towards influenza vaccination that have previously been reported among HCP. Lower injunctive norms and higher feelings of autonomy contribute to no intention to get vaccinated against influenza, while a positive instrumental attitude and higher feelings of autonomy contribute to a high intention to get vaccinated. The variables in the regression model explained 20% of the variance in intention to get vaccinated. The identified factors should be addressed early in medical education, and hospitals might benefit from a more inclusive vaccination program and accessibility of free vaccines for their medical students.

Research and Teaching: Investigating Preservice Teachers' Self-Efficacy through Saturday Science

ERIC Educational Resources Information Center

McLaughlin, David

2015-01-01

This study reports on preservice teachers' reported feelings of confidence with learning and teaching science relative to their participation in a science enrichment program. Through Saturday Science, local families are invited to explore various topics with hands-on activities designed and facilitated by students in an early childhood education…

Motivation of medical students: selection by motivation or motivation by selection.

PubMed

Wouters, Anouk; Croiset, Gerda; Galindo-Garre, Francisca; Kusurkar, Rashmi A

2016-01-29

Medical schools try to implement selection procedures that will allow them to select the most motivated students for their programs. Though there is a general feeling that selection stimulates student motivation, conclusive evidence for this is lacking. The current study aims to use the perspective of Self-determination Theory (SDT) of motivation as a lens to examine how medical students' motivation differs in relation to different selection procedures. The hypotheses were that 1) selected students report higher strength and autonomous motivation than non-selected students, and 2) recently selected students report higher strength and autonomous motivation than non-selected students and students who were selected longer ago. First- (Y1) and fourth-year (Y4) medical students in the six-year regular programme and first-year students in the four-year graduate entry programme (GE) completed questionnaires measuring motivation strength and type (autonomous-AM, controlled-CM). Scores were compared between students admitted based on selection, lottery or top pre-university GPA (top GPA) using ANCOVAs. Selected students' answers on open-ended questions were analysed using inductive thematic analysis to identify reasons for changes in motivation. The response rate was 61.4 % (n = 357). Selected students (Y1, Y4 and GE) reported a significantly higher strength of motivation than non-selected students (Y1 and Y4 lottery and top GPA) (p < 0.01). Recently selected students (Y1 and GE) reported significantly higher strength (p < 0.01) and higher AM (p < 0.01) and CM (p < 0.05) than non-selected students (lottery and top GPA) and Y4 students who were selected three years ago. Students described that being selected enhanced their motivation as they felt autonomous, competent and that they belonged to a special group. These reported reasons are in alignment with the basic psychological needs described by Self-Determination Theory as important in enhancing autonomous motivation. A comprehensive selection procedure, compared to less demanding admission procedures, does not seem to yield a student population which stands out in terms of autonomous motivation. The current findings indicate that selection might temporarily enhance students' motivation. The mechanism through which this occurs seems to be through feelings of autonomy, competence and relatedness inspired by selection.

Chinese Doctoral Student Socialization in the United States: A Qualitative Study

ERIC Educational Resources Information Center

Li, Wendan; Collins, Christopher S.

2014-01-01

Although international students annually contribute billions of dollars to the US economy, meaningful intercultural interaction between international students, peers, and faculty is often missing at US host campuses. Feelings of isolation, loneliness, and alienation are pervasive among international students at US campuses; these feelings can…

Cultural Factors Affecting Chinese ESL Students' Academic Learning

ERIC Educational Resources Information Center

Huang, Jinyan; Brown, Kathleen

2009-01-01

Confucianism meets Constructivism in North American universities and our classrooms are failing to meet the educational expectations of Chinese students. Specifically, students from the People's Republic of China mentioned six areas where they feel discomfort: (a) They feel uncomfortable with the classroom behavior of North American students; (b)…

Probing when Japanese junior high school students begin to feel difficulty in learning mathematics

NASA Astrophysics Data System (ADS)

Nishikawa, Tomoko; Izuta, Giido

2017-05-01

It is thought that the increasing number of Japanese students avoiding mathematics has become a serious problem in the last decades. Japanese junior high school students are learning the basic understanding and skills of mathematics during the years of mandatory education. To our knowledge, there are few reports about the time when Japanese junior high school students begin to feel difficulty in mathematics learning. The aim of this work is to examine this case. To accomplish this purpose, a typical public junior high school in a country city with 616 students (182 first-year, 212 second-year, 222 third-year) in all was chosen to be the field of investigation. Likert scale type questionnaires to assess their feelings were conducted, and the respondents who answered `difficulty' and `a little difficulty' were extracted. The number of respondents were 89 first-year (26 males, 63 females), 76 second-year (27 males, 49 females), and 112 third-year (45 males, 67 females) students. The beginning time was divided into school years when it was in elementary school, and semesters when it was in junior high school. Ordinary statistical processings for each grade and gender were performed to analyze them. It was found that the time when they began to have difficulty learning mathematics was different in gender. Male students tended to start from higher-grade of elementary school whereas female students from middle-grade of elementary school. In other words, these results showed differences in gender and time. Finally, these examinations suggest that teachers need to provide appropriate support for students at a suitable time in the elementary school. Also these results are useful in mathematics education of elementary school.

Helping Reluctant Readers

ERIC Educational Resources Information Center

McCormick, Montana K.; Segal, Pamela H.

2016-01-01

University educators work with preservice teachers who often feel overwhelmed when facing high school science classrooms full of reluctant readers. These struggling students often have various special-education modifications or are English language learners (ELLs) with different degrees of language proficiency. Teachers report that these students…

Ferrari Engines, Bicycle Brakes

ERIC Educational Resources Information Center

Hallowell, Edward

2012-01-01

In this article, the author offers an advice to educators about how to help students with attention deficit hyperactivity disorder (ADHD) fulfill the potential of their powerful brains. It is a neurological fact that feeling safe opens up the brain, whereas feeling anxious and afraid clamps it down. So step one is to make sure all students feel as…

Teaching Dangerously: When Feminisms Collide

ERIC Educational Resources Information Center

Weitz, Rose

2010-01-01

A common (although not universal) goal of feminist teachers is to create a "safe environment" in the classroom. The meaning of that term, however, varies considerably--some hope students will feel they can share personal feelings and experiences without fear of judgment, some that students will feel they can state their opinions without fear of…

No More Shopping for Grades at B-Mart; Re-Establishing Grades as Indicators of Academic Performance

ERIC Educational Resources Information Center

Stanley, Gregory; Baines, Lawrence

2004-01-01

The report card grade has come to serve a variety of purposes: (1) Substantiation for state funding; (2) A public relations opportunity to help generate positive feelings between a school and the community; (3) A vehicle used by the teacher to increase a student's self-esteem; (4) An opportunity to reward a student's likability; and (5) A chance…

The Relations of School Staff Smokers' Attitudes about Modeling Smoking Behavior in Students and Their Receptivity to No-Smoking Policy.

ERIC Educational Resources Information Center

Galaif, Elisha R.; And Others

1996-01-01

Examines school personnel smokers' reports on how they would feel if a no-smoking ban was instituted on school premises. Results show that the 59 respondents from 14 schools were interested in quitting smoking, but did not favor a policy prohibiting smoking on campus. Discusses smoking influences on students and other issues. (RJM)

Gender and Racial/Ethnic Differences in Self-Reported Levels of Engagement in High School Math and Science Courses

ERIC Educational Resources Information Center

Martinez, Sylvia; Guzman, Stephanie

2013-01-01

While gender and racial/ethnic performance gaps in math and science have been well documented, we know little about how students feel while they are in these courses. Using a sample of 793 high school students who participated in the Experience Sampling Method of the Study of Youth and Social Development, this study examines the gender and…

Parental Autonomy Support, Community Feeling and Student Expectations as Contributors to Later Achievement among Adolescents

ERIC Educational Resources Information Center

Froiland, John Mark; Worrell, Frank C.

2017-01-01

This longitudinal study examined the relationships among parental autonomy support, student intrinsic life goals (i.e. community feeling), student expectations for long-term educational attainment and later academic performance (measured by GPA) in 227 students in an ethnically and racially diverse high school. Hypotheses were tested with…

Canadian Students' Perceptions of Teacher Characteristics that Support or Inhibit Help Seeking.

ERIC Educational Resources Information Center

Le Mare, Lucy; Sohbat, Elahe

2002-01-01

Examined students' perceptions of teacher characteristics that support or inhibit help seeking, using the critical incident technique, and explored the feelings students experience in seeking help from teachers. Found that interactions evoked strong feelings in students related to how comfortable they were in seeking teacher help. (Author/SD)

Drug Use and Student Values.

ERIC Educational Resources Information Center

Keniston, Kenneth

Student drug use is closely related to the dominant pressures on American students. The pressure for cognitive professional competence leads to a search for meaning in other areas of life; the feeling and fear of psychological numbing leads to a pursuit of experiences for its own sake. Many students have come to feel that the states induced by…

Reflections on learning and enhancing communication skills through community engagement: a student perspective.

PubMed

Hanks, S; Marples, C; Wall, E

2016-07-22

Students in Peninsula School of Dentistry (PSD), Plymouth, undertake community engagement projects during the first two years of their undergraduate curriculum. These projects involve interaction with a variety of specific community groups and the planning and delivery of an appropriate and meaningful oral health intervention. Many of the project outcomes are based on enhancing communication skills and encouraging students to transfer these into their patient treatment sessions. This report draws on the experience of students who undertook two specific projects to demonstrate how they feel this is achieved.

Public stigma in health and non-healthcare students: attributions, emotions and willingness to help with adolescent self-harm.

PubMed

Law, G Urquhart; Rostill-Brookes, H; Goodman, D

2009-01-01

For people who self-harm, there is growing evidence to suggest that services and treatment outcomes can be adversely affected by healthcare staffs' stigmatising attitudes and behaviours. To date, the empirical literature has tended to focus on the attitudes of experienced healthcare professionals working with adults who self-harm. Additionally, there has been few theory or model-driven studies to help identify what healthcare students think and feel about young people who self-harm. The aim of the present study was to explore the way healthcare and non-healthcare students think and feel about adolescent self-harm behaviour using Corrigan et al.'s [Corrigan, P.W., Markowitz, F.E., Watson, A., Rowan, D., Kubiak, M.A., 2003. An attribution model of public discrimination towards people with mental illness. Journal of Health and Social Behaviour 44, 162-179] attribution model of public discrimination towards people with mental illness. The study was a questionnaire-based, cross-sectional, survey that consisted of two hypothetical vignettes. Two universities in England, United Kingdom. One hundred and eighty-four final-year students, covering health (medicine, nursing, clinical psychology) and non-health care (physics) professions. Students were presented with vignettes describing a young female who self-harms. Attributions of controllability were experimentally manipulated across the vignette conditions and students were asked to complete self-report questionnaires measuring attitudes towards self-harm, familiarity with self-harm and social desirability. Consistent with the public discrimination model, students who believed that a young person was responsible for their self-harm reported higher feelings of anger towards them. Anger, in turn, was associated with a belief in the manipulatory nature of the self-harm and with less willingness to help. Perceived risk was found to be associated with higher levels of anxiety and increased support for the use of coercive and segregatory strategies to manage self-harming behaviour. Gender and student type were important influences on public stigma, with both men and medical students reporting more negative attitudes towards self-harm. This study provides evidence that a number of factors may adversely affect the care and treatment received by young people who self-harm, namely: students' causal attributions, the gender and profession of healthcare students, and familiarity with self-harm behaviour. To improve the effectiveness of service provision and treatment outcomes for people who self-harm, it is important that health care service providers and teaching institutions consider the implications of these factors when developing staff and services, and base interventions on theoretical models of stigma and discrimination.

An Examination of Emerging Adulthood in College Students and Nonstudents in India

ERIC Educational Resources Information Center

Seiter, Liann Nicole; Nelson, Larry J.

2011-01-01

The study examined Indian college students and nonstudents aged 18 to 26 to examine (a) whether they feel they are adults (i.e., "age of feeling in-between"), (b) the criteria they deem necessary for becoming adults, and (c) the extent to which they feel optimistic about their future (e.g., "age of possibilities"). Participants…

As the World Turns: The Shifting Developmental Issues Facing Today's College Man, Part II.

ERIC Educational Resources Information Center

Franklin, E. Bernard

1997-01-01

Discusses issues facing black male college students, and ways colleges and universities can support their growth more effectively. Identifies and explores students' unmet needs: to feel loved, feel accepted, feel competent, have power, resolve pain and anger from lack of appropriate male guidance, find meaning and purpose in life's struggles, and…

Medical student sexuality: how sexual experience and sexuality training impact U.S. and Canadian medical students' comfort in dealing with patients' sexuality in clinical practice.

PubMed

Shindel, Alan W; Ando, Kathryn A; Nelson, Christian J; Breyer, Benjamin N; Lue, Tom F; Smith, James F

2010-08-01

To determine factors associated with students' comfort in addressing patients' sexuality in the clinical context. The authors invited students enrolled in MD-degree-granting and osteopathic medical schools in the United States and Canada to participate in an anonymous Internet survey between February and July 2008. The survey assessed ethnodemographic factors and sexual history. Respondents also completed the Center for Epidemiologic Studies Depression Scale. Male respondents completed the International Index of Erectile Function and the Premature Ejaculation Diagnostic Tool. Female respondents completed the Female Sexual Function Index and the Index of Sex Life. The authors used descriptive statistics, ANOVA, and multivariable logistic regression to analyze responses. The authors' analyses included 2,261 completed survey responses: 910 from men, 1,343 from women, and 8 from individuals who self-identified as "other" gendered. Over 53% of respondents (n = 1,206) stated that they felt they had not received sufficient training in medical school to address sexual concerns clinically. Despite this, 81% of students (n = 1,827) reported feeling comfortable dealing with their patients' sexuality issues. Students with limited sexual experience, students at risk for sexual problems, and students who felt that they had not been trained adequately were less likely to report being comfortable talking to patients about sexual health issues. Perception of inadequate sexuality training in medical school and personal issues pertaining to sex may be associated with students' difficulty in addressing patients' sexuality. Adequate training is preeminently associated with feeling comfortable addressing patients' sexuality and should be a priority for medical education.

An Exploration of Dental Students' Assumptions About Community-Based Clinical Experiences.

PubMed

Major, Nicole; McQuistan, Michelle R

2016-03-01

The aim of this study was to ascertain which assumptions dental students recalled feeling prior to beginning community-based clinical experiences and whether those assumptions were fulfilled or challenged. All fourth-year students at the University of Iowa College of Dentistry & Dental Clinics participate in community-based clinical experiences. At the completion of their rotations, they write a guided reflection paper detailing the assumptions they had prior to beginning their rotations and assessing the accuracy of their assumptions. For this qualitative descriptive study, the 218 papers from three classes (2011-13) were analyzed for common themes. The results showed that the students had a variety of assumptions about their rotations. They were apprehensive about working with challenging patients, performing procedures for which they had minimal experience, and working too slowly. In contrast, they looked forward to improving their clinical and patient management skills and knowledge. Other assumptions involved the site (e.g., the equipment/facility would be outdated; protocols/procedures would be similar to the dental school's). Upon reflection, students reported experiences that both fulfilled and challenged their assumptions. Some continued to feel apprehensive about treating certain patient populations, while others found it easier than anticipated. Students were able to treat multiple patients per day, which led to increased speed and patient management skills. However, some reported challenges with time management. Similarly, students were surprised to discover some clinics were new/updated although some had limited instruments and materials. Based on this study's findings about students' recalled assumptions and reflective experiences, educators should consider assessing and addressing their students' assumptions prior to beginning community-based dental education experiences.

Can We Feel Physics Concepts?

ERIC Educational Resources Information Center

Su, Yucheng

2010-01-01

There are many ways to improve students' understanding of physics concepts. This article focused on drawing students' attention with picture-embedded questions. Pictures give students a direct impression or feeling about the corresponding concepts, which really makes a difference. However, the effects are limited. Some physics concepts are…

The Coming out Process among Non-Religious Undergraduate Students: Implications for Residence Life Professionals

ERIC Educational Resources Information Center

Harrington, Michael A.; Jacob, Stacy A.; Harbert, Amy Benoit; Saiid, Leticia

2014-01-01

Non-religious college students can feel marginalized and isolated on college and university campuses when they feel they are being misunderstood or judged. This article explores the process of their revealing their non-religious status, or coming out, to others. Researchers interviewed 17 student members of a secular student group at a large…

Preliminary Development of the Student Perceptions of School Safety Officers Scale

ERIC Educational Resources Information Center

Zullig, Keith J.; Ghani, Nadia; Collins, Rani; Matthews-Ewald, Molly R.

2017-01-01

Research suggests that the safer students feel at school, the more likely they are to feel connected and able to focus on learning. Thus, measuring students' experiences with a school safety officer (SSO) is essential to understand the connection between officer engagement and students' safety. This study's purpose was to evaluate a SSO scale…

Characteristics of Facilitative Learning Environments for Students at Risk.

ERIC Educational Resources Information Center

Conant, Larry

Because at-risk students may feel alienated from school, educational reforms may be useful that make school a more supportive place. While many students identified as "at-risk" may drop out of high school, many others could be better described as "pushouts." These students may desire to stay in school and graduate, but feel pressure to leave.…

EDUCATIONAL ATTAINMENT OF PARENTS AS RELATED TO STUDENTS' FEELINGS ABOUT SELF AND FAMILY.

ERIC Educational Resources Information Center

BARGER, BEN; HALL, EVERETTE,

QUESTIONNAIRES ASSESSING STUDENTS' FEELINGS CONCERNING RESPONSIBILITY AND AUTONOMY, VOCATIONAL CHOICE, ACCOMPLISHMENTS, ACTIVITIES, PARENTAL RELATIONSHIPS, SELF-DISCLOSURE, SELF-CONCEPTS, AND CERTAIN AREAS OF FAMILY BACKGROUND WERE ADMINISTERED TO ALL NEW LOWER-DIVISION STUDENTS ENTERING THE UNIVERSITY OF FLORIDA IN SEPTEMBER 1966. THE TOTAL…

Undergraduates' perceptions of the value of practical inhalation sedation experience in a UK dental school.

PubMed

Walley, S; Albadri, S

2015-10-01

This was to establish the level and reported value of paediatric IHS experience from the perspective of final year undergraduates and to evaluate whether those students with more experience expressed feeling better-prepared for future practice and more likely to undertake further postgraduate education in IHS. All final year students were invited to complete an anonymous questionnaire designed to elicit undergraduate perceptions of IHS using visual analogue scales and free-text questions. A response rate of 77 % was achieved. Results revealed that only 21 % of participants reported acting as operator sedationist in ten or more IHS cases. Thus, the majority of undergraduates' did not meet the recommended quantity of practical IHS experiences, as outlined by the British Dental Sedation Teachers Group. In general, students felt on the value of IHS in the management of anxious children and expressed a desire to undertake further postgraduate education in conscious sedation. However, those students with more experience of practical IHS expressed feeling better able to describe the IHS experience with patients and parents, and were more satisfied with the quality of teaching. Furthermore free-text comments revealed that, regardless of experience, students wished to gain more experience of the practical administration of IHS. There is a need to increase the provision of IHS training within an undergraduate curriculum, in addition to improving the accessibility of postgraduate sedation courses.

A Contextual Analysis of Alienation among School Constituencies.

ERIC Educational Resources Information Center

Calabrese, Raymond L.; Seldin, Clement A.

1987-01-01

The school environment generates alienation among student and teachers. This phenomenon is personal and situational in that an individual who feels alienated at school may not feel alienated at home. High school students are the most alienated, public school teachers the least; college students fall in the middle. (VM)

On the Association Between Self-Reported Own- and Other-Gender Similarity and the Use of Physical and Relational Aggression in Sixth Grade Children.

PubMed

Andrews, Naomi C Z; Martin, Carol Lynn; Gallagher, Annabella M

2016-10-01

The goal was to assess the association between felt similarity to each gender (an aspect of gender identity) and girls' and boys' differential use of relational versus physical aggression. We extend past research on gender differences in the use of aggression by expanding the gender dichotomy and allowing for more variations in an individual's gender identity. Students (N = 414, 47 % female, 6th grade) reported how similar they felt to both their own- and other-gender peers, from which cluster analyses derived four typologies of perceived gender similarity (those who feel similar to their own-gender group; those who feel similar to the other-gender group; those who feel similar to both gender groups; those who feel similar to neither gender group). Peers reported which classmates were relationally and physically aggressive. Analyses compared how girls and boys in each typology of gender similarity differed in their use of relational and physical aggression. Results indicated that most children were engaged in gender normative aggression more than gender non-normative aggression (with the notable exception of low-gender similar girls). Findings were discussed in terms of their importance both for examining a broad spectrum of gender similarity and for understanding the use of aggressive behavior among children.

Victims Seeking Help from Speech-Language Pathologists: Bullying, Preparedness, and Perceptions.

PubMed

Blood, Gordon W; Blood, Ingrid M

2016-01-01

Antibullying initiatives indicate that all school-based personnel should accept responsibility for changing the school climate and eliminating bullying. This study examined if victims seeking assistance for bullying contacted speech-language pathologists (SLPs), SLPs' preparation to address bullying and their current perceptions of responsibilities and interventions. A mailed survey consisting of a questionnaire and scale on bullying intervention strategies was completed by 418 school-based SLPs. Sixty-one (14.6%) SLPs reported that victims on their caseloads told them directly about being bullied during the last month. The majority of SLPs (84.9%) reported that bullying was a problem in schools, and 65.1% reported that they had observed students being bullied in the past month. Less than half of the SLPs (46.7%) reported feeling prepared to deal with bullying episodes. Thirty-six SLPs (7.9%) reported that they did not address bullying issues because it was outside the scope of practice or job responsibilities. This is the first large study to report that victims seek help from SLPs directly for assistance with bullying incidents. SLPs stated that they received some training in addressing bullying issues but did not feel prepared. SLPs thought bullying was a problem but were undecided about the best strategies for assisting the students. © 2016 S. Karger AG, Basel.

Meeting Unique Student Needs: Dual-Identified Students and Teacher Self-Efficacy

ERIC Educational Resources Information Center

Dornayi, Hassan Mohsen

2017-01-01

This study explored the connection between how confident teachers feel about their skills in teaching dual-identified students and the types and amounts of training they have received. Additionally, this study attempted to find out what the needs of teachers were in order to help them feel more confident in their abilities to teach these students.…

Characteristics of headaches in Japanese elementary and junior high school students: A school-based questionnaire survey.

PubMed

Goto, Masahide; Yokoyama, Koji; Nozaki, Yasuyuki; Itoh, Koichi; Kawamata, Ryou; Matsumoto, Shizuko; Yamagata, Takanori

2017-10-01

Few studies have investigated pediatric headaches in Japan. Thus, we examined the lifetime prevalence and characteristics of headaches among elementary and junior high school students in Japan. In this school-based study, children aged 6-15years completed a questionnaire based on the diagnostic criteria of the International Classification of Headache Disorders-3β to assess headache characteristics and related disability. Of the 3285 respondents, 1623 (49.4%) experienced headaches. Migraine and tension-type headaches (TTH) were reported by 3.5% and 5.4% of elementary school students, respectively, and by 5.0% and 11.2% of junior high school students. Primary headaches increased with age. Compared with TTH sufferers, the dominant triggers in migraine sufferers were hunger (odds ratio=4.7), sunny weather (3.3), and katakori (neck and shoulder pain) (2.5). Compared with TTH, migraine caused higher headache-related frustration (P=0.010) as well as difficulty concentrating (P=0.017). Migraine-related disability was greater among junior high school students (feeling fed up or irritated, P=0.028; difficulty concentrating, P=0.016). TTH-related disability was also greater among junior high school students (feeling fed up or irritated, P=0.035). Approximately half of the students who complained of headache-related disability were not receiving medical treatment. This is the first detailed study of headaches in Japanese children to include elementary school students. Nearly 50% of the school children reported headaches and the disruption of daily activities caused by migraine was higher among junior high students than elementary school students. Copyright © 2017 The Japanese Society of Child Neurology. Published by Elsevier B.V. All rights reserved.

TakeCARE, a Video Bystander Program to Help Prevent Sexual Violence on College Campuses: Results of Two Randomized, Controlled Trials

PubMed Central

Jouriles, Ernest N.; McDonald, Renee; Rosenfield, David; Levy, Nicole; Sargent, Kelli; Caiozzo, Christina; Grych, John H.

2015-01-01

Objective The present research reports on two randomized controlled trials evaluating TakeCARE, a video bystander program designed to help prevent sexual violence on college campuses. Method In Study 1, students were recruited from psychology courses at two universities. In Study 2, first-year students were recruited from a required course at one university. In both studies, students were randomly assigned to view one of two videos: TakeCARE or a control video on study skills. Just before viewing the videos, students completed measures of bystander behavior toward friends and ratings of self-efficacy for performing such behaviors. The efficacy measure was administered again after the video, and both the bystander behavior measure and the efficacy measure were administered at either one (Study 1) or two (Study 2) months later. Results In both studies, students who viewed TakeCARE, compared to students who viewed the control video, reported engaging in more bystander behavior toward friends and greater feelings of efficacy for performing such behavior. In Study 1, feelings of efficacy mediated effects of TakeCARE on bystander behavior; this result did not emerge in Study 2. Conclusions This research demonstrates that TakeCARE, a video bystander program, can positively influence bystander behavior toward friends. Given its potential to be easily distributed to an entire campus community, TakeCARE might be an effective addition to campus efforts to prevent sexual violence. PMID:27867694

Experience of Primary Care Services Among Early Adolescents in England and Association With Health Outcomes.

PubMed

Yassaee, Arrash A; Hargreaves, Dougal S; Chester, Kayleigh; Lamb, Stephanie; Hagell, Ann; Brooks, Fiona M

2017-04-01

The aim of this study was to investigate adolescents' (11-15 years) experience of their general practitioner (GP), whether poor reported GP experience was associated with worse physical and mental health measures and whether poor previous GP experience was linked to lower utilization of these services. We used logistic regression to analyze data from the 2014 Health Behaviour in School-aged Children study. Four aspects of recent care experience were studied: feeling at ease, feeling treated with respect, satisfaction with doctor's explanation, and feeling able to discuss personal matters. Five dichotomized measures of health status were used: ever self-harmed; fair or poor self-reported health; frequent (at least weekly) low mood; sleeping problems; or headaches. Of 5,335 students, 4,149 reported having visiting their GP within the past year. Of these, 91.8% felt treated with respect, 78.7% felt at ease, 85.7% were satisfied with explanation, and 53.9% felt able to discuss personal matters. After adjusting for ethnicity, age, gender, and family affluence score, poor experience on any indicator was strongly associated with increased risk of self-harm (adjusted odds ratio range, 2.01-2.70; all p < .001); feeling low (AOR range, 1.53-2.11; all p < .001); and sleeping problems (AOR range, 1.49-1.91; all p ≤ .001). Poor experience on all indicators, except discussing personal matters, was associated with worse self-reported health. Nearly half of this large, national study of adolescents did not feel able to discuss personal matters with their doctor. There was a consistent, strong association between reported lack of good GP experience and poor health measures. Copyright © 2016 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Friendship after a friends with benefits relationship: deception, psychological functioning, and social connectedness.

PubMed

Owen, Jesse; Fincham, Frank D; Manthos, Megan

2013-11-01

Friends with benefits (FWB) relationships are formed by an integration of friendship and sexual intimacy, typically without the explicit commitments characteristic of an exclusive romantic relationship. The majority of these relationships do not transition into committed romantic relationships, raising questions about what happens to the relationship after the FWB ends. In a sample of 119 men and 189 women university students, with a median age of 19 years and the majority identified as Caucasian (63.6 %), we assessed relationship adjustment, feelings of deception, perception of the FWB relationship and friendship, social connectedness, psychological distress, and loneliness. Results demonstrated that the majority of FWB relationships continued as friendships after the sexual intimacy ceased and that about 50 % of the participants reported feeling as close or closer to their FWB partner. Those who did not remain friends were more likely to report that their FWB relationship was more sex- than friendship-based; they also reported higher levels of feeling deceived by their FWB partner and higher levels of loneliness and psychological distress, but lower levels of mutual social connectedness. Higher levels of feeling deceived were related to feeling less close to the post-FWB friend; also, more sex-based FWB relationships were likely to result in post-FWB friendships that were either more or less close (as opposed to unchanged). FWB relationships, especially those that include more attention to friendship based intimacy, do not appear to negatively impact the quality of the friendship after the "with benefits" ends.

Prepare, Do, Review: A Model Used to Reduce the Negative Feelings towards Laboratory Classes in an Introductory Chemistry Undergraduate Unit

ERIC Educational Resources Information Center

Spagnoli, Dino; Wong, Lawrence; Maisey, Shannan; Clemons, Tristan D.

2017-01-01

Student feelings towards the laboratory component of an introductory chemistry unit were evaluated in an action research study, over a three-year period at the University of Western Australia. In 2013 we found that the percentage of students with negative feelings towards the laboratory increased over the duration of a semester. In 2014 we…

An Examination of the Impact of Racial and Ethnic Identity, Impostor Feelings, and Minority Status Stress on the Mental Health of Black College Students

ERIC Educational Resources Information Center

McClain, Shannon; Beasley, Samuel T.; Jones, Bianca; Awosogba, Olufunke; Jackson, Stacey; Cokley, Kevin

2016-01-01

This study examined ethnic identity, racial centrality, minority status stress, and impostor feelings as predictors of mental health in a sample of 218 Black college students. Ethnic identity was found to be a significant positive predictor of mental health, whereas minority status stress and impostor feelings were significant negative predictors.…

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…

Which Aspects of Divorce Affect Children?

ERIC Educational Resources Information Center

Luepnitz, Deborah A.

1979-01-01

This study examines a "normal" sample of college students whose parents had divorced before the subjects were 16. Of the subjects, 83 percent reported feeling stress during at least one phase of the divorce. Specific problems subjects faced, as well as coping strategies they employed, are described. (Author)

Community College Faculty Involvement in Decision-Making.

ERIC Educational Resources Information Center

Thaxter, Lynn P.; Graham, Steven W.

1999-01-01

Explores community college faculty's perception of their involvement in decision making. Reports the responses of 70 Midwest community college instructors in five areas: finance, instruction, personnel, goals, and students. Finds that respondents feel little sense of decision-making involvement. Warns that presidents may alienate the faculty if…

Lessons from Skateboarders.

ERIC Educational Resources Information Center

Sagor, Richard

2002-01-01

Describes what motivates skateboarders to master their sport. Elements include the need to feel competent, to belong, to feel useful, to feel potent, and to feel optimistic. Argues that that teachers can use same motivation elements to improve the learning performance of alienated students. (PKP)

Mindfulness practice as a teaching-learning strategy in higher education: A qualitative exploratory pilot study.

PubMed

Schwind, Jasna K; McCay, Elizabeth; Beanlands, Heather; Schindel Martin, Lori; Martin, Jennifer; Binder, Marni

2017-03-01

Students in higher education are experiencing stress and anxiety, such that it impedes their academic success and personal wellbeing. Brief mindfulness meditation and lovingkindness meditation are two aspects of mindfulness practice that have the potential to decrease students' feelings of anxiety and stress, and increase their sense of wellbeing and capacity for compassion for self and for others. To explore how undergraduate and graduate students experience brief instructor-guided mindfulness practice; specifically, on their feelings of stress and anxiety, and their sense of wellbeing. Qualitative exploratory pilot study. Fifty-two graduate and undergraduate students in different disciplines within a community services faculty of an urban university. Brief (five-minute) instructor-guided mindfulness practices were offered over eight weeks at the beginning and end of classes. Participating students were asked to also engage in individual home practice of five to fifteen-minute mindful breathing four to five times a week and to keep a log of their experiences. At end of term, individual and group feedback (N=13) was elicited from participating students. Six of the seven instructors who guided the mindfulness practices shared their experiences of the mindfulness activities. Students reported an increased sense of calm, and a decreased feeling of anxiety. Lovingkindness meditation was mostly perceived as a positive way to close the class. Their instructors also observed that the brief mindful breathing practice at start of class helped students become more grounded and focused before engaging in the course content. Challenges encountered focused on the need to provide more in-depth information about mindfulness, as it relates to higher education teaching-learning contexts, to both students and participating instructors. Implications for education suggest further research that includes fuller experiential training of participating instructors, as well as provision of a more comprehensive background on mindfulness to students. Copyright © 2016 Elsevier Ltd. All rights reserved.

Culture and Language Learning: Middle Eastern Students.

ERIC Educational Resources Information Center

Magrath, Douglas

Middle Eastern students face cultural conflicts in adapting to the western value system. While feeling obligated to maintain their native culture they also need to feel comfortable with the culture of their target language. In attempting to identify with a new group, ESL students may sense a loss of membership in their native group. Culture stress…

Conceptual or procedural mathematics for engineering students at University of Samudra

NASA Astrophysics Data System (ADS)

Saiman; Wahyuningsih, Puji; Hamdani

2017-06-01

This study we investigate whether the emphasis in mathematics courses for engineering students would benefit from being more conceptually oriented than more procedurally oriented way of teaching. In this paper, we report in some detail from twenty-five engineering students comes from three departements ; mechanical engineering, civil engineering and industrial engineering. The aim was to explore different kinds of arguments regarding the role of mathematics in engineering courses, as well as some common across contexts. The result of interview showed that most of engineering students feel that conceptual mathematics is more important than procedural mathematics for their job the future.

Physiotherapy students' experience, confidence and attitudes on the causes and management of violent and aggressive behaviour.

PubMed

Stubbs, Brendon; Rayment, Nick; Soundy, Andrew

2011-12-01

Healthcare professionals are at risk of experiencing violent and aggressive behaviour from patients. This is most notable in those with least experience, such as students, yet little reported research has considered the experiences of physiotherapy students. The aims of this study were to: (1) explore the incidence and nature of violent and aggressive behaviour experienced by physiotherapy students; and (2) consider the attitudes and confidence of the students in dealing with such behaviour. Retrospective survey. A university in the Midlands region of the UK. Sixty-four final year physiotherapy students. The Management of Aggression and Violence Attitude Scale and an additional survey. Over half (33/64, 52%) of the respondents had experienced at least one incident of violent and aggressive behaviour on a clinical placement. The overwhelming majority of victims (60/64, 94%) did not feel adequately confident to deal with such situations. However, no incidents were officially reported to the university. Both victims and non-victims agreed broadly with the internal model of the causes of aggression and violence, but significantly (P=0.02) more victims did not associate the violent and aggressive behaviour with the responsibility of the patient to control their feelings. Many physiotherapy students experience at least one incident of violent and aggressive behaviour whilst on a clinical placement. Training in the recognition and management of violent and aggressive behaviour would be a beneficial addition to the curricula of physiotherapy programmes. Further larger scale research is warranted. Copyright © 2011 Chartered Society of Physiotherapy. Published by Elsevier Ltd. All rights reserved.

Taking Blame for Other People's Misconduct.

PubMed

Willard, Jennifer; Madon, Stephanie; Curran, Timothy

2015-01-01

Taking blame for another person's misconduct may occur at relatively high rates for less serious crimes. The authors examined individual differences and situational factors related to this phenomenon by surveying college students (n = 213) and men enrolled in substance abuse treatment programs (n = 42). Among college students, conscientiousness and delinquency predicted their likelihood of being in a situation in which it was possible to take the blame for another person's misconduct. Situational factors, including the relationship with the perpetrator, the seriousness of the offense, feelings of responsibility for the offense, and differential consequences between the offender and the blame taker, were associated with college students' decisions to take the blame. Among substance abuse treatment participants, individuals who took the blame for another person's misconduct were more extraverted, reported feeling more loyalty toward the true perpetrator, and indicated more incentives to take the blame than individuals who did not take the blame. Links between theories of helping behavior and situational factors that predict blame taking are discussed. Copyright © 2015 John Wiley & Sons, Ltd.

Journalists Feel Need to Report on Tornadoes.

ERIC Educational Resources Information Center

Corder, Paige; Houston, Hillary; Phan, Christine; Ruyle, Jessica

1999-01-01

Describes the production of a special edition by Brink Junior High, Moore West Junior High, and Westmoore High School (Moore, Oklahoma) after a tornado destroyed entire neighborhoods only days before. Notes the positive reaction of students and the community, as well as the sense of unity that developed in the community. (RS)

Sexual Behavior and Correlates among College Students.

ERIC Educational Resources Information Center

Murstein, Bernard I.; Holden, Cynthia Caravatt

1979-01-01

A representative sample of 347 college men and women were queried on their experience with premarital sex. Responses were correlated to subjects' self-reported philosophy of sex, relationship with parents, physical attractiveness, religious feelings, drug use, commitment to last sexual partner, and attitudes toward marriage and women's liberation.…

Managing Disruptive Behaviour in the Classroom

ERIC Educational Resources Information Center

Deering, Catherine

2011-01-01

Both faculty and students at many colleges and universities report numerous incidents of disruptive and uncivil behaviour. However, studies show that faculty are often reluctant to confront these situations, or they feel ill-equipped to intervene. If the behaviour escalates, a disproportionate amount of time and effort can be spent trying to…

The Truth about Smartphone Addiction

ERIC Educational Resources Information Center

Emanuel, Richard; Bell, Rodney; Cotton, Cedric; Craig, Jamon; Drummond, Danielle; Gibson, Samuel; Harris, Ashley; Harris, Marcus; Hatcher-Vance, Chelsea; Jones, Staci; Lewis, Jade; Longmire, Trenard; Nash, Brent; Ryans, Torrance; Tyre, Ebony; Walters, Dionne; Williams, Alexis

2015-01-01

A representative sample of 404 undergraduate students from a public university in the Southeast was surveyed about their smartphone dependency. One in five rated themselves as totally dependent on their phone; about half agreed that they are overly dependent. More females than males reported feeling safer with their phone than without it. More…

Mentorship in Higher Education: Compassionate Approaches Supporting Culturally Responsive Pedagogy

ERIC Educational Resources Information Center

Lucey, Thomas A.; White, Elizabeth S.

2017-01-01

The development of culturally responsive teachers who value their students for their own stories and backgrounds represents a critical pursuit. Unfortunately, new teachers report feeling unprepared for racial and ethnic diversity in the classroom and find that coursework addressing these issues provides little help in classroom practice (Castro,…

Association between neighborhood safety and overweight status among urban adolescents

PubMed Central

Duncan, Dustin T; Johnson, Renee M; Molnar, Beth E; Azrael, Deborah

2009-01-01

Background Neighborhood safety may be an important social environmental determinant of overweight. We examined the relationship between perceived neighborhood safety and overweight status, and assessed the validity of reported neighborhood safety among a representative community sample of urban adolescents (who were racially and ethnically diverse). Methods Data come from the 2006 Boston Youth Survey, a cross-sectional study in which public high school students in Boston, MA completed a pencil-and-paper survey. The study used a two-stage, stratified sampling design whereby schools and then 9th–12th grade classrooms within schools were selected (the analytic sample included 1,140 students). Students reported their perceptions of neighborhood safety and several associated dimensions. With self-reported height and weight data, we computed body mass index (BMI, kg/m2) for the adolescents based on CDC growth charts. Chi-square statistics and corresponding p-values were computed to compare perceived neighborhood safety by the several associated dimensions. Prevalence ratios (PRs) and 95% confidence intervals (CI) were calculated to examine the association between perceived neighborhood safety and the prevalence of overweight status controlling for relevant covariates and school site. Results More than one-third (35.6%) of students said they always felt safe in their neighborhood, 43.9% said they sometimes felt safe, 11.6% rarely felt safe, and 8.9% never felt safe. Those students who reported that they rarely or never feel safe in their neighborhoods were more likely than those who said they always or sometimes feel safe to believe that gang violence was a serious problem in their neighborhood or school (68.0% vs. 44.1%, p < 0.001), and to have seen someone in their neighborhood assaulted with a weapon (other than a firearm) in the past 12 months (17.8% vs. 11.3%, p = 0.025). In the fully adjusted model (including grade and school) stratified by race/ethnicity, we found a statistically significant association between feeling unsafe in one's own neighborhood and overweight status among those in the Other race/ethnicity group [(PR = 1.56, (95% CI: 1.02, 2.40)]. Conclusion Data suggest that perception of neighborhood safety may be associated with overweight status among urban adolescents in certain racial/ethnic groups. Policies and programs to address neighborhood safety may also be preventive for adolescent overweight. PMID:19671180

Spatial anxiety relates to spatial abilities as a function of working memory in children.

PubMed

Ramirez, Gerardo; Gunderson, Elizabeth A; Levine, Susan C; Beilock, Sian L

2012-01-01

Spatial ability is a strong predictor of students' pursuit of higher education in science and mathematics. However, very little is known about the affective factors that influence individual differences in spatial ability, particularly at a young age. We examine the role of spatial anxiety in young children's performance on a mental rotation task. We show that even at a young age, children report experiencing feelings of nervousness at the prospect of engaging in spatial activities. Moreover, we show that these feelings are associated with reduced mental rotation ability among students with high but not low working memory (WM). Interestingly, this WM × spatial anxiety interaction was only found among girls. We discuss these patterns of results in terms of the problem-solving strategies that boys versus girls use in solving mental rotation problems.

Honoring a Classmate through Art

ERIC Educational Resources Information Center

Power, Tracey

2007-01-01

When a student passes away it is difficult for the entire school community. Teachers, students, and staff all feel a sense of loss and the need to do something to mitigate that feeling. Desiring a different kind of memorial, the author wanted her students to learn that they could use art to help others, as well as themselves. The author came up…

The Relationship of High School Teachers' Class Testing Practices to Students' Feelings of Efficacy and Efforts to Study.

ERIC Educational Resources Information Center

Duckworth, Kenneth; And Others

The relationship between high school students' feelings of efficacy and efforts to study and teachers' classroom testing practices was examined. Questionnaires were administered in four high schools in biology, geometry, English, and United States history classes; a total of 69 classes participated. Some teachers were also interviewed. Students'…

Othering in Online Learning: An Examination of Social Presence, Identity, and Sense of Community

ERIC Educational Resources Information Center

Phirangee, Krystle; Malec, Alesia

2017-01-01

Fostering a strong sense of community among students in online courses is the goal of many instructors because it is seen as being essential in supporting students' learning experiences. However, high dropout rates in online learning suggest that students feel disconnected and isolated from their course, feelings which have been attributed to the…

The Relationship between Online Students' Use of Services and Their Feelings of Mattering

ERIC Educational Resources Information Center

Hart, Tracy L.

2017-01-01

The purpose of this single case study was to examine the relationship between online students' use of support services and their feelings of mattering using a convergent parallel research design to collect quantitative and qualitative data. Students enrolled exclusively in online classes during the academic year 2015-2016 at the University of New…

A Picture is Worth a 1,000 Words: Using Collage to Explore Students Beliefs and Feelings about Marketing

ERIC Educational Resources Information Center

Swanson, Scott R.; Wald, Karla A.

2013-01-01

This paper describes a simple creative exercise that utilizes collage as a tool for student expression of feelings and impressions as well as reflection and understanding of the question "What is marketing?" This engaging activity can enhance student learning and understanding of the marketing field by identifying and clarifying…

Researchers Argue Boredom May Be "A Flavor of Stress"

ERIC Educational Resources Information Center

Sparks, Sarah D.

2012-01-01

Students may say a teacher's lesson is boring, a researcher says, when frustration is really what they feel. While boredom is a perennial student complaint, emerging research shows it is more than students' not feeling entertained, but rather a "flavor of stress" that can interfere with their ability to learn and even their health. An…

Can instruction in engineering ethics change students' feelings about professional responsibility?

PubMed

Hashemian, Golnaz; Loui, Michael C

2010-03-01

How can a course on engineering ethics affect an undergraduate student's feelings of responsibility about moral problems? In this study, three groups of students were interviewed: six students who had completed a specific course on engineering ethics, six who had registered for the course but had not yet started it, and six who had not taken or registered for the course. Students were asked what they would do as the central character, an engineer, in each of two short cases that posed moral problems. For each case, the role of the engineer was successively changed and the student was asked how each change altered his or her decisions about the case. Students who had completed the ethics course considered more options before making a decision, and they responded consistently despite changes in the cases. For both cases, even when they were not directly involved, they were more likely to feel responsible and take corrective action. Students who were less successful in the ethics course gave answers similar to students who had not taken the course. This latter group of students seemed to have weaker feelings of responsibility: they would say that a problem was "not my business." It appears that instruction in ethics can increase awareness of responsibility, knowledge about how to handle a difficult situation, and confidence in taking action.

Correlations between community size and student perceptions of value.

PubMed

Anderson, Susan M; Simanton, Edward

2017-01-01

The purpose of this study was to determine if medical students' feeling of being valued was correlated to community size. The study, conducted in several communities in South Dakota, examined students' feeling of value relating to attending physicians, healthcare teams and patients. Student value items were added to student satisfaction surveys sent out to students at the end of their primary clinical year and data collected from two graduating classes of students (n=114). Student responses were grouped by clinical campus and mean responses by community size were calculated. Additionally, student encounter logs were reviewed for study participants to gauge participation levels during clinical encounters. The degree to which students felt valued by their physician attending, the healthcare team and the patients decreased consistently as community size increased. Differences were statistically significant between students in the smallest and largest communities. Additionally, students in the community of 15 000 felt significantly more valued than students in the community of 170 000. Furthermore, there also appears to be a relationship between the percentage of participation in patient care by students and community size. Students in the smaller, rural communities participated at a higher percentage rather than observing. There appears to be a relationship between community size and the extent to which students feel value. The degree to which students felt valued decreased consistently as community size increased. Differences were statistically significant between students in the smallest communities and the two largest communities. Students in the smaller, rural communities participated at a higher percentage. Additional studies are needed to address whether students participate more as a result of feeling valued, or whether participation leads to an enhanced perception of value by students.

Students' motivation for interprofessional collaboration after their experience on an IPE ward: A qualitative analysis framed by self-determination theory.

PubMed

Visser, Cora L F; Kusurkar, Rashmi A; Croiset, Gerda; Ten Cate, Olle; Westerveld, Hendrika E

2018-02-28

Interprofessional Education (IPE) may depend for its success not only on cognitive gains of learners, but also on affective and motivational benefits. According to Self-Determination Theory (SDT), a major motivation theory, autonomy (feeling of choice), competence (feeling of capability), and relatedness (feeling of belonging) drive motivation in a way that can improve performance. We investigated which elements of IPE in a clinical ward potentially influence students' feelings in these three areas. We conducted semi-structured interviews with 21 students from medicine, nursing, pharmacy, and physical therapy attending a three-week IPE ward and analyzed the data using a realist approach. Two researchers independently identified meaning units using open coding. Thirteen themes were synthesized. Next, meaning units, expressing autonomy, competence, or relatedness were discerned. Students appeared motivated for an IPE ward, with its authentic situations making them feel responsible to actively contribute to care plans, by understanding how professions differ in their contributions and analytic approach and by informal contact with other professions, enhanced by a dedicated physical space for team meetings. Students valued the IPE ward experience and autonomous motivation for IPE was triggered. They mentioned practical ways to incorporate what they learned in future interprofessional collaboration, e.g. in next placements.

Mental health nurses' views and experiences of working with undergraduate nursing students: A descriptive exploratory study.

PubMed

Lienert-Brown, Mel; Taylor, Peta; Withington, John; Lefebvre, Evelyn

2018-05-01

The core of pre-registration nursing education is the learning that takes place during the clinical placement. However, despite the fact that registered nurse preceptors are key players in supporting students during their placements there is a lack of literature examining the views of preceptors working with nursing students in mental health settings. To explore mental health nurses' views and experiences of working with undergraduate nursing students and determine what factors influence this experience. A descriptive exploratory study approach using an on-line questionnaire was adopted for this study. A specialist mental health service (SMHS) within one District Health Board in New Zealand. 89 registered nurses who had been involved in working with nursing students participated in this study. Data was collected using an online questionnaire. The majority of the respondents in this study reported that they felt confident and well supported in the work they did with nursing students and had a positive perception of this role. However, one significant negative factor identified was the extra stress and workload pressure they reported when working with students, when no allowance was made for this. Another key finding was that engaging in some form of education related to the preceptorship role was positively correlated with nurses knowing what was required of them, feeling confident, the extent to which they planned clinical education, and feeling that they were sufficiently appreciated. Ensuring nurses have access to education related to clinical teaching and learning increases their confidence in the work they do with nursing students and has also been shown to have a positive impact on how they view this role. Copyright © 2018 Elsevier Ltd. All rights reserved.

Effect of a training model in local anesthesia teaching.

PubMed

Brand, Henk S; Baart, Jacques A; Maas, N Eline; Bachet, Irmke

2010-08-01

The aim of this study was to evaluate the preclinical use of a training model in local anesthesia teaching on the subsequent clinical administration of a local anesthetic. Sixty-five dental students gave their first injection to a fellow dental student: twenty-two students after previous experience on a training model and forty-three without this training. After the injection, the opinions of both the student who performed the injection and the recipient were explored by questionnaires. Use of a training model did not affect the self-reported opinion of the students who performed the injection. However, the recipients of the injection considered students who exercised on the training model significantly more confident and calm, and reported a near-significant decrease in level of pain during insertion of the needle and feeling of a tingling lip. These results suggest that use of preclinical training models in local anesthesia teaching may have beneficial effects.

Influences on final year medical students' attitudes to general practice as a career.

PubMed

Parker, Johanna E; Hudson, Ben; Wilkinson, Tim J

2014-03-01

General practice is under-represented in student career choices. This study aimed to identify and explore factors that influence the attitudes of final year medical students to general practice as a career. This qualitative study used semi-structured interviews of focus groups of final year undergraduate medical students at the University of Otago, Christchurch, New Zealand. Thematic analysis and grounded theory were used to interpret the data. General practitioners (GPs) play a key role in influencing medical students' attitudes to general practice as a career. Students identified their general practice placement during medical school training and personal contact with their own GP as principal factors. The media portrayal of general practice and the attitudes of friends and family were also influential. Students were positively influenced when they were made to feel part of the team, involved with consultations, allowed to carry out practical procedures under supervision, and witnessed what they perceived as good medical practice during clinical placements. Positive experiences often occurred later in training, when students felt more confident of their clinical abilities. While students reported occasional negative comments about general practice by some hospital doctors, these had a lesser role in influencing their perceptions of general practice compared with their own experiences, both as students and patients. GPs have a strong influence, positively and negatively, on the attitudes of medical students to general practice as a career. Effective influences include being made to feel welcome, involved, valued, and given legitimate roles during clinical placements.

A qualitative exploration of how the conflict between the formal and informal curriculum influences student values and behaviors.

PubMed

White, Casey B; Kumagai, Arno K; Ross, Paula T; Fantone, Joseph C

2009-05-01

The third-year students at one medical school told the authors that values core to patient-centered care were impossible to practice in clerkships, in a culture where supervisors role modeled behaviors in direct conflict with patient-centered care. As they developed a new medical student curriculum, the authors designed the Family Centered Experience (FCE) to help students achieve developmental goals and understand the importance of and provide a foundation for patient-centered care. The authors solicited members of the first cohort to complete the FCE (the class of 2007) to participate in this focus-group-based study halfway through the third year. They explored the influence of the FCE on students' experiences in the third-year clerkships, and how conflicts between the two learning experiences shaped these students' values and behaviors. Students reported that during clerkships they experienced strong feelings of powerlessness and conflict between what they had learned about patient-centered care in the first two years and what they saw role modeled in the third year. Based on students' comments, the authors categorized students into one of three groups: those whose patient-centered values were maintained, compromised, or transformed. Students revealed that their conflict was connected to feelings of powerlessness, along with exacerbating factors including limited time, concerns about expectations for their behavior, and pessimism about change. Role modeling had a significant influence on consequences related to students' patient-centered values.

The Relationship between Teacher's Autonomy Support and Students' Autonomy and Vitality

ERIC Educational Resources Information Center

Núñez, Juan L.; Fernández, Celia; León, Jaime; Grijalvo, Fernando

2015-01-01

What makes a student feel vital and energetic? Using the self-determination framework, we analyzed how the behavior and feelings of students depend on social factors such as the teachers' attitudes. The goal of the study was to test an integrated sequence over a semester in which teacher's autonomy support acts as a predictor of autonomy, which,…

Visual and Performing Arts 101

ERIC Educational Resources Information Center

Coombes, Esther

2009-01-01

For most students, classes in the arts are more than just a means of gathering credits, they are about getting involved in what the students like, at least for a period. They feel that the classes are a healthy escape, a time to recuperate and do what they do well. In the art classrooms, music studios, and video labs, students feel they are part…

"Feeling Bad" or "Being Bad?" The Trapping Effect of Effort in Academic Failure in a Confucian Cultural Context

ERIC Educational Resources Information Center

Fwu, Bih-Jen; Wang, Hsiou-Huai; Chen, Shun-Wen; Wei, Chih-Fen

2017-01-01

A predicament faced by students who fail academically in East Asian Confucian societies, such as Taiwan, is being obscured by students' outstanding performances in international academic assessments. This article proposes that there is a trapping effect of effort for these students. They are trapped in a dilemma between "feeling bad"…

"I Secretly Relished that Delicious Feeling of Excitement": A Rhizoanalysis of Teacher-Student Attraction

ERIC Educational Resources Information Center

Johnson, Tara Star

2004-01-01

In the author's pilot study of teacher-student sexual dynamics in five preservice teachers high school classrooms, one piece of data stood out from among the rest of the interview transcripts, field notes, and email correspondence--not as an aberrant outlier; the content, feeling attracted to a student, echoed across the data set. Rather, this one…

Putting Students' Views of School Safety into Context: A Comparison of Adolescent Personal Safety across Locations in Israel

ERIC Educational Resources Information Center

Yablon, Yaacov Boaz; Addington, Lynn A.

2010-01-01

While previous research suggests that students feel safe at school, little attention has been given to studying adolescent feelings of safety in various locations. Such direct comparisons would provide a context for evaluating and better understanding students' perceptions of safety at school. The present study examines this issue by comparing…

Cracking the Behavior Code

ERIC Educational Resources Information Center

Rappaport, Nancy; Minahan, Jessica

2012-01-01

When, despite their best efforts, teachers feel defeated by a disruptive student, it seems they're fighting a losing battle. These students often have trouble regulating their emotions, become inflexible and have outbursts, and leave teachers feeling exhausted and incompetent. Through their collaboration, the authors have developed an approach…

Women Accuse Rutgers Political-Science Department of Bias and Hostility

ERIC Educational Resources Information Center

Moser, Kate

2008-01-01

Female faculty members and graduate students at Rutgers University in New Brunswick's political-science department feel unfairly compensated and shut out of leadership positions by their male counterparts, says an internal university report obtained by "The Chronicle." In at least one case, a woman has been afraid to complain about…

The Influence of Exercise Intensity on Frontal Electroencephalographic Asymmetry and Self-Reported Affect

ERIC Educational Resources Information Center

Woo, Minjung; Kim, Sungwoon; Kim, Jingu; Petruzzello, Steven J.; Hatfield, Bradley D.

2010-01-01

The "feel better" effect of exercise has been well established, but the optimal intensity needed to elicit a positive affective response is controversial. In addition, the mechanisms underlying such a response are unclear. To clarify these issues, female undergraduate students were monitored for electroencephalographic (EEG) and self-reported…

Opening Eyes and Minds

ERIC Educational Resources Information Center

Horwedel, Dina M.

2006-01-01

It's not easy being a Muslim student or professor on a U.S. college campus these days. Classmates and colleagues are curious and filled with questions. Some members of campus communities have reported being verbally harassed and made to feel uncomfortable, finding themselves in the role of having to educate their peers about and defend Islam.…

Building Successful Therapeutics into a Problem-Based Medical Curriculum in Africa

ERIC Educational Resources Information Center

Harries, C. S.; Mbali, C.; Botha, J.

2006-01-01

Irrational prescribing originates in undergraduate therapeutics education, where prescribing skills have been overlooked. P-drug, a rational prescribing approach, has been developed in response to poor prescribing. In 2004, the first cohort of PBL final year students at Nelson R. Mandela School of Medicine reported feeling unprepared to prescribe…

Admirer-Celebrity Relationships among Young Adults: Explaining Perceptions of Celebrity Influence on Identity.

ERIC Educational Resources Information Center

Boon, Susan D.; Lomore, Christine D.

2001-01-01

Investigates undergraduate students' judgments regarding the degree to which relationships with celebrity idols influenced their sense of identity and feelings of self-worth. Discusses the characteristics of the sample of idols participants reported as well as descriptive data concerning the degree to which participants perceived these idols as…

An Investigation of Palestinian EFL Majors' Writing Apprehension: Causes and Remedies

ERIC Educational Resources Information Center

Abu Shawish, Jaber I.; Abdelraheem, Mohammad Atea

2010-01-01

A considerable number of research and reports attempted to tackle the different aspects of writing apprehension. The current research dealt with the topic quantitatively and qualitatively in an attempt to know why Palestinian university students majoring in English feel anxious and stressed when they are asked to write. The possible remedies for…

Today's Vodcast: Sunny and Clear, with an Increased Chance of Learning

ERIC Educational Resources Information Center

Shankar-Brown, Rajni; Brown, Benjamin

2014-01-01

This study examines vodcasting as an effective instructional activity that can transform students' negative feelings about reading and book reports into more positive experiences. The study employed a qualitative research paradigm and single-case study research design to investigate the impact of using vodcasting in a middle grades language arts…

The napping behaviour of Australian university students.

PubMed

Lovato, Nicole; Lack, Leon; Wright, Helen

2014-01-01

The purpose of this study was to evaluate the self-reported sleep and napping behaviour of Australian university students and the relationship between napping and daytime functioning. A sample of 280 university first-year psychology students (median age  = 19.00 years) completed a 6-item napping behaviour questionnaire, a 12-item Daytime Feelings and Functioning Scale, the Pittsburg Sleep Quality Index and the Epworth Sleepiness Scale. Results indicated that 53.6% of students reported napping with 34% napping at least 1-2 times per week, and 17% napping three or more occasions per week. Long naps, those over 30 minutes, were taken by 77% of the napping students. Sixty-one percent of students reported they took long naps during the post-lunch dip period, from 2-4 pm. Students who nap at least once per week reported significantly more problems organizing their thoughts, gaining motivation, concentrating, and finishing tasks than students who did not nap. Students who napped also felt significantly more sleepy and depressed when compared to students who did not nap. The results also indicated that nap frequency increased with daytime sleepiness. The majority of students (51%) reported sleeping 6-7 hours per night or less. Overall, the results from this study suggest that among this population of Australian first-year university students habitual napping is common and may be used in an attempt to compensate for the detrimental effects of excessive sleepiness.

Easing the transition for queer student teachers from program to field: implications for teacher education.

PubMed

Benson, Fiona J; Smith, Nathan Grant; Flanagan, Tara

2014-01-01

Tensions exist between what some queer student teachers experience in the university setting, their lives in schools during field placements, and upon graduation. We describe a series of workshops designed for queer student teachers and their allies that were conducted prior to field placement. Participants revealed high degrees of satisfaction with the program and increased feelings of personal and professional self-efficacy. Participants reported high levels of experienced homophobia in their academic programs; as such, the workshops were a valuable "safe space." These workshops appear to fill a significant gap for queer students and their allies in teacher preparation programs.

Bullying Victimization Type and Feeling Unsafe in Middle School.

PubMed

Bowser, John; Larson, James D; Bellmore, Amy; Olson, Chelsea; Resnik, Felice

2018-01-01

Given their significance to school violence, this study quantifies the association between bullying victimization and perceptions of safety separately for victimization where the type is not specified versus victimization that is physical in nature. Generalized liner mixed modeling was employed with 5,138 sixth- to eighth-grade students in 24 schools who self-reported on their bullying victimization and perceptions of school safety on an anonymous survey in fall 2015. Results indicate a multiplicative interaction exists with regard to the odds of feeling unsafe at school among those who were bullied at all (odds ratio [ OR] = 3.1) compared to those who were bullied physically ( OR = 9.12). For school nurses who work with students with a variety of concerns and health issues, this research indicates that the use of bullying victimization as an outcome, proxy and/or predictor, requires inquiry into the type of bullying experienced to aid in the care and support received.

Seven types of nonsexual romantic physical affection among Brigham young university students.

PubMed

Gulledge, Andrew K; Stahmann, Robert F; Wilson, Colwick M

2004-10-01

College students from Brigham Young University (N= 186; 68 men, 118 women, M age=22.7 yr., SD=3.5) completed a survey regarding nonsexual, romantic physical affection-defined as any touch intended to arouse feelings of love in the giver or the recipient. Respondents included both dating and married individuals, although this was not specified on the questionnaire. This descriptive study reports the mean, median, mode, and standard deviation for each of the seven physical affection types: backrubs/massages, caressing/stroking, cuddling/holding, holding hands, hugging, kissing on the face, and kissing on the lips. Grouped frequency distributions further describe the amounts of each type of physical affection. Although physical affection has been underrepresented in the literature, studies have shown it to be associated with relationship satisfaction, partner satisfaction, psychological intimacy, feeling understood, the development of attachment bonds, modulating cardiovascular arousal, and easier conflict resolution.

Memento Mori

ERIC Educational Resources Information Center

Boyle, Sharon M.

2007-01-01

High school students often feel ineffective; they feel that they are stuck in between ages and have little ability to change situations and feel useful. Many people feel that drawing ability or talent is a random gift, not an accomplishment that they can use to affect the world. The author, in her class, presents her idea of drawing a portrait of…

Daily reports of witnessing and experiencing peer harassment in middle school.

PubMed

Nishina, Adrienne; Juvonen, Jaana

2005-01-01

Two studies examined daily incidents of peer harassment in urban middle schools. Sixth-grade students (M age = 11 years) described their daily personal experiences and witnessed accounts of peer harassment, and rated their negative feelings across a 2-week period. In Study 1 (n = 95), within-subject analyses across 4 days revealed that both personally experienced and witnessed harassment were associated with increases in daily anxiety, whereas witnessing harassment buffered students against increases in humiliation on days when they personally experienced harassment. Evidence for witnessing as a buffer against increases in humiliation and anger was also found in Study 2 (n = 97) that included 5 daily reports. Witnessing harassment also protected students against increases in negative self-perceptions.

Do student nurses experience Imposter Phenomenon? An international comparison of Final Year Undergraduate Nursing Students readiness for registration.

PubMed

Christensen, Martin; Aubeeluck, Aimee; Fergusson, Diana; Craft, Judy; Knight, Jessica; Wirihana, Lisa; Stupple, Ed

2016-11-01

The transition shock or Imposter Phenomena sometimes associated with moving from student to Registered Nurse can lead to feelings of self-doubt and insecurity especially with the increased expectations and responsibilities that registration brings. The aim of this study was to examine the extent at which imposter phenomenon is evident in four final year nursing student cohorts in Australia, New Zealand and the UK. A survey design. The study took place at four higher education institutes - two metropolitan campuses and two regional campuses between October 2014 - February 2015 in Australia, New Zealand and the UK. A sample of 223 final year nursing students undertaking nationally accredited nursing programmes were approached. Each cohort exhibited mild to moderate feelings of Imposter Phenomena. A positive weak correlation between imposter phenomena and preparedness for practice was found. The New Zealand cohort scored higher than both the Australian and UK cohorts on both feelings of imposterism and preparedness for practice. Nursing students possess internalized feelings which suggest their performance and competence once qualified could be compromised. There is some speculation that the respective curriculums may have some bearing on preparing students for registration and beyond. It is recommended that educational programmes designed for this student cohort should be mindful of this internal conflict and potential external hostility. © 2016 John Wiley & Sons Ltd.

Parenting styles, coping strategies, and the expression of homesickness.

PubMed

Nijhof, Karin S; Engels, Rutger C M E

2007-10-01

The present study examined the role of parenting styles in the experience and expression of homesickness, and the way of coping with the feelings involved. Using a sample of 670 first year college and university students, aged 16 to 25, we tested three hypotheses: (1) authoritarian, permissive as well as uninvolved parenting are associated with the experience of homesickness, contrary to students with authoritative parents who are less likely to have feelings of homesickness; (2) students with authoritarian, permissive or uninvolved parents show their homesickness by internalizing and externalizing problems; and (3) students raised by authoritative or permissive parents use more effective coping strategies to deal with homesickness. Results indicated that students raised by authoritative and permissive parents experienced more homesickness with stronger feelings of homesickness than students raised by authoritarian or uninvolved parents. However, they hardly express homesickness by internalizing or externalizing problems when they use effective ways of coping, namely support-seeking and/or problem-solving. Students with parents endorsing an authoritarian or uninvolved parenting style, on the other hand, showed more internalizing and externalizing problems in reaction to feelings of homesickness. They also use less effective coping strategies. The results revealed the importance of a loving and accepting home environment for the development and expression of homesickness, as well as the importance of the way in which students learn to cope with their problems.

Reading instruction in science: Teachers' practices, beliefs, & self-efficacy

NASA Astrophysics Data System (ADS)

Morales, Christina M.

The Common Core State Standards (CCSS, 2010) and the Next Generation Science Standards (NGSS, 2013) call on science teachers to play a stronger role in helping students learn from informational science texts. Curriculum implementation efforts aimed at addressing these new standards should build on what teachers are already doing to help students with reading in their classrooms and the pedagogical issues that they feel are important to science learning. However, few current studies have gathered these important insights from science teachers. Aiming to fill this gap in the literature, this study attempted to describe middle school science teachers' current practices, beliefs, and self-efficacy regarding reading and reading instruction in their classrooms. A conceptual model hypothesizing that self-efficacy mediates the relationship between teachers' beliefs about how important reading instruction is to science learning and how often they provide reading instruction in their science classes was also tested. Participants (N = 247) reported that students regularly engaged in reading-related tasks in science class. Somer's D correlation analyses highlighted positive associations between the frequency with which teachers reported that students engaged in various reading-related tasks and the frequency with which they reported providing reading instruction for those tasks, suggesting that students tended to receive explicit instruction or coaching for the reading-related tasks they engaged in most often. Middle school science teachers also expressed positive beliefs about the importance of reading-related tasks and explicit instruction or coaching for reading in science and tended to take on responsibility for helping students become better readers of science texts. Last, a path analysis confirmed that the association between teachers' beliefs and practices was mediated through teachers' self-efficacy (beta = .07, p < .001). This suggests that self-efficacy can influence teacher practice: even if teachers believe that reading instruction is important or even essential to science learning, they might avoid or resist providing reading instruction if they do not feel efficacious in helping students become stronger readers of science texts.

Introducing Verbpathy in the English Language Classroom: Encouraging Students to Feel the Essence and Emotion of Words

ERIC Educational Resources Information Center

Randolph, Patrick T.

2015-01-01

A key element in vocabulary instruction is to get the students to "feel" the vocabulary and make it a part of their new language identity; that is, helping the students to "own" the terms is a top priority of language instructors. Using verbpathy as a tool meets this goal. The idea of using verbpathy in vocabulary instruction…

Using Powers of 10 to Help Students Develop Temporal Benchmarks

ERIC Educational Resources Information Center

Schwartz, Mette Elisabeth

2009-01-01

One of the greatest challenges for middle school Earth science teachers is helping our students get a feel for the magnitude of the long spans that make up Earth's history. The intent of the strategy presented here is to help middle school students get a feel for the real sizes of powers of 10, and then help them use that understanding by…

Fostering School Connectedness: Improving Student Health and Academic Achievement. Information for Teachers and Other School Staff

ERIC Educational Resources Information Center

Centers for Disease Control and Prevention, 2009

2009-01-01

Students feel more connected to their school when they believe that the adults and other students at school not only care about how well they are learning, but also care about them as individuals. Young people who feel connected to school are more likely to succeed academically and make healthy choices. All school staff, including teachers,…

An easy-to-use word processing program for creating concept cards in psychology courses: a method for teachers.

PubMed

Abramson, Charles I; Robinson, Ellen Gray; Rice, Jessica; Burley, Jami; Bergman, Staci; Delougherty, Patricia; Reudy, Katherine

2002-06-01

We describe a template to create concept cards in psychology courses using a word processing program. Students create their own individualized cards, which have the look and feel of flashcards and retain the same self-testing and monitoring features. Students report the template is easy to use, that the cards help them focus their study behavior and employ critical thinking skills in learning class material. We offer several suggestions on how to use the cards.

[Talks on evaluation of students' writing (discussion)].

PubMed

Terazawa, K; Otaki, J; Abe, K

2001-09-01

We talked about the evaluation of students' writing; this is thought to be difficult for teachers. We have a class "history of medicine" for freshmen in the second semester of the medical course. Students give lecture by themselves on famous historical persons in medicine such as Hippocrates, Vesalius, Pasteur and Sackett, referring to their historical significance in present medicine. As the final work of the subject they write report on "clinical medicine or medical researches 20 years in future and myself". We talked generally about educational evaluation in various aspects, concerning the methods for writing. We discussed mainly on two themes--ability to write and originality in thinking. We give a larger point to the originality, which correlates to ability to write, though we feel difficult in evaluating students' originality only by reading their reports. We also emphasize the importance of active interaction between students and teachers, and to evaluate educational activities of teachers in Japanese universities.

Being and feeling liked by others: how social inclusion impacts health.

PubMed

Hartung, Freda-Marie; Sproesser, Gudrun; Renner, Britta

2015-01-01

This study examined the effects of perceived and actual social inclusion on health across and within individuals from a network perspective. During the first semester, 75 freshmen students provided bi-weekly ratings on their perceived social inclusion and health. To capture actual social inclusion, each student nominated liked and disliked fellow students. Perceived social inclusion mediated the effect of actual social inclusion on health. Specifically, students with more 'likes' perceived more social inclusion and those with higher perceived inclusion reported a better health status (between-person effect). In addition, at time points, when students received more 'likes' they also perceived more social inclusion. They reported better health at times when they felt more included (within-person effect). Thus, the perception of social inclusion is rooted in reality and actual social inclusion has an impact on health when passing the filter of perception.

Toward an Abortion Counseling Strategy for Pro-Life Counselors

ERIC Educational Resources Information Center

Armstrong, Phillip James

1976-01-01

What do counselors do when involved in a counseling encounter that brings two of their principal values, student freedom and the fetus' right to life, into contact? The author feels if a counselor makes his commitment regarding abortion known. Students will choose a counselor who reinforces their own feelings. (Author)

Applicability of Herzberg's Motivator-Hygiene Theory in Studying Academic Motivation.

ERIC Educational Resources Information Center

Magoon, Robert A.; James, Aaron

1978-01-01

Forty-one community college students were asked to recall one college-related event which made them feel good and one which made them feel bad, and provide additional information about each. Results were analyzed using Herzberg's methods to identify factors related to student motivation, as "satisfiers" or "dissatisfiers" and…

Learning to Feel Like a Scientist

ERIC Educational Resources Information Center

Jaber, Lama Z.; Hammer, David

2016-01-01

There is increased attention in the science education community on the importance of engaging students in the practices of science. However, there is much to be learned about "how" students enter into and sustain their engagement in these practices. In this paper, we argue that "epistemic affect"--feelings and emotions…

Who Feels Included in School? Examining Feelings of Inclusion among Students with Disabilities

ERIC Educational Resources Information Center

Stiefel, Leanna; Shiferaw, Menbere; Schwartz, Amy Ellen; Gottfried, Michael

2018-01-01

The passage of landmark federal legislation in 1975 guaranteed students with disabilities (SWDs) a free appropriate public education. Over time, reauthorization of this legislation has highlighted the importance of educating SWDs in the general education environment where appropriate, and significant interaction with general education peers who…

Mobility, Aspiration, Voice: A New Structure of Feeling for Student Equity in Higher Education

ERIC Educational Resources Information Center

Sellar, Sam; Gale, Trevor

2011-01-01

There is a changed "structure of feeling" emerging in higher education systems, particularly in OECD nations, in response to changed social, cultural and economic arrangements. Taking a student equity perspective, the paper names this change in terms of "mobility", "aspiration" and "voice". It argues that…

Statistics Anxiety, State Anxiety during an Examination, and Academic Achievement

ERIC Educational Resources Information Center

Macher, Daniel; Paechter, Manuela; Papousek, Ilona; Ruggeri, Kai; Freudenthaler, H. Harald; Arendasy, Martin

2013-01-01

Background: A large proportion of students identify statistics courses as the most anxiety-inducing courses in their curriculum. Many students feel impaired by feelings of state anxiety in the examination and therefore probably show lower achievements. Aims: The study investigates how statistics anxiety, attitudes (e.g., interest, mathematical…

Feeling Abnormal: Simulation of Deviancy in Abnormal and Exceptionality Courses.

ERIC Educational Resources Information Center

Fernald, Charles D.

1980-01-01

Describes activity in which student in abnormal psychology and psychology of exceptional children classes personally experience being judged abnormal. The experience allows the students to remember relevant research, become sensitized to the feelings of individuals classified as deviant, and use caution in classifying individuals as abnormal.…

Learning physical examination skills outside timetabled training sessions: what happens and why?

PubMed

Duvivier, Robbert J; van Geel, Koos; van Dalen, Jan; Scherpbier, Albert J J A; van der Vleuten, Cees P M

2012-08-01

Lack of published studies on students' practice behaviour of physical examination skills outside timetabled training sessions inspired this study into what activities medical students undertake to improve their skills and factors influencing this. Six focus groups of a total of 52 students from Years 1-3 using a pre-established interview guide. Interviews were recorded, transcribed and analyzed using qualitative methods. The interview guide was based on questionnaire results; overall response rate for Years 1-3 was 90% (n = 875). Students report a variety of activities to improve their physical examination skills. On average, students devote 20% of self-study time to skill training with Year 1 students practising significantly more than Year 3 students. Practice patterns shift from just-in-time learning to a longitudinal selfdirected approach. Factors influencing this change are assessment methods and simulated/real patients. Learning resources used include textbooks, examination guidelines, scientific articles, the Internet, videos/DVDs and scoring forms from previous OSCEs. Practising skills on fellow students happens at university rooms or at home. Also family and friends were mentioned to help. Simulated/real patients stimulated students to practise of physical examination skills, initially causing confusion and anxiety about skill performance but leading to increased feelings of competence. Difficult or enjoyable skills stimulate students to practise. The strategies students adopt to master physical examination skills outside timetabled training sessions are self-directed. OSCE assessment does have influence, but learning takes place also when there is no upcoming assessment. Simulated and real patients provide strong incentives to work on skills. Early patient contacts make students feel more prepared for clinical practice.

Student perceptions of support in practice.

PubMed

Gidman, Janice; McIntosh, Annette; Melling, Katherine; Smith, Debra

2011-11-01

This paper reports on a funded research project exploring perceptions and experiences of pre-registration nursing students of support in practice in one Higher Education Institution in England. The study used a mixed method approach with samples of new students (within the first six months) and finishing students (within the last three months). Students reported that the most important areas they needed support with were clinical skills, placement situations, documentation and personal issues. The mentor qualities that were valued were personal attributes, being facilitative and being knowledgeable; newly qualified mentors and experienced students were seen as being the most supportive. Students saw their own responsibilities as learning and gaining skills, being professional and caring for patients. The finishing students also felt that accountability and teaching were part of their role. Reported challenges encompassed personal issues, including work-life balance and finances, dealing with elements such as patient death and uncertainties in new situations. The best aspects of practice emerged as being involved in patient care, feeling part of a team and experiencing positive support from mentors. The findings explicated the multi-faceted nature of student support in practice that need to be taken into account when putting support frameworks in place. Copyright © 2011 Elsevier Ltd. All rights reserved.

The use of poetry writing in nurse education: An evaluation.

PubMed

Jack, Kirsten

2015-09-01

Arts based approaches have been used in health education in various ways e.g. to develop emotional awareness, reduce anxiety and stress and assess communication skills. This evaluation aimed to explore the use of poetry writing as a way for undergraduate nursing students to consider their feelings about important practice issues. 42 first year undergraduate nursing students were asked to write a poem which focussed on an important nursing issue e.g. compassion, communication or the therapeutic role of the nurse. They were then asked to read the poem aloud to a small group and discuss its meaning. 60% (n=24) of students reported that the exercise had increased understanding of their chosen subject, 75% (n=30) stated that they had learned something about themselves and 65% (n=26) of students stated that they had enjoyed the poetry writing exercise. Qualitative comments suggested that the use of poetry enabled greater understanding of others' experiences, promoted open and honest reflection on feelings and supported the development of confidence. There is a need for teaching methods which engage and develop students' imagination, if they are going to be adequately prepared for the demands of nursing practice. Poetry writing and discussion supports the development of confidence, therapeutic communication skills and the ability to think creatively. Copyright © 2015 Elsevier Ltd. All rights reserved.

Research and Development Project to Develop, Improve, Expand and Evaluate Behavioral Goals of a Team-Taught, Humanities-Oriented Course in World Civilization for Ninth and Tenth Grade Students. Final Report.

ERIC Educational Resources Information Center

Fairfax County School Board, VA.

This report describes five out of seventeen units in a World Civilization program, a two-year humanities oriented interdisciplinary English and social studies program. Course material focuses on those records of man which represent his thoughts and feelings about life. History serves as the basis for the chronological development of the course,…

A View from the Inside: An In-Depth Look at a Female University Student's Experience with a Feel-Based Intervention to Enhance Self-Confidence and Self-Talk

ERIC Educational Resources Information Center

Guerin, Eva; Arcand, Isabelle; Durand-Bush, Natalie

2010-01-01

The primary goal of this investigation was to document, using the participatory paradigm, a female university student's experience with a feel-based intervention intended to enhance the quality of her academic experiences including her self-confidence and self-talk. In this unique qualitative case study, the student participated in a 15-week…

An intervention with third-year medical students to encourage the reporting and management of occupational exposures.

PubMed

Kobets, Andrew J; Perlotto, James; Angoff, Nancy R

2012-09-01

Medical students are particularly vulnerable to occupational exposures to blood-borne pathogens because of their inexperience. Although exposure rates for medical students remain high, they often do not report such incidents or seek the proper medical care. The authors describe and evaluate an intervention at the Yale University School of Medicine to prevent and manage occupational exposures among medical students. Since 2001, students have met with key faculty during orientation and again before clinical clerkships to discuss the circumstances under which most exposures occur, examine the equipment used to draw blood and start IVs, and review instructions about postexposure management. They are also given a laminated card summarizing this information. In 2010 and 2011, the authors surveyed graduating students about their experiences. Two hundred twenty-five of 245 (92%) students responded to the survey, and 82 (36%) had experienced 103 exposures. Forty-seven of those 82 (57%) students reported their exposure, 52 (56%) had the laminated card on them at the time of the incident, and 15 (18%) started postexposure prophylaxis. The most common reasons students cited for not reporting an incident were a low-risk exposure, a sense of embarrassment, or perceived difficulties in getting care. The authors recommend continuing to educate medical students about the importance of reporting exposures and seeking the proper care. They also recommend educating physicians and residents in an attempt to change the environment around exposures so that medical students no longer feel discouraged from reporting incidents.

Longitudinal effects of hostility, depression, and bullying on adolescent smoking initiation.

PubMed

Weiss, Jie W; Mouttapa, Michele; Cen, Steven; Johnson, C Anderson; Unger, Jennifer

2011-06-01

The present study examined the associations between smoking initiation and, hostility, depressive symptoms, and bullying (bullies and bully-victims) among a culturally diverse sample of 1,771 adolescents who reported never having smoked at baseline. Data were obtained from a longitudinal school-based experimental trial of smoking prevention programs in Southern California. Annual survey was performed for students of the sixth, seventh, and eighth grades. All students in the 24 participating schools were invited to participate in the study during the sixth grade. The risk of smoking initiation was significantly higher among students who scored higher on hostility and depressive symptoms, and were bully-victims. The findings suggest that tobacco prevention programs should include strategies for managing hostile feelings and negative effect as part of the curriculum. In addition, it might be helpful to identify youth who score high on these psychosocial factors and teach them skills to handle interpersonal conflict and negative feelings to prevent their involvement in substance use. Copyright © 2011 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Walk and Talk: an intervention for behaviorally challenged youths.

PubMed

Doucette, Patricia A

2004-01-01

This qualitative research explored the question: Do preadolescent and adolescent youths with behavioral challenges benefit from a multimodal intervention of walking outdoors while engaging in counseling? The objective of the Walk and Talk intervention is to help the youth feel better, explore alternative behavioral choices, and learn new coping strategies and life skills by engaging in a counseling process that includes the benefits of mild aerobic exercise, and that nurtures a connection to the outdoors. The intervention utilizes a strong therapeutic alliance based on the Rogerian technique of unconditional positive regard, which is grounded and guided by the principles of attachment theory. For eight weeks, eight students (aged 9 to 13 years) from a middle school in Alberta, Canada, participated weekly in the Walk and Talk intervention. Students' self-reports indicated that they benefited from the intervention. Research triangulation with involved adults supported findings that indicated the students were making prosocial choices in behavior, and were experiencing more feelings of self-efficacy and well-being. Limitations, new research directions, and subsequent longitudinal research possibilities are discussed.

[Feelings of discrimination among students: prevalence and associated factors].

PubMed

Bittencourt, Alex Avelino; Aerts, Denise Rangel Ganzo de Castro; Alves, Gehysa Guimarães; Palazzo, Lílian; Monteiro, Lisiane; Vieira, Patrícia Conzatti; Freddo, Silvia Letícia

2009-04-01

To estimate the prevalence of and factors associated with feelings of discrimination among students. Cross-sectional study with a representative sample of 1,170 students from a total of 2,282 students enrolled in the 7th grade of an elementary school of the city of Gravataí, Southern Brazil, in 2005. Participants were selected by conglomerate random sampling. Data were obtained from self-applied instruments (Global School-based Student Health Survey, Body Shape Questionnaire, socioeconomic classification) that were completed in the classroom. Cox regression, modified for cross-sectional studies, was employed, according to a four-stage hierarchical model. Prevalence of feelings of discrimination was 21.0%. These feelings were more prevalent among: girls (PR=1.93, 95% CI 1.51;2.46); those showing school absenteeism (PR=1.54, 95% CI 1.21;1.97); those who had used tobacco in their lives (PR=1.53, 95% CI 1.18;1.98); those concerned about their body image (PR=1.42, 95% CI 1.07;1.88); those with feelings of loneliness (PR=2.50, 95% CI 1.80;3.46) and sadness (PR=1.29, 95% CI 1.02;1.62); those with sleep difficulties (PR:1.41, 95% CI 1.08;1.83); those with suicidal ideation (PR=1.45, 95% CI 1.13;1.85) and those who had suffered some type of accidental (PR=1.56, 95% CI 1.23;1.97) or intentional injury (PR=2.04, 95% CI 1.51;2.76). Feelings of discrimination were associated with sex and experience with tobacco. Its association with psychosocial factors indicates the coexistence of adverse situations, such as dissatisfaction with body image, depressive symptoms and presence of insults. These findings show the importance of health professionals and teachers acting together to identify these feelings early on, and guide and follow adolescents facing such situations.

Daily Reports of Witnessing and Experiencing Peer Harassment in Middle School

ERIC Educational Resources Information Center

Nishina, Adrienne; Juvonen, Jaana

2005-01-01

Two studies examined daily incidents of peer harassment in urban middle schools. Sixth-grade students (M age=11 years) described their daily personal experiences and witnessed accounts of peer harassment, and rated their negative feelings across a 2-week period. In Study 1 (n=95), within-subject analyses across 4 days revealed that both personally…

Embodying Sociological Mindfulness: Learning about Social Inequality through the Body

ERIC Educational Resources Information Center

MacNevin, Audrey L.

2004-01-01

This paper reports on a teaching and learning technique that uses the power of everyday body language and proxemics to illustrate forms of social inequality. More significantly, the active learning exercises assist students to feel the fact that the making and maintaining of power relations is an intimate and visceral matter. In keeping with…

Brief Report: Attitudes about Responding to Survey Questions Concerning Childhood Sexual Abuse by Hispanic Female College Students

ERIC Educational Resources Information Center

Ernst, Frederick A.; Salinas, Nancy I.; Perez, Natalie

2009-01-01

In no studies have research participants been asked how they feel about answering questions concerning childhood sexual abuse. We have performed searches from two different search engines again and have found nothing published which specifically addresses this question in the way we have. A questionnaire about childhood sexual abuse was…

Relationships with Families: Have Educators Overlooked a Critical Piece of the Puzzle?

ERIC Educational Resources Information Center

Buchanan, Karen; Buchanan, Thomas

2017-01-01

While the importance of a professional teacher's collaboration with diverse families is clearly highlighted in the US Department of Education's Every Student Succeeds Act (ESSA) and in US teaching standards, research consistently reports that teachers feel unprepared to do this aspect of their work. The failure of the teaching profession to grow…

Build a Bully-Free Classroom

ERIC Educational Resources Information Center

Instructor, 2005

2005-01-01

For most teachers, more important than supplies and a spacious classroom is a happy learning environment in which each child feels welcome and safe. That is why it is so dismaying that according to one recent study, 43% of students worry about going to the restroom for fear of encountering a bully. The same study reported that a child is bullied…

Instructional Practices in Fifth-Through Eighth-Grade Science Classrooms of a Selected Seventh-Day Adventist Conference

ERIC Educational Resources Information Center

Burton, Larry D.; Nino, Ruth J.; Hollingsead, Candice C.

2004-01-01

This investigation focused on instructional practices within fifth- through eighth-grade science classes of selected Seventh-day Adventist schools. Teachers reported regular use of discussion, student projects, and tests or quizzes. Most respondents said they did not feel prepared or had "never heard of" inquiry, the learning cycle, or…

School-Police Partnership Effectiveness in Urban Schools: An Analysis of New York City's Impact Schools Initiative

ERIC Educational Resources Information Center

Brady, Kevin P.; Balmer, Sharon; Phenix, Deinya

2007-01-01

Despite nationwide decreases in school crime and violence, a relatively high and increasing number of students report feeling unsafe at school. In response, some school officials are implementing school-police partnerships, especially in urban areas, as an effort to deter criminal activity and violence in schools. This article examines the initial…

Effects of Infant Cries on Alcohol Consumption in College Males at Risk for Child Abuse.

ERIC Educational Resources Information Center

Stasiewicz, Paul R.; Lisman, Stephen A.

1989-01-01

The study with 32 male college students supported previous studies depicting the infant cry as a stressful and aversive event, capable of eliciting increased drinking. Subjects who heard an infant cry consumed significantly more alcohol and reported feeling more aversion, arousal, and distress than subjects who listened to a smoke alarm.…

Insights into Casual Relief Teaching: Casual Relief Teachers' Perceptions of Their Knowledge and Skills

ERIC Educational Resources Information Center

Nicholas, Maria; Wells, Muriel

2017-01-01

Research into the experiences of casual relief teachers (CRTs) (substitute or supply teachers) across Australia and internationally has reported feelings of marginalisation among participants. These findings are concerning when one considers that students might be in the care of CRTs for an equivalent of 1 year or more throughout their schooling.…

A Program To Develop through LOGO the Computer Self-Confidence of Seventh Grade Low-Achieving Girls.

ERIC Educational Resources Information Center

Angell, Marion D.

This practicum report describes the development of a program designed to improve self-confidence in low-achieving seventh grade girls towards computers. The questionnaire "My Feelings Towards Computers" was used for pre- and post-comparisons. Students were introduced to the computer program LOGO, were taught to compose programs using the…

Doing Well vs. Feeling Well: Understanding Family Dynamics and the Psychological Adjustment of Chinese Immigrant Adolescents

ERIC Educational Resources Information Center

Qin, Desiree Baolian

2008-01-01

Despite their average high levels of educational achievement, Asian American students often report poor psychological and social adjustment, suggesting an achievement/adjustment paradox. Yet, the reasons for this paradox remain unclear. Drawing on 5-year longitudinal qualitative interview data, this paper compares the family dynamics of two groups…

The Social Dimension of Learning through Argumentation: Effects of Human Presence and Discourse Style

ERIC Educational Resources Information Center

Asterhan, Christa S. C.; Babichenko, Miriam

2015-01-01

In spite of its potential for learning, and in particular knowledge revision, argumentation on science concepts is neither easily elicited nor easily sustained. Students may feel uneasy critiquing and being critiqued, especially on complex science topics. We report on a controlled study that tested the role of 2 potential factors that may either…

Examining the Impact of Federal Grants to Reduce Violent Crimes against Women on Campus

ERIC Educational Resources Information Center

Palmer, Jane E.; Alda, Erik

2016-01-01

Sexual assault on college campuses is persistently underreported; therefore, Clery Act sexual assault statistics are not strong indicators of incidence. Instead, they may indicate whether students feel comfortable reporting on a particular campus. The purpose of this study was to examine the impact of the Office on Violence Against Women Campus…

Talking about death: implementing peer discussion as a coping mechanism to overcome fears about dissection, death, and dying.

PubMed

Kotzé, Sanet Henriët; Mole, Calvin Gerald

2013-01-01

Many studies have reported on the perceptions of medical students toward dissection. It is important to understand the feelings and symptoms experienced during dissection so that they can be adequately handled. Prior to dissection, first year students are given lectures on aspects of dissection, death and dying, and death rituals in various cultures. Two separate questionnaires, one given during the first week of dissection and another given one month into the program were then completed anonymously by dissection groups. The questions were designed to be open-ended, thereby encouraging group discussion amongst students. The questionnaires were used to determine the perception of students to dissection and to discover if these perceptions change during the dissection program. The first questionnaire revealed that students do experience fears and anxiety prior to and at the beginning of dissection; however, most of these fears dissipated by the time of the second questionnaire. One month into dissection students cited talking to peers as their main coping mechanism and fewer students mentioned emotional detachment from their cadaver as a coping mechanism, as was the case in the first questionnaire. Dissection was perceived as a positive experience by our student cohort and most students cited the main advantage of dissection as the ability to visualize organs in three dimensions. The comprehensive answers received from the students indicated that thorough discussion of feelings amongst peers occurred, introducing students to an important coping mechanism at an early stage of their learning. Copyright © 2012 American Association of Anatomists.

Anger and Impulsivity Among Japanese Adolescents: A Nationwide Representative Survey.

PubMed

Itani, Osamu; Kaneita, Yoshitaka; Munezawa, Takeshi; Ikeda, Maki; Osaki, Yoneatsu; Higuchi, Susumu; Kanda, Hideyuki; Nakagome, Sachi; Suzuki, Kenji; Ohida, Takashi

2016-07-01

This study aimed to clarify the prevalence of anger and impulsivity and its associated factors through a nationwide survey of junior and senior high school adolescent students in Japan. A self-administered questionnaire covering (1) personal data, (2) lifestyle, (3) mental health status, and (4) feelings of anger and impulsivity was distributed to junior and senior high school students in Japan. Among the total of 10,955 junior high schools and 5,115 senior high schools nationwide, 130 and 110 were randomly selected, respectively. Of those, 92 junior and 80 senior high schools participated in the survey. The survey period was from December 2008 to the end of January 2009. A total of 95,680 questionnaires were collected. After excluding invalid responses, the remaining 94,777 responses (response rate: 62.3%) were analyzed. From the questions regarding anger and impulsivity, 8.7% (95% CI, 8.5%-8.9%) and 7.5% (95% CI, 7.3%-7.7%) of the participants were considered to have experienced intense anger and impulsivity, respectively. Logistic regression analysis indicated that the odds ratios for experiencing intense feelings of anger were significantly higher (all P values < .05) among students who smoked, consumed alcohol, skipped breakfast, did not wish to go to university, had short sleep duration, had decreased positive feelings, had increased depressive feelings, or used mobile phones for longer hours. The odds ratios for experiencing intense impulsivity were significantly higher among students who smoked, consumed alcohol, skipped breakfast, did not participate in club activities, had short sleep duration, had decreased positive feelings, had increased depressive feelings, or used mobile phones for longer hours. The results suggest that healthy lifestyle habits, good sleep habits, and improved mental health are important for preventing intense feelings of anger and impulsivity among adolescents. © Copyright 2016 Physicians Postgraduate Press, Inc.

"I'm too used to it": a longitudinal qualitative study of third year female medical students' experiences of gendered encounters in medical education.

PubMed

Babaria, Palav; Abedin, Sakena; Berg, David; Nunez-Smith, Marcella

2012-04-01

Although the number of women entering medical school has been steadily rising in the U.S.A., female medical students continue to report instances of sexual harassment and gender discrimination. The full spectrum of such experiences and their effect on the professional identity formation of female students over time remains largely unknown. To investigate these experiences, we interviewed 12 third year female medical students at a private New England medical school over several points during the 2006-2007 academic year. Using theoretical frameworks of gender performance and the centrality of student-patient and student-supervisor relationships, we were better able to understand how female medical students interpret the role of 'woman doctor' and the effect of negative and positive gendered interactions on the evolution of their professional identity. We found that participants quickly learned how to confront and respond to inappropriate behavior from male patients and found interactions with female patients and supervisors particularly rewarding. However, they did not feel equipped to respond to the unprofessional behavior of male supervisors, resulting in feelings of guilt and resignation over time that such events would be a part of their professional identity. The rapid acculturation to unprofessional behavior and resignation described by participants has implications for not only professional identity formation of female students but specialty choices and issues of future physician workforce. Copyright © 2012 Elsevier Ltd. All rights reserved.

Assessing medical students' attitudes towards learning communication skills--which components of attitudes do we measure?

PubMed

Anvik, Tor; Gude, Tore; Grimstad, Hilde; Baerheim, Anders; Fasmer, Ole B; Hjortdahl, Per; Holen, Are; Risberg, Terje; Vaglum, Per

2007-03-30

The Communication Skills Attitudes Scale (CSAS) created by Rees, Sheard and Davies and published in 2002 has been a widely used instrument for measuring medical students' attitudes towards learning communication skills. Earlier studies have shown that the CSAS mainly tests two dimensions of attitudes towards communication; positive attitudes (PAS) and negative attitudes (NAS). The objectives of our study are to explore the attitudes of Norwegian medical students towards learning communication skills, and to compare our findings with reports from other countries. The CSAS questionnaire was mailed simultaneously to all students (n = 3055) of the four medical schools in Norway in the spring of 2003. Response from 1833 students (60.0%) were analysed by use of SPSS ver.12. A Principal component analysis yielded findings that differ in many respects from those of earlier papers. We found the CSAS to measure three factors. The first factor describes students' feelings about the way communication skills are taught, whereas the second factor describes more fundamental attitudes and values connected to the importance of having communication skills for doctors. The third factor explores whether students feel that good communication skills may help them respecting patients and colleagues. Our findings indicate that in this sample the CSAS measures broader aspects of attitudes towards learning communication skills than the formerly described two-factor model with PAS and NAS. This may turn out to be helpful for monitoring the effect of different teaching strategies on students' attitudes during medical school.

Positive Feelings towards the Learning of Mathematics for Low Achievers

ERIC Educational Resources Information Center

Tong, Cherng Luen; Leong, Yew Hoong; Quek, Khiok Seng

2013-01-01

A common area of difficulty and frustration for low achieving students is the operations involving negative numbers. The main objective of our innovations in this area with two classes of Year 7 low achieving students was to develop positive feelings towards mathematics, in particular of an appreciation for the "reasonableness" and clear…

Doctoral Students and the Impostor Phenomenon: Am I Smart Enough to Be Here?

ERIC Educational Resources Information Center

Craddock, Sarah; Birnbaum, Matt; Rodriguez, Katrina; Cobb, Christopher; Zeeh, Steven

2011-01-01

This study explores feelings associated with the impostor phenomenon (IP) as experienced by six doctoral students in a higher education program. Using data gathered from semi-structured interviews and a focus group, our analysis revealed that participants had feelings related to perceptions of inadequacy and academic preparedness. The authors…

Emotions and Learning. Educational Practices Series-24

ERIC Educational Resources Information Center

Pekrun, Reinhard

2014-01-01

The classroom is an emotional place. Students can be excited during studying, hope for success, feel pride in their accomplishments, be surprised at discovering a new solution, experience anxiety about failing examinations, feel ashamed over poor grades, or be bored during lessons. In addition, social emotions play a role and students also bring…

Effects of Goal-Setting Instruction on Academic Engagement for Students at Risk

ERIC Educational Resources Information Center

Rowe, Dawn A.; Mazzotti, Valerie L.; Ingram, Angela; Lee, Seunghee

2017-01-01

Research indicates teachers feel teaching goal-setting is an effective way to enhance academic engagement. However, teachers ultimately feel unprepared to embed goal-setting instruction into academic content to support active student engagement. Given the importance teachers place on goal-setting skills, there is a need to identify strategies to…

Ordinary Lives Illuminated: Writing Oral History.

ERIC Educational Resources Information Center

Gandesbery, Jean

1990-01-01

Describes how writing oral history can help students to feel that they are participating in a lively intellectual and cultural process that travels beyond the limits of the classroom. Says students claim that their obligations to the assignment are surpassed by their feelings of gratification in having created living works with lasting vitality.…

Medical Student Sexuality: How Sexual Experience and Sexuality Training Impact U.S. and Canadian Medical Students’ Comfort in Dealing with Patients’ Sexuality in Clinical Practice

PubMed Central

Shindel, Alan W.; Ando, Kathryn A.; Nelson, Christian J.; Breyer, Benjamin N.; Lue, Tom F.; Smith, James F.

2013-01-01

Purpose To determine factors associated with students’ comfort in addressing patients’ sexuality in the clinical context. Method The authors invited students enrolled in MD-degree-granting and osteopathic medical schools in the United States and Canada to participate in an anonymous Internet survey between February and July 2008. The survey assessed ethnodemographic factors and sexual history. Respondents also completed the Center for Epidemiologic Studies Depression Scale. Male respondents completed the International Index of Erectile Function and the Premature Ejaculation Diagnostic Tool. Female respondents completed the Female Sexual Function Index and the Index of Sex Life. The authors used descriptive statistics, ANOVA, and multivariable logistic regression to analyze responses. Results The authors’ analyses included 2,261 completed survey responses: 910 from men, 1,343 from women, and 8 from individuals who self-identified as “other” gendered. Over 53% of respondents (n = 1,206) stated that they felt they had not received sufficient training in medical school to address sexual concerns clinically. Despite this, 81% of students (n = 1,827) reported feeling comfortable dealing with their patients’ sexuality issues. Students with limited sexual experience, students at risk for sexual problems, and students who felt that they had not been trained adequately were less likely to report being comfortable talking to patients about sexual health issues. Conclusions Perception of inadequate sexuality training in medical school and personal issues pertaining to sex may be associated with students’ difficulty in addressing patients’ sexuality. Adequate training is preeminently associated with feeling comfortable addressing patients’ sexuality and should be a priority for medical education. PMID:20671459

Preparing Teachers to Use GIS: The Impact of a Hybrid Professional Development Program on Teachers' Use of GIS

NASA Astrophysics Data System (ADS)

Moore, Steven; Haviland, Don; Moore, William; Tran, Michael

2016-12-01

This article reports the findings of a 3-year study of a hybrid professional development program designed to prepare science and mathematics teachers to implement GIS in their classrooms. The study was conducted as part of the CoastLines Innovative Technology Experiences for Students and Teachers project funded by the National Science Foundation. Three cohorts of teachers participated in the program, with each participant receiving 40 h of synchronous online instruction and 80 h of in-person instruction and support over an 8-month period. Data from surveys of participants both before and after the program were analyzed using correlation, ordinary least squares, and ordered logit regression analyses. The analyses revealed increases in the self-reported frequency of GIS use and enhanced feelings of preparation, competence, community, and comfort with respect to using GIS for instruction. A composite index of all impact variables was positively influenced as well. The statistical analyses found a strong relationship between self-reported feelings of preparation and use of GIS. Some support was found for the idea that feelings of competence, community, and comfort were related to the teachers' sense of preparation. The findings suggest that a robust hybrid model of teacher professional development can prepare teachers to use GIS in their classrooms. More research is needed to understand how hybrid models influence the sociopsychological and other dimensions that support teachers' feelings of preparation to implement GIS.

The Napping Behaviour of Australian University Students

PubMed Central

Lovato, Nicole; Lack, Leon; Wright, Helen

2014-01-01

The purpose of this study was to evaluate the self-reported sleep and napping behaviour of Australian university students and the relationship between napping and daytime functioning. A sample of 280 university first-year psychology students (median age  = 19.00 years) completed a 6-item napping behaviour questionnaire, a 12-item Daytime Feelings and Functioning Scale, the Pittsburg Sleep Quality Index and the Epworth Sleepiness Scale. Results indicated that 53.6% of students reported napping with 34% napping at least 1–2 times per week, and 17% napping three or more occasions per week. Long naps, those over 30 minutes, were taken by 77% of the napping students. Sixty-one percent of students reported they took long naps during the post-lunch dip period, from 2–4pm. Students who nap at least once per week reported significantly more problems organizing their thoughts, gaining motivation, concentrating, and finishing tasks than students who did not nap. Students who napped also felt significantly more sleepy and depressed when compared to students who did not nap. The results also indicated that nap frequency increased with daytime sleepiness. The majority of students (51%) reported sleeping 6–7 hours per night or less. Overall, the results from this study suggest that among this population of Australian first-year university students habitual napping is common and may be used in an attempt to compensate for the detrimental effects of excessive sleepiness. PMID:25412257

The attitudes of dental students towards socially acceptable and unacceptable group working practices.

PubMed

Sisson, K; Newton, J

2007-08-01

To explore the attitudes of undergraduate dental students towards academically unacceptable behaviour. Three sets of vignettes were designed exploring; attitudes towards sharing essays which students present as their own work (set 1), attitudes towards purchasing an essay from a commercial website (set 2), and attitudes towards working in a group (set 3). Eighty-nine dental students read the vignettes, then indicated whether they felt the student depicted should engage in the behaviour, and whether any assessment of the work would be a fair assessment of the student's ability. In addition for the group working vignette, respondents were asked to indicate whether in that situation they would speak to the tutor about their own contribution to the group product. Twenty-one respondents (24%) reported that students should share essays, 11 (12%) felt that the essay would be a fair assessment; 13 (15%) felt that students should buy commercially produced essays, five (6%) felt it would be a fair assessment. For the vignettes involving group work, 31 (35%) respondents felt that group-based assessments were fair, 65 (73%) of respondents felt it unlikely that they would speak to the tutor about their individual contribution. A disturbing proportion of dental students report that cheating is acceptable, the majority feel that unacceptable academic practices are not a fair indication of students' ability. The respondents reported that they were unlikely to report the unacceptable working practices of fellow students.

Relationships between perceived teachers' controlling behaviour, psychological need thwarting, anger and bullying behaviour in high-school students.

PubMed

Hein, Vello; Koka, Andre; Hagger, Martin S

2015-07-01

We tested a model of the associations between students' perceptions of their physical education teacher's controlling behaviour, perceptions of basic psychological need thwarting, anger and bullying behaviour. School students (N = 602; M age = 12.88, SD = 1.37) from 10 schools completed measures of perceived teachers' controlling behaviour and perceived thwarting of the psychological needs for autonomy, competence, and relatedness in physical education context and self-reported bullying and anger. A well-fitting structural equation model demonstrated that students' perceptions of the negative conditional regard and intimidation exhibited by the teacher had significant indirect effect on students' feelings of anger and bullying behaviour through the perceived psychological need thwarting in physical education. Findings suggest that physical education teachers who avoid the use of negative conditional regard and intimidation in their classes have students who perceive less need thwarting and report less bullying behaviour. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Genetic Counseling Graduate Student Debt: Impact on Program, Career and Life Choices

PubMed Central

Kuhl, Ashley; Reiser, Catherine; Eickhoff, Jens; Petty, Elizabeth M

2015-01-01

The cost of education is rising, increasing student financial aid and debt for students pursuing higher education. A few studies have assessed the impact of student debt in medicine, physical therapy and social work, but little is known about the impact of student debt on genetic counseling students and graduates. To address this gap in knowledge, a web-based study of 408 recent alumni of genetic counseling programs in North America was conducted to assess the impact of student debt on program, career and life choices. Over half (63%; n=256/408) of the participants reported that loans were extremely important in their ability to attend their training program, with most using subsidized loans no longer available to current graduate students. While participants were generally satisfied with their genetic counseling education, 83% (n=282/342) of participants with student debt reported feeling burdened by their debt, which had a median of $40,000-$50,000. This debt is relatively close to the median starting salary reported by survey participants ($45,000-$50,000), breaching the “20-10 rule” that states student debt should not exceed 20% of annual net income. In response to this critical issue, we propose recommendations for the genetic counseling field that may help alleviate student debt impact and burden. PMID:24578121

[Chang of cognitions and feelings during the process of procrastination].

PubMed

Kohama, Shun

2010-10-01

This study investigated change of cognitions and feelings before, during, and after the process of procrastination. A questionnaire was administered to 358 undergraduate students asking them to recall and rate their experience of procrastinating. The results revealed that negative feelings which take place during procrastination interfere with task performance. Planning before procrastination is associated with positive feelings after procrastination, and these positive feelings assist task performance. Optimistic thinking is positively related to both positive and negative feelings; the former take place during procrastination, and the latter take place after procrastination.

Stress symptoms among African-American college students after the September 11, 2001 terrorist attacks.

PubMed

Murphy, Ronald T; Wismar, Kieth; Freeman, Kassie

2003-02-01

The current study examined stress reactions to the events of September 11, 2001 among African-American college students not directly exposed to the attacks. Within 3 days of September 11, 219 undergraduates (78.3% women) completed self-report measures assessing stress symptoms and other reactions to the attacks. The results indicated that many students experienced a variety of stress symptoms and distressing thoughts and feelings in response to the events of September 11, including academic problems, concerns about family and friends in the military, and fear about war. Most students were highly distressed by specific attack-related news reports and images. Anger toward persons of Middle Eastern descent was not frequently reported. Later college year and having parents not currently together were predictors of overall stress symptom severity as assessed by the Posttraumatic Stress Disorder Checklist. Later college year also predicted academic problems after September 11. The findings are discussed in terms of intervention implications and suggested directions for future research.

Self- versus parent-ratings of industriousness, affect, and life satisfaction in relation to academic outcomes.

PubMed

Fogarty, Gerard J; Davies, Janet E; MacCann, Carolyn; Roberts, Richard D

2014-06-01

Parents consult with schools on how to help their children succeed, but schools rarely consult with parents, even though most parents have considerable expertise concerning their children's thoughts, feelings, and abilities. This study compares the prediction of academic achievement from self- and parent-ratings of feelings towards school (both positive and negative), life satisfaction, and the conscientiousness facet of industriousness for 357 adolescents. The student sample consisted of 383 participants (194 boys) mostly aged between 12 and 14. The parent sample consisted of 374 participants, 83% of whom were mothers. Self-report and other-report scales measuring the above-mentioned constructs were administered to students and parents. Hierarchical regression analysis was used to test hypotheses concerning the incremental validity of parent-ratings. Self-ratings explained 28.6% of the variance in grade point average (GPA) with parent-ratings explaining an additional 12.1%. The incremental effect was strongest for industriousness. These results suggest that parent-reports are often more accurate than adolescent self-reports, but that both methods of assessment make unique contributions to the explanation of variance in school grades. Parental understanding constitutes a relatively untapped reservoir of knowledge available to teachers, school counsellors and administrators, education policy makers, and beyond. It makes sense to ask parents about their children when assessing those individual differences that contribute to better educational outcomes. © 2013 The British Psychological Society.

Skilled but Unaware of It: CAT Undermines a Test Taker's Metacognitive Competence

ERIC Educational Resources Information Center

Ortner, Tuulia M.; Weisskopf, Eva; Gerstenberg, Friederike X. R.

2013-01-01

We investigated students' metacognitive experiences with regard to feelings of difficulty (FD), feelings of satisfaction (FS), and estimate of effort (EE), employing either computerized adaptive testing (CAT) or computerized fixed item testing (FIT). In an experimental approach, 174 students in grades 10 to 13 were tested either with a CAT or a…

Best Practices of Inclusion at the Elementary Level

ERIC Educational Resources Information Center

Wilson, Carolyn H.; Ellerbee, Keisha L.; Christian, Silas H.

2011-01-01

Having inclusion in a school makes every student feel like they are part of the school. The children with disabilities feel accepted and part of the class like everyone else. Students learn to work well with each other and accept differences. Children learn to accept everyone for who they are. The Philosophy of Inclusion website says, Children…

Students' Sense of Community Based on Experiences with Residence Hall Design

ERIC Educational Resources Information Center

Heasley, Christopher L.

2013-01-01

This study seeks to determine students' sense of community outcomes based on experiences with different residence hall architectural designs. Sense of community is a "feeling that members have of belonging, a feeling that members matter to one another and to the group, and a shared faith that members' needs will be met through their…

Identity, Affinity, Reality: Making the Case for Affinity Groups in Elementary School

ERIC Educational Resources Information Center

Parsons, Julie; Ridley, Kimberly

2012-01-01

Affinity groups are places where students build connections and process "ouch" moments from their classes. Children talk about the isolation they sometimes feel. The relationships students gain through race-based affinity groups enable them to feel less alone with their emotions and help them build a stronger sense of self. At the same…

Teaching Pre-Service Teachers about Belonging

ERIC Educational Resources Information Center

Gillies, Ann

2017-01-01

This article describes how a Teacher Educator teaches her university students (pre-service teachers) about belonging; how it feels to belong to a group, why they need to spend their time and energy during the school day working to make K-12 students feel that they belong, what belonging looks like, and how to make it happen in the pre-service…

"Do Whatever You Can to Try to Support That Kid": School Counselors' Experiences Addressing Student Homelessness

ERIC Educational Resources Information Center

Havlik, Stacey A.; Rowley, Patrick; Puckett, Jessica; Wilson, George; Neasen, Erin

2018-01-01

This qualitative study explored the experiences of 23 school counselors in addressing the needs of students experiencing homelessness. Phenomenological analysis revealed two overarching themes: (a) school counselors as the first line of support and (b) the desire to help while feeling helpless. Findings suggest that participants feel underprepared…

Hope, connectedness, and action: responses of adolescents and young adults to the threat of nuclear war

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

Fernald, M.C.

This study undertook to assess the degree to which a person's sense of interconnectedness with others may have a mediating effect on whether one reacts to the consciousness of nuclear threat with feelings of despair (helplessness and hopelessness) or with a sense of empowerment (hope, efficacy, and action for change). Subjects included 119 public high school students and 14 Friends' school students, ranging from 12-18 years of age; 58 university students ranging from 18-25 years of age; and 24 parents of public school students, 10 adult Friends, and 38 members of Physicians for Social Responsibility, ranging from 20-83 years ofmore » age. A self-rating questionnaire was administered to assess subjects' conscious level of concern about nuclear issues, feelings of connectedness with others in general and about nuclear concerns, feelings of hope and efficacy in general and with regard to nuclear issues, and participation in activities reflecting concerns about nuclear threat. Correlational analyses (multiple regression, Spearman Rho, Kendall's Tau) showed that general feelings of hope, level of activity, and feelings of connectedness about nuclear concerns were the best predictors of hope about nuclear concerns. Conscious level of concern and feelings of connectedness about nuclear concerns, along with age and SES were the best predictors of an active response to nuclear threat; additionally, parents' level of concern about nuclear issues was predictive of their children's degree of activity in response to nuclear threat. Adolescents' level of concern and degree of connectedness with others was predicted by their parents' degree of connectedness.« less

Assessment of school mathematics: Teachers' perceptions and practices

NASA Astrophysics Data System (ADS)

Pfannkuch, Maxine

2001-12-01

This is the first report of a proposed ten-year interval longitudinal study about teacher assessment practice in Auckland, New Zealand. Interviews with teachers of Year 3, 6, 8, 10, and 13 students are analysed. These interviews indicate that primary teachers are using a variety of assessment strategies in a mastery-based system. Their judgement of mathematical performance is dominated by the belief that all students must feel that they are achieving. The secondary teacher interviews indicate common use of alternative assessment strategies in non-examination classes. Judgement of student performance is benchmarked against national examinations. It is conjectured that an education system effect determines teachers' assessment practices.

Perceptions of basic, advanced, and pediatric life support training in a United States medical school.

PubMed

Pillow, Malford Tyson; Stader, Donald; Nguyen, Matthew; Cao, Dazhe; McArthur, Robert; Hoxhaj, Shkelzen

2014-05-01

Basic Life Support (BLS), Advanced Cardiac Life Support (ACLS), and Pediatric Advanced Life Support (PALS) are integral parts of emergency resuscitative care. Although this training is usually reserved for residents, introducing the training in the medical student curriculum may enhance acquisition and retention of these skills. We developed a survey to characterize the perceptions and needs of graduating medical students regarding BLS, ACLS, and PALS training. This was a study of graduating 4th-year medical students at a U.S. medical school. The students were surveyed prior to participating in an ACLS course in March of their final year. Of 152 students, 109 (71.7%) completed the survey; 48.6% of students entered medical school without any prior training and 47.7% started clinics without training; 83.4% of students reported witnessing an average of 3.0 in-hospital cardiac arrests during training (range of 0-20). Overall, students rated their preparedness 2.0 (SD 1.0) for adult resuscitations and 1.7 (SD 0.9) for pediatric resuscitations on a 1-5 Likert scale, with 1 being unprepared. A total of 36.8% of students avoided participating in resuscitations due to lack of training; 98.2%, 91.7%, and 64.2% of students believe that BLS, ACLS, and PALS, respectively, should be included in the medical student curriculum. As per previous studies that have examined this topic, students feel unprepared to respond to cardiac arrests and resuscitations. They feel that training is needed in their curriculum and would possibly enhance perceived comfort levels and willingness to participate in resuscitations. Copyright © 2014 Elsevier Inc. All rights reserved.

To Reach the Students, Teach the Teachers: A National Scan of Teacher Preparation and Social & Emotional Learning. A Report Prepared for CASEL

ERIC Educational Resources Information Center

Schonert-Reichl, Kimberly A.; Kitil, M. Jennifer; Hanson-Peterson, Jennifer

2017-01-01

Social and emotional learning, or SEL, involves the processes through which individuals acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage their emotions, feel and show empathy for others, establish and achieve positive goals, develop and maintain positive relationships, and make responsible…

Alternative Education Programs in B.C.: Meeting the Needs of Vulnerable Students

ERIC Educational Resources Information Center

Peled, Maya; Smith, Annie

2010-01-01

Education plays a key role in young people's healthy development. Research conducted by the McCreary Centre Society (a British Columbia non-profit organization concerned with youth health) has shown that even the most vulnerable youth who feel connected to school are more likely to report better health and above average marks, and to engage in…

"It Feels More Important than Other Classes I Have Done": An "Authentic" Undergraduate Research Experience in Sociology

ERIC Educational Resources Information Center

Cuthbert, Denise; Arunachalam, Dharma; Licina, Dunja

2012-01-01

This article reports on research into the development, teaching and student experiences of a one-semester subject designed to provide an undergraduate research experience in the social sciences. The subject was offered for the first time in 2009 in a large sociology program at a major research-intensive Australian university. Our findings are…

JPRS Report, East Europe

DTIC Science & Technology

1989-11-14

offensive is promisingly developing. I feel like a soccer player whom the coach withdraws just when the game is becoming exciting. Seriously...bar association, has requested official permission to hold the demonstration and rally from the city government. Even the student follow-on elite ...the job, the irrational pat- tern of nutrition , poor quality of foodstuffs, high alcohol consumption, and widespread tobacco smoking. The unfavorable

Examining Variation in Attitudes toward Aggressive Retaliation and Perceptions of Safety among Bullies, Victims, and Bully/Victims

ERIC Educational Resources Information Center

Bradshaw, Catherine P.; O'Brennan, Lindsey M.; Sawyer, Anne L.

2008-01-01

This article examines the link between involvement in bullying, as either a bully, victim, or bully/victim, and attitudes toward violence and perceptions of safety among 16,012 middle and high school students. Analyses indicated that 37.6% were frequently involved in bullying. Bully/victims were the most likely to report feeling unsafe and…

Images of Science: Factors Affecting the Choice of Science as a Career.

ERIC Educational Resources Information Center

Fullilove, Robert E., III

Many feel that the number of high school students electing to enter careers in science and engineering is shrinking and that the United States needs to improve the potential pool in order to remain competitive in the international technology and research areas. This report attempts to describe the dimensions of the problem this nation faces in…

Exploring the Potential of Social Network Sites in Relation to Intercultural Communication

ERIC Educational Resources Information Center

Lang, Anouk

2012-01-01

This article reports on the results of a project which used a social network site to support students on a year abroad and foster informal learning, particularly in the area of intercultural communication. The project employed a peer-mentoring structure to solve the problem of role conflict, in which users of these sites may feel some tension as…

Managing Stress and Feelings of Mastery among Swedish Comprehensive School Teachers.

ERIC Educational Resources Information Center

Jacobsson, Christian; Pousette, Anders; Thylefors, Ingela

2001-01-01

Created guidelines for stress management intervention by investigating the relationship of 12 factors with stress reactions and feelings of mastery among 826 Swedish teachers in 27 comprehensive schools. Teacher stress reactions were best predicted by perceived work demands, student misbehavior, and negative feedback, while mastery feelings were…

Dating Violence Victimization Among High School Students in Minnesota: Associations With Family Violence, Unsafe Schools, and Resources for Support.

PubMed

Earnest, Alicia A; Brady, Sonya S

2016-02-01

The present study examines whether being a victim of violence by an adult in the household, witnessing intra-familial physical violence, and feeling unsafe at school are associated with physical dating violence victimization. It also examines whether extracurricular activity involvement and perceived care by parents, teachers, and friends attenuate those relationships, consistent with a stress-buffering model. Participants were 75,590 ninth-and twelfth-grade students (51% female, 77% White, 24% receiving free/reduced price lunch) who completed the 2010 Minnesota Student Survey. Overall, 8.5% of students reported being victims of dating violence. Significant differences were found by gender, grade, ethnicity, and free/reduced price lunch status. Logistic regression analyses demonstrated that being a victim of violence by an adult in the household, witnessing intra-familial physical violence, feeling unsafe at school, and low perceived care by parents were strongly associated with dating violence victimization. Associations of moderate strength were found for low perceived care by teachers and friends. Little to no extracurricular activity involvement was weakly associated with dating violence victimization. Attenuating effects of perceived care and extracurricular activity involvement on associations between risk factors (victimization by a family adult, witnessing intra-familial violence, feeling unsafe at school) and dating violence victimization were smaller in magnitude than main effects. Findings are thus more consistent with an additive model of risk and protective factors in relation to dating violence victimization than a stress-buffering model. Health promotion efforts should attempt to minimize family violence exposure, create safer school environments, and encourage parental involvement and support. © The Author(s) 2014.

Predicting future depression in adolescents using the Short Mood and Feelings Questionnaire: a two-nation study

PubMed Central

McKenzie, Dean P.; Toumbourou, John W.; Forbes, Andrew B.; Mackinnon, Andrew J.; McMorris, Barbara J.; Catalano, Richard F.; Patton, George C.

2011-01-01

Background Adolescence is a key life period for the development of depression. Predicting the development of depression in adolescence through detecting specific early symptoms may aid in the development of timely screening and intervention programs. Methods We administered the Short Mood and Feelings Questionnaire (SMFQ) to 5,769 American and Australian students aged 10 to 15 years, at two time points, separated by 12 months. We attempted to predict high levels of depression symptoms at 12 months from symptoms at baseline, using statistical approaches based upon the quality, as well as the quantity, of depression symptoms present. These approaches included classification and regression trees (CART) and logistic regression. Results A classification tree employing four SMFQ items, such as feelings of self-hatred and of being unloved, performed almost as well as all 13 SMFQ items at predicting subsequent depression symptomatology. Limitations Depression was measured using a self-report instrument, rather than a criterion standard diagnostic interview. Conclusion Further validation on other populations of adolescents is required: however the results suggest that several symptoms of depression, especially feelings of self-hatred, and being unloved, are associated with increased levels of self-reported depression at 12 months. Although screening for depression can be problematic, symptoms such as the ones above should be considered for inclusion in screening tests for adolescents. PMID:21669461

Self- and Peer-Identified Victims in Late Childhood: Differences in Perceptions of the School Ecology.

PubMed

Dawes, Molly; Chen, Chin-Chih; Farmer, Thomas W; Hamm, Jill V

2017-11-01

Patterns of adjustment for youth victimized by peers vary depending on whether youth are identified as victims through self-reports, peer-reports, or both. In order to provide more targeted strategies that may help mitigate negative consequences associated with specific victimization groups, more information is needed about how these youth perceive their school ecology (bullying and academic ecology), their feelings of school belonging, and their valuing of school. Based on the convergence of self- and peer-reports of victimization, we identified four victim groups from a sample of students in 5th grade classrooms (N = 1360; 52.8% girls, 53.1% White, 34.6% Black or Hispanic, 12.2% Native American, Asian, or other) using Latent Profile Analysis (LPA): convergent victims (high self- and peer-reports), self-identified victims (high self-, low peer-reports), peer-identified victims (low self-, high peer-reports), and nonvictims (low self- and peer-reports). Convergent victims' perceptions were similar to nonvictims with key differences being convergent victims' greater willingness to protect peers being bullied but lower feelings of school belonging compared to nonvictims. Peer-identified and self-identified victims perceived differences in the bullying and academic ecology including peer-identified victims' greater willingness to protect peers and expectations for more peers to encourage bulling against them compared to self-identified victims. However, both peer- and self-identified victims perceived greater emotional risk of participating in class and had lower feelings of school belonging compared to nonvictims. Implications for supporting youth with divergent self- and peer-reported victimization status as they transition to middle school are discussed.

An exploration of competitiveness and caring in relation to psychopathology.

PubMed

McEwan, Kirsten; Gilbert, Paul; Duarte, Joana

2012-03-01

Social mentality theory outlines how specialist systems have evolved to facilitate different types of social behaviour such as caring for offspring, forming alliances, and competing for resources. This research explored how different types of self-experience are linked to the different social mentalities of competitive social ranking (focusing on gaining and defending one's social position/status/rank) in contrast to caring (being helpful to others). Perceived low social rank (with feelings of being inferior and unfavourable social comparison, SC) has been linked to depression, but a caring sense of self has less so. We hypothesized therefore that depression, in both clinical and non-clinical populations, would be primarily linked to competitive and rank focused sense of self rather than a caring sense of self. Students (N = 312) and patients with depression (N = 48) completed self-report scales measuring: self-experience related to competitiveness and caring; social rank; social safeness; and depression, anxiety, and stress. The data suggest that in students, and particularly in patients, competitiveness (and feeling unsuccessful in competing for resources) is strongly associated with depression. Although caring shares a small correlation with depression in students, and with depression, anxiety, and stress in patients, when controlling for the rank variable of submissive behaviour this relationship ceases to be significant. Submissive behaviour was found to be a full mediator between caring and depression. We also found that how safe and comfortable one feels in one's social relationships (social safeness), was a full mediator between competitiveness and depression. So, it is the feeling of being unable to compete where one does not feel secure in one's social environment that is particularly linked to depression. The results of this study suggest that self-experience is complex and multifaceted and is linked to different social roles that are socially contextualized. In addition, perceived low social rank and perceived failures in being able to 'attract' others and compete for social resources, are strongly linked to depression, whereas experiencing oneself as caring and helpful is not when submissiveness is controlled for. ©2011 The British Psychological Society.

Exploring home visits in a faith community as a service-learning opportunity.

PubMed

du Plessis, Emmerentia; Koen, Magdalene P; Bester, Petra

2013-08-01

Within South Africa the Psychiatric Nursing Science curriculum in undergraduate Baccalaureate nursing education utilizes home visits as a service-learning opportunity. In this context faith communities are currently unexplored with regards to service-learning opportunities. With limited literature available on this topic, the question was raised as to what are these students' and family members' experience of home visits within a faith community. To explore and describe nursing students' and family members' experiences of home visits within a faith community. A qualitative approach was used that was phenomenological, explorative and descriptive and contextual in nature. The research was conducted within a faith community as service learning opportunity for Baccalaureate degree nursing students. This community was situated in a semi-urban area in the North-West Province, South Africa. Eighteen (n=18) final year nursing students from different cultural representations, grouped into seven groups conducted home visits at seven (n=7) families. Comprehensive reflective reporting after the visits, namely that the students participated in a World Café data collection technique and interviews were conducted with family members. Three main themes emerged: students' initial experiences of feeling overwhelmed but later felt more competent; students' awareness of religious and cultural factors; and students' perception of their role. Two main themes from the family members emerged: experiencing caring and growth. There is mutual benefit for nursing students and family members. Students' experiences progress during home visits from feeling overwhelmed and incompetent towards a trusting relationship. Home visits in a faith community seems to be a valuable service learning opportunity, and the emotional competence, as well as spiritual and cultural awareness of nursing students should be facilitated in preparation for such home visits. Copyright © 2012 Elsevier Ltd. All rights reserved.

Changes in medical students' exposure to and attitudes about drug company interactions from 2003 to 2012: a multi-institutional follow-up survey.

PubMed

Sierles, Frederick S; Kessler, Kenneth H; Mintz, Matthew; Beck, Gary; Starr, Stephanie; Lynn, D Joanne; Chao, Jason; Cleary, Lynn M; Shore, William; Stengel, Terrie L; Brodkey, Amy C

2015-08-01

To ascertain whether changes occurred in medical student exposure to and attitudes about drug company interactions from 2003-2012, which factors influence exposure and attitudes, and whether exposure and attitudes influence future plans to interact with drug companies. In 2012, the authors surveyed 1,269 third-year students at eight U.S. medical schools. Items explored student exposure to, attitudes toward, and future plans regarding drug company interactions. The authors compared 2012 survey data with their 2003 survey data from third-year students at the same schools. The 2012 response rate was 68.2% (866/1,269). Compared with 2003, in 2012, students were significantly less frequently exposed to interactions (1.6/month versus 4.1/month, P < .001), less likely to feel entitled to gifts (41.8% versus 80.3%, P < .001), and more apt to feel gifts could influence them (44.3% versus 31.2%, P < .001). In 2012, 545/839 students (65.0%) reported private outpatient offices were the main location of exposure to pharmaceutical representatives, despite spending only 18.4% of their clerkship-rotation time there. In 2012, 310/703 students (44.1%) were unaware their schools had rules restricting interactions, and 467/837 (55.8%) planned to interact with pharmaceutical representatives during residency. Students in 2012 had less exposure to drug company interactions and were more likely to have skeptical attitudes than students in 2003. These changes are consistent with national organizations' recommendations to limit and teach about these interactions. Continued efforts to study and influence students' and physician role models' exposures to and attitudes about drug companies are warranted.

The associated risk factors for underweight and overweight high school students in Cambodia.

PubMed

Yen, Yat; Shi, Yumin; Soeung, Bunly; Seng, Ratny; Dy, Channy; Suy, Rathny; Ngin, Kimlong

2018-04-21

Overweight and underweight are one of the leading risk factors for non-communicable diseases (NCDs), but little research on this area has been undertaken in Cambodia. Therefore, this study aimed to measure underweight and overweight and their associated risk behaviors among Cambodian high school students. 3806 students (mean ag = 15.65 years, SD = 1.80, age range = 11-18 years) from the 2013 Cambodia-Global School-based Student Health Survey were used to yield representative samples of the Cambodian students. Body Mass Index (BMI) was assessed by students' self-reported height and weight. The substance use, depression, eating behaviors, suicidal ideation, and violence were examined as risk factors. The Chi-square and multinomial regressions were performed to assess the relationships between risk factors and BMI. The prevalence of underweight was 47.4% (N = 1805, Male = 23.3%vs.24.1%) and overweight was 2.3% (N = 89, Male = 1.0%vs.1.3%). The BMI was significantly controlled by age, gender, and body height. Both underweight and overweight students were significantly vulnerable to substance use, feeling depressed, and violent behaviors. Of the risk factors, shortest sleep was prevalent for underweight students while feeling lonely and suicide attempts were the critical risks for overweight students. The daily fruit/vegetable consumption and physical activity were good preventive factors of both underweight and overweight epidemics. The risk behaviors of students appear to be strongly associated with underweight and overweight. Interventions targeting these risk behaviors may have the potential to reduce risks. Meanwhile, the preventive strategies should focus on vulnerable students who have poor academic performance, mental health issues and a history of violent experiences. Copyright © 2018 Diabetes India. Published by Elsevier Ltd. All rights reserved.

Student attitudes to peer physical examination: a qualitative study of changes in expressed willingness to participate.

PubMed

McLachlan, J C; White, P; Donnelly, L; Patten, D

2010-01-01

A number of studies have explored student attitudes to examining each other (peer physical examination: PPE). Differences have emerged in whether students prefer to be examined by friends or strangers. Changes have been reported in how students feel about PPE if asked before or after the PPE programme commences. RESEARCH INTENTION: Since a Grounded Theory paradigm was employed, there was no formal research hypothesis: the research intention was to explore factors which might underlie changes in student willingness to undertake PPE following familiarity with the process. Students who had completed an Examining Fellow Students Questionnaire at the beginning and end of the academic year, and who had indicated a change in willingness to participate, were invited to attend focus groups. Four focus groups were convened and transcripts were analysed for common themes. Surprisingly, students downplayed the significance of changes. Also unexpectedly, dichotomous views emerged on familiarity, with some students preferring friends for examination and others preferring strangers. Staff embarrassment also emerged as a factor inhibiting student participation. The significance of reported changes in attitudes to PPE may have been exaggerated. Proposals for increasing the willingness of students to participate in PPE are developed from the emergent themes.

Emotions that Experienced English as a Foreign Language (EFL) Teachers Feel about Their Students, Their Colleagues and Their Work

ERIC Educational Resources Information Center

Cowie, Neil

2011-01-01

This study examines what contribution emotions make to the professional lives of experienced EFL teachers. Interviews with EFL teachers working in Tokyo universities revealed that the teachers had very positive feelings of emotional warmth regarding students, which they expressed through their identity as carers and moral guides. On the other…

How To Get Anger Out. Classroom Exercises for Positive Anger Release.

ERIC Educational Resources Information Center

Trotter, Jennie C.

Angry children need to learn positive expressions of anger, and adults need to accept the angry feelings while teaching children proper ways to express feelings. This guide for classroom use explains that there are good and bad ways to express anger. How students can communicate when angry is explored. It is important to remind students that they…

Working Smarter, Not Working Harder: Revisiting Teacher Feedback in the L2 Writing Classroom

ERIC Educational Resources Information Center

Lee, Icy

2011-01-01

Although second language (L2) teachers spend a significant amount of time marking students' writing, many of them feel that their efforts do not pay off. While students want teachers to give them feedback on their writing and value teacher feedback, they might experience feelings of frustration and confusion once they receive it. What is amiss in…

Examining a Montessori Adolescent Program through a Self-Determination Theory Lens: A Study of the Lived Experiences of Adolescents

ERIC Educational Resources Information Center

Casquejo Johnston, Luz Marie

2016-01-01

This study examined the influence of enrollment in a Montessori adolescent program on the development of self-determination. The study focused on seventh-grade students. Student feelings of self-determination were recorded through three cycles of interviews throughout the year to capture the change, if any, in feelings of self-determination.…

Investigating College Students' Views on Mathematics Learning through Reflective Journal Writing

ERIC Educational Resources Information Center

Guce, Ivee K.

2017-01-01

The study on reflective journal writing (RJW) and its benefits as assessed by the teachers has long been an inclination in mathematics education. However, little research has been done to explore the feelings of students towards RJW and how such has an effect on their mathematics learning. This study aimed to describe the feelings of the students…

A Sense of Belonging: How Student Feelings Correlate with Learning about Race

ERIC Educational Resources Information Center

Kernahan, Cyndi; Zheng, Wei; Davis, Tricia

2014-01-01

Learning about race and racism can be a difficult process. Previous work has shown that courses in this area can help to increase awareness of racial bias and discrimination, but less work has focused on how that change occurs. We hypothesized that feelings of belonging within the classroom could correlate with student learning and our results…

The Role of Intercessory Prayer in Fostering Students' Sense of Connectedness in Distance Education Courses

ERIC Educational Resources Information Center

LaBarbera, Robin

2016-01-01

Students in any classroom, whether online or in face-to-face settings, who feel a strong sense of community or connectedness are more likely to be successful and perceive satisfaction with the overall learning experience compared to those who feel separated from the community. The purpose of this study was to determine if there were significant…

[Stress and attitudes toward negative emotions in adolescence].

PubMed

Ozawa, Eiji

2010-12-01

This study investigated the relationship between stress and attitudes toward negative emotions in adolescents. Adolescent students (N=1500) completed a questionnaire that measured attitudes toward negative emotions, emotional-stress reactions, and stress coping. Analysis of date yielded, two factors of the attitudes toward negative emotions: "Negative feelings about negative emotions" and "Capabilities of switching of negative emotions". In order to examine the theoretical relationships among attitudes toward negative emotions, emotional-stress reactions, and stress coping, a hypothetical model was tested by covariance structure analysis. This model predicted that students who have a high level of attitudes toward negative emotions would report enhanced problem solving which promoted stress coping. The results indicated that "Negative feelings about negative emotions" enhanced avoidable coping, and avoidable coping enhanced stress reactions. "Capabilities of switching of negative emotions" was related to a decrease of avoidable coping. Based on the results from covariance structure analysis and a multiple population analysis, the clinical significance and developmental characteristics were discussed.

Defending Victims of Bullying in Early Adolescence: A Multilevel Analysis.

PubMed

Yun, Hye-Young; Graham, Sandra

2018-05-29

Adolescents' defending behaviors in school bullying situations is likely determined by individual characteristics, social status variables, and classroom/school contextual factors operating simultaneously in the peer ecology. However, there is little research on defending behavior that utilizes this multilevel approach. This study investigated how students' willingness to defend victims of bullying was affected by feelings of empathy, perceived popularity, and classroom-level perceived prosocial norms. Participants were 1373 adolescents (40% girls, Mage: 14 yrs) from 54 classrooms in six middle schools in South Korea. These youth reported on their feelings of empathy and how prosocial they perceived their classmates to be. Peer-ratings and peer nominations were used to estimate defending behaviors and which students were perceived as popular. Multilevel analyses showed that participants were more likely to defend victims when they had greater empathy and perceived popularity and when classroom-level prosocial norms were higher. The findings have implications for interventions to reduce school bullying and for studying defending behavior in multiple cultural contexts.

Perceptions and Attitudes Toward NANDA-I Nursing Diagnoses: A Cross-Sectional Study of Jordanian Nursing Students.

PubMed

Abed El-Rahman, Mona; Al Kalaldeh, Mahmoud T; Malak, Malakeh Z

2017-01-01

To assess the perceptions and attitudes of undergraduate nursing students toward NANDA-I nursing diagnosis. A descriptive cross-sectional design was used. A convenient sample was recruited from nursing students at Zarqa University/Jordan. Perceptions toward NANDA-I Nursing Diagnosis scale and Positions on Nursing Diagnosis scale were used. A total of 101 nursing students were included. A correct perception toward NANDA-I nursing diagnosis was evident. Attitudes toward NANDA appeared positive. However, insufficient distinction between nursing diagnosis and medical diagnosis and feeling less comfort while using NANDA-I were reported. Nursing students showed correct perceptions and positive attitudes toward the application of NANDA-I. Proper implementation of NANDA-I is a prerequisite to the better understanding of nursing language. © 2015 NANDA International, Inc.

Bullying of medical students.

PubMed

Mukhtar, Fatima; Daud, Seema; Manzoor, Iram; Amjad, Ibtesaam; Saeed, Kamran; Naeem, Mehvish; Javed, Mehwish

2010-12-01

To assess the frequency and forms of bullying experienced by medical students, and the associated factors. Cross-sectional questionnaire-based survey. The study was conducted at a private Medical College of Lahore, from January to February 2010. All the students of first and fourth year classes were included in the study with voluntary and anonymous participation. Self administered-questionnaires were given to the students which were completed by them in the presence of the surveyor. A modified version of the British Medical Associations (BMA) medical student's welfare and education survey form was used for data collection. The data was recorded and analyzed using the statistical package for social sciences version 16.0. Data was described in the form of frequencies and percentages. Chi-square test and Fisher exact test were used to test statistical significance between categorical variables at p < 0.05. More than half the students 70 (66%) had experienced some form of bullying in the past 6 months at the Medical College. It was found that 70% (49) of the students who were bullied were females. Sixty-seven percent of students reported experiencing a bullying episode at least once in a month, 26% less than once in a month and 7% at least once in a week. The most common forms were verbal abuse (n=44, 63%) and behavioural gestures i.e. making faces (n=36, 51%), followed by having been ignored or excluded (n=20, 29%). The common perpetrators of all types of bullying were fellow students followed by Professors. Feeling lonely or sad (p=0.024), not having a close friend (p=0.049) and knowledge amongst respondents regarding the availability of support services in their college (p=0.019) were significantly associated with being bullied. Most medical students reported of having been bullied in the last 6 months at the College, with verbal abuse being the commonest form of maltreatment and fellow students followed by Professors being the frequent perpetrators. A history of feeling lonely or sad, not having a close friend and knowledge amongst respondents regarding the availability of support services in their college were significantly associated with these experiences.

Factors related to nursing students' readiness to enter working life - A scoping literature review.

PubMed

Järvinen, Tiina; Eklöf, Niina; Salminen, Leena

2018-03-01

The aim of this scoping literature review was to identify the factors related to nursing students' readiness to enter working life. The literature search was carried out in autumn 2017 in PubMed and CINAHL databases. The studies selected for this review (n = 17) were analyzed thematically with inductive content analysis. Four subthemes that were combined into two main factors related to nursing students' readiness to enter working life were found. The main factors found were 1) educational factors and 2) personal factors. Educational factors consisted of professional competence and clinical practice, while personal factors consisted of nursing students' background and feelings. Some nursing students tend to feel insecure about entering working life as a newly graduated nurse. This literature review also supports the importance of clinical practice periods in nursing education and for readiness for working life. Nurse education needs to ensure clinical practice periods which support nursing students' professional growth. Further research is needed on how the factors related to nursing students' readiness to enter working life correlate with each other. Particularly, the association between competence, readiness and positive feelings towards graduation needs further investigation. Copyright © 2018 Elsevier Ltd. All rights reserved.

Advancing Pharmacogenomics Education in the Core PharmD Curriculum through Student Personal Genomic Testing

PubMed Central

Adams, Solomon M.; Anderson, Kacey B.; Coons, James C.; Smith, Randall B.; Meyer, Susan M.; Parker, Lisa S.

2016-01-01

Objective. To develop, implement, and evaluate “Test2Learn” a program to enhance pharmacogenomics education through the use of personal genomic testing (PGT) and real genetic data. Design. One hundred twenty-two second-year doctor of pharmacy (PharmD) students in a required course were offered PGT as part of a larger program approach to teach pharmacogenomics within a robust ethical framework. The program added novel learning objectives, lecture materials, analysis tools, and exercises using individual-level and population-level genetic data. Outcomes were assessed with objective measures and pre/post survey instruments. Assessment. One hundred students (82%) underwent PGT. Knowledge significantly improved on multiple assessments. Genotyped students reported a greater increase in confidence in understanding test results by the end of the course. Similarly, undergoing PGT improved student’s self-perceived ability to empathize with patients compared to those not genotyped. Most students (71%) reported feeling PGT was an important part of the course, and 60% reported they had a better understanding of pharmacogenomics specifically because of the opportunity. Conclusion. Implementation of PGT in the core pharmacy curriculum was feasible, well-received, and enhanced student learning of pharmacogenomics. PMID:26941429

Interdisciplinary class on the asymmetric seasonal march from autumn to the next spring around Japan at Okayama University (Joint activity with art and music expressions on the seasonal feeling)

NASA Astrophysics Data System (ADS)

Kato, Kuranoshin; Kato, Haruko; Akagi, Rikako; Haga, Yuichi

2015-04-01

There are many stages with rapid seasonal transitions in East Asia, greatly influenced by the considerable phase differences of seasonal cycle among the Asian monsoon subsystems, resulting in the variety of "seasonal feeling" around there. For example, the "wintertime pressure pattern" begins to prevail already from November due to the seasonal development of the Siberian Air mass and the Siberian High. The intermittent rainfall due to the shallow cumulus clouds in such situation is called "Shi-gu-re" in Japanese (consisting of the two Chinese characters which mean for "sometimes" (or intermittent) and "rain", respectively) and is often used for expression of the "seasonal feeling" in the Japanese classic literature (especially we can see in the Japanese classic poems called "Wa-Ka"). However, as presented by Kato et al. (EGU2014-3708), while the appearance frequency of the "wintertime pressure pattern" around November (early winter) and in early March (early spring) is nearly the same as each other, air temperature is rather lower in early spring. The solar radiation, however, is rather stronger in early spring. Such asymmetric seasonal cycle there would result in rather different "seasonal feeling" between early winter and early spring. Inversely, such difference of the "seasonal feelings" might be utilized for deeper understanding of the seasonal cycle of the climate system around Japan. As such, the present study reports the joint activity of the meteorology with music and art on these topics mainly in the class at the Faculty of Education, Okayama University. In that class, the students tried firstly the expression of the both selected stages in early winter and early spring, respectively, by combination of the 6 colors students selected from the 96 colored papers, based on the Johannes Itten's (1888-1967) exercise of the representation of the four seasons. Next, the students' activity on the music expression of what they firstly presented by the colors was performed with use of the various small percussion instruments. Finally, activity of the art was made again, with adding the degree of freedom for the color expression. From the students' works, we could find out what they intended to present about the asymmetry between early winter and the early spring. In addition, the students' expressions of the seasonal feeling seem to be based not only on the mean seasonal state but also on a specified phase in the day-to-day variations embedded in the seasonal march. This would suggest the possibility to use the art expression activity in the class for the study on the seasonal cycle of the climate systems with the various multi-scale aspects. Furthermore, the present joint activity might also contribute to providing the study materials for the ESD (Education for Sustainable Development).

Obesity bias in training: attitudes, beliefs, and observations among advanced trainees in professional health disciplines.

PubMed

Puhl, Rebecca M; Luedicke, Joerg; Grilo, Carlos M

2014-04-01

This study examined weight bias among students training in health disciplines and its associations with their perceptions about treating patients with obesity, causes of obesity, and observations of weight bias by instructors and peers. Students (N = 107) enrolled in a post-graduate health discipline (Physician Associate, Clinical Psychology, Psychiatric Residency) completed anonymous questionnaires to assess the above variables. Students reported that patients with obesity are a common target of negative attitudes and derogatory humor by peers (63%), health-care providers (65%), and instructors (40%). Although 80% of students felt confident to treat obesity, many reported that patients with obesity lack motivation to make changes (33%), lead to feelings of frustration (36%), and are non-compliant with treatment (36%). Students with higher weight bias expressed greater frustration in these areas. The effect of students' weight bias on expectations for treatment compliance of patients with obesity was partially mediated by beliefs that obesity is caused by behavioral factors. Weight bias is commonly observed by students in health disciplines, who themselves report frustrations and stereotypes about treating patients with obesity. These findings contribute new knowledge about weight bias among students and provide several targets for medical training and education. Copyright © 2013 The Obesity Society.

How to Cheat and Not Feel Guilty: Cognitive Dissonance and Its Amelioration in the Domain of Academic Dishonesty

ERIC Educational Resources Information Center

Stephens, Jason M.

2017-01-01

The belief that cheating is wrong doesn't prevent its enactment. For example, many students cheat despite believing that is wrong or unjustifiable. The question taken up in this article concerns how the resulting cognitive dissonance is ameliorated; that is, how do students cheat and not feel guilty? This article will describe two "good"…

The Effects of Chewing Cinnamon Flavored Gum on Mood, Feeling and Spelling Acquisition

ERIC Educational Resources Information Center

Wilson, Andrew; Kim, Wonsun; Raudenbush, Bryan

2016-01-01

The purpose of the study is to investigate if the effects of chewing cinnamon flavored gum can increase mood, feeling and spelling acquisition. 5th grade students (n = 22) at Ilshin elementary school in South Korea served as participants. The same students were required to take 4 spelling tests with 1 given every day over the course of 4 days. For…

"Because We Feel the Pressure and We Also Feel the Support": Examining the Educational Success of Undocumented Immigrant Latina/o Students

ERIC Educational Resources Information Center

Enriquez, Laura E.

2011-01-01

Drawing from the educational experiences of fifty-four undocumented immigrant college students, Laura E. Enriquez seeks to uncover the concrete ways in which social capital is used to successfully navigate K-12 educational institutions and pursue a higher education. Enriquez argues that there is a need for a more grounded understanding of how…

Suicidal behavior, negative affect, gender, and self-reported delinquency in college students.

PubMed

Langhinrichsen-Rohling, Jennifer; Arata, Catalina; Bowers, David; O'Brien, Natalie; Morgan, Allen

2004-01-01

The associations among suicidal behavior, negative affect, and delinquency were assessed via an anonymous self-report survey administered to male and female college students ( N = 383). Contrary to our hypothesized results, there were no gender differences in rates of suicidal ideation and attempts. Confirming our hypotheses about gender differences, college men did report significantly more delinquent behavior than college women. College men also scored higher on the suicide-proneness scale, which contained a mixture of death-related, risk-related, and negative self- and health-related items. Furthermore, as predicted, college students with a history of depression, suicide ideation, and/or suicide attempts all reported significantly more delinquent behavior. Self-reported delinquency and current levels of depressive symptomology emerged as significant predictors of suicide-prone behavior for both college men and women, explaining 34% of the variance for women and 17% for men. Levels of engagement in suicide-prone behavior and feelings of depression were elevated in college students with any type of juvenile arrest history. Students with an arrest history were also more likely to have had a diagnosis of depression and to have engaged in suicide ideation in their past. These findings suggest there are complex links between depression, delinquency, and suicidal behavior in college men and women.

Sublime science: Teaching for scientific sublime experiences in middle school classrooms

NASA Astrophysics Data System (ADS)

Cavanaugh, Shane

Due to a historical separation of cognition and emotion, the affective aspects of learning are often seen as trivial in comparison to the more 'essential' cognitive qualities - particularly in the domain of science. As a result of this disconnect, feelings of awe, wonder, and astonishment as well as appreciation have been largely ignored in the working lives of scientists. In turn, I believe that science education has not accurately portrayed the world of science to our students. In an effort to bring the affective qualities of science into the science classroom, I have drawn on past research in the field of aesthetic science teaching and learning as well as works by, Burke, Kant, and Dewey to explore a new construct I have called the "scientific sublime". Scientific sublime experiences represent a sophisticated treatment of the cognitive as well as affective qualities of science learning. The scientific sublime represents feelings of awe, wonder, and appreciation that come from a deep understanding. It is only through this understanding of a phenomenon that we can appreciate its true complexity and intricacies, and these understandings when mixed with the emotions of awe and reverence, are sublime. Scientific sublime experiences are an attempt at the re-integration of cognition and feeling. The goal of this research was twofold: to create and teach a curriculum that fosters scientific sublime experiences in middle school science classes, and to better understand how these experiences are manifested in students. In order to create an approach to teaching for scientific sublime experiences, it was first necessary for me to identify key characteristics of such an experience and a then to create a pedagogical approach, both of which are described in detail in the dissertation. This research was conducted as two studies in two different middle schools. My pedagogical approach was used to create and teach two five-week 7 th grade science units---one on weather (approximately 50 students participated) and the other on ecology (24 students participated). Both units proved to be a success in terms of the learning that resulted and in the positive experiences of the students and myself as the teacher. In both cases, students were give a pre and post multiple-choice test that covered questions typical of those found on the state's achievement exam and the schools' regular tests covering weather and ecology. Both groups of students showed a significant increase in learning. In an attempt to gain an understanding of student experiences with this type of learning, surveys and interviews were administered. The units appear to have profoundly affected students' ideas of weather and ecology---many reporting to see these concepts in new, richer ways. The goal of teaching for scientific sublime experiences is not only content knowledge, but to transform students' understanding of the world. Based on student comments and observations of classroom discussions, I feel that I largely achieved my goal.

Mental Health Symptoms Among Student Service Members/Veterans and Civilian College Students.

PubMed

Cleveland, Sandi D; Branscum, Adam J; Bovbjerg, Viktor E; Thorburn, Sheryl

2015-01-01

The aim of this study was to investigate if and to what extent student service members/veterans differ from civilian college students in the prevalence of self-reported symptoms of poor mental health. The Fall 2011 implementation of the American College Health Association-National College Health Assessment included 27,774 respondents from 44 colleges and universities. Participants were matched using propensity scores, and the prevalence of symptoms was compared using logistic regression and zero-inflated negative binomial regression models. The odds of feeling overwhelmed in the last 12 months were significantly lower among student service members/veterans with a history of hazardous duty (odd ratio [OR] = 0.46, adjusted p value <.05) compared with civilian students. Military service, with and without hazardous duty deployment, was not a significant predictor of the total number of symptoms of poor mental health. Current student service members/veterans may not be disproportionately affected by poor psychological functioning.

Attitude toward blood donation among medical and nonmedical students across Karachi

PubMed Central

Anwer, Muhammad Osama; Ul Fawwad, Shaikh Hamiz; Anwer, Sanam; Ali, Arif

2016-01-01

Aim: To evaluate the factors that motivate and discourage medical and nonmedical students from donating blood voluntarily and to assess the level of awareness and knowledge regarding blood donation. Materials and Methods: We conducted a cross-sectional descriptive study from August 2011 to May 2012 across different universities of Karachi covering both private and public sector. Predesigned questionnaires were filled by students. A total of 690 students participated in the study, 345 from each. Data collected was analyzed using SPSS Version 17.0. Simple frequencies and percentages were calculated, and Pearson Chi-square and Fisher's exact tests were applied to calculate association between different variables with P value set as significant when <0.05. Results: Mean age of the students was found to be between 21 and 23 (64.6%) in medical, whereas in nonmedical, 66.7% fell in this age group. Astonishingly, blood donors in nonmedical (27%) were quite more than that in medical group, where they were only 18%. Males constituted the majority in both of the groups. Most commonly reported factor that motivated blood donation in medical group was feeling of self-satisfaction (40.2%), whereas in nonmedical group, 32.9% reported that they had only donated blood when their friends/family were in need. When asked about the adverse effects after blood donation, weakness was common among both medical and nonmedical, i.e. 46.8% and 46.7%, respectively. Among the factors that impeded our subjects from donating blood were primarily health concerns in medical students (19%), whereas in nonmedical students they claimed they were not approached by anyone and were unaware of the importance of blood donation (34.8%). Conclusion: Proportion of blood donors was significantly low in both medical and nonmedical students, especially in females. Most important motivating factor in medical students was feeling of self–satisfaction, whereas in nonmedical students, it was family/friend in need of blood transfusion. Never approached by anyone/awareness about the importance of donating blood was the major discouragement factor seen in both medical and nonmedical groups. PMID:27605846

Attitude toward blood donation among medical and nonmedical students across Karachi.

PubMed

Anwer, Muhammad Osama; Ul Fawwad, Shaikh Hamiz; Anwer, Sanam; Ali, Arif

2016-01-01

To evaluate the factors that motivate and discourage medical and nonmedical students from donating blood voluntarily and to assess the level of awareness and knowledge regarding blood donation. We conducted a cross-sectional descriptive study from August 2011 to May 2012 across different universities of Karachi covering both private and public sector. Predesigned questionnaires were filled by students. A total of 690 students participated in the study, 345 from each. Data collected was analyzed using SPSS Version 17.0. Simple frequencies and percentages were calculated, and Pearson Chi-square and Fisher's exact tests were applied to calculate association between different variables with P value set as significant when <0.05. Mean age of the students was found to be between 21 and 23 (64.6%) in medical, whereas in nonmedical, 66.7% fell in this age group. Astonishingly, blood donors in nonmedical (27%) were quite more than that in medical group, where they were only 18%. Males constituted the majority in both of the groups. Most commonly reported factor that motivated blood donation in medical group was feeling of self-satisfaction (40.2%), whereas in nonmedical group, 32.9% reported that they had only donated blood when their friends/family were in need. When asked about the adverse effects after blood donation, weakness was common among both medical and nonmedical, i.e. 46.8% and 46.7%, respectively. Among the factors that impeded our subjects from donating blood were primarily health concerns in medical students (19%), whereas in nonmedical students they claimed they were not approached by anyone and were unaware of the importance of blood donation (34.8%). Proportion of blood donors was significantly low in both medical and nonmedical students, especially in females. Most important motivating factor in medical students was feeling of self-satisfaction, whereas in nonmedical students, it was family/friend in need of blood transfusion. Never approached by anyone/awareness about the importance of donating blood was the major discouragement factor seen in both medical and nonmedical groups.

The Best Years of Our Lives? Coping with Stress Predicts School Grades, Life Satisfaction, and Feelings about High School

ERIC Educational Resources Information Center

MacCann, Carolyn; Lipnevich, Anastasiya A.; Burrus, Jeremy; Roberts, Richard D.

2012-01-01

This study examines whether problem-focused, emotion-focused, and avoidant coping strategies predict key outcomes in a sample of 354 high school students. The four outcomes considered are: academic achievement, life satisfaction, positive feelings towards school, and negative feelings towards school. Results demonstrate that coping incrementally…

Are ADHD Kids More Creative?

ERIC Educational Resources Information Center

Fugate, C. Matthew

2016-01-01

Unfortunately, there are many students that feel "stupid" in classrooms all around the country. They know they are gifted, but their ADHD and co-occurring conditions can make them feel isolated and alone. This is hard not only for the children, but for the parents who may feel powerless in helping their child know how special he or she…

Social comparisons with media images are cognitively inefficient even for women who say they feel pressure from the media.

PubMed

Want, Stephen C; Saiphoo, Alyssa

2017-03-01

The present study investigated whether social comparisons with media images are cognitively efficient (demanding minimal mental effort) or cognitively effortful processes, in a sample of female undergraduate students (N=151) who reported feeling pressure from the media regarding their appearance. Two groups were shown 12 images of thin and attractive female models. One group was asked to memorize a complex 8-digit number during exposure to the images (Cognitively Busy condition), while the other memorized a much simpler number (Free View condition). A third group (Control condition) viewed images without people. Participants in the Free View condition demonstrated significantly increased negative mood and lowered appearance satisfaction from before to after exposure, while participants in the Cognitively Busy and Control conditions did not. We argue that these results suggest social comparisons with media images are at least somewhat cognitively effortful even among women who say they feel pressure from the media. Copyright © 2016 Elsevier Ltd. All rights reserved.

Same-sex attraction, social relationships, psychosocial functioning, and school performance in early adolescence.

PubMed

Bos, Henny M W; Sandfort, Theo G M; de Bruyn, Eddy H; Hakvoort, Esther M

2008-01-01

The authors examined whether 13- to 15-year-old adolescents who experience feelings of same-sex attraction (SSA) differ from those without such feelings in the quality of relationships with parents, peers, and class mentors and in psychosocial functioning (health status and school performance). The authors also assessed whether differences in psychosocial functioning resulted from differences in the quality of social relationships. Data were collected from 866 Dutch high school students (mean age 13.61 years) by means of a computer-based questionnaire. Of the participants, 74 (8.5%) reported having feelings of SSA. The participants with SSA rated the quality of their relationships with their fathers and their peers lower than did those without SSA. Participants with SSA also had poorer mental health (higher levels of depression and lower levels of self-esteem) and lower school performance. A mediation analysis revealed that differences in psychosocial functioning resulted from differences in the quality of the same-sex attracted youths' social relationships, especially with fathers and peers. Copyright (c) 2008 APA.

Psychosocial impact, perceived stress and learning effect in undergraduate dental students during transition from pre-clinical to clinical education.

PubMed

Frese, C; Wolff, D; Saure, D; Staehle, H J; Schulte, A

2018-04-10

This study aimed to develop a suitable instrument for a comprehensive quantitative and qualitative assessment of perceived psychosocial impact, levels of stress and learning effect in undergraduate dental students during the transition from pre-clinical to clinical education. These findings might improve curricular structures and didactic organisation during this period. At the beginning of their first clinical year, undergraduate dental students were asked to complete an anonymous forty-item questionnaire. Two hundred and seventy-six undergraduate dental students were willing to participate and completed the questionnaire and participated during the years 2011-2016. The response rate was between 45% and 96%. Correlational analysis (Spearman-Rho) in the field of psychosocial impact showed the dental teacher to be the most important multiplier of students' feelings. If the students feel that their teacher acts cooperatively, positive items increase and negative items decrease significantly (P < .0001). Also, students who report high levels of stress are affected significantly in their psychosocial interaction (P < .0001). Wilcoxon test yielded highest levels of stress in endodontology during the first weeks (P < .0001). During the same period, the greatest learning increment was seen for diagnostics and caries excavation. In conclusion, teaching of undergraduate dental students during the transition period from pre-clinical to clinical education can be positively influenced by a supportive learning environment and by specific chronological modifications in the curriculum. Students should start their clinical training with diagnostics, preventive dentistry and initial periodontal treatment. Due to high levels of perceived stress, endodontology should be introduced later in the clinical curriculum. © 2018 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Association between physical activity, participation in Physical Education classes, and social isolation in adolescents.

PubMed

Santos, Simone José dos; Hardman, Carla Menêses; Barros, Simone Storino Honda; Santos da Franca, Carolina; Santos, Carolina da F B F; Barros, Mauro Virgilio Gomes de

2015-01-01

To analyze the association between physical activity, participation in Physical Education classes, and indicators of social isolation among adolescents. This was an epidemiological study based on secondary analysis of data from a representative sample of students (14-19 years) from public high schools (n=4,207). Data were collected through the questionnaire Global School-based Student Health Survey. The independent variables were the level of physical activity and enrollment in Physical Education classes, while the dependent variables were two indicators of social isolation (feeling of loneliness and having few friends). Descriptive and inferential procedures were used in the statistical analysis. Most of the adolescents were classified as insufficiently active (65.1%) and reported not attending Physical Education classes (64.9%). Approximately two in each ten participants reported feeling of loneliness (15.8%) and, in addition, about one in each five adolescents reported have only one friend (19.5%). In the bivariate analysis, a significantly lower proportion of individuals reporting social isolation was observed among adolescents who referred higher enrollment in Physical Education classes. After adjustment for confounding variables, binary logistic regression showed that attending Physical Education classes was identified as a protective factor in relation to the indicator of social isolation 'having few friends,' but only for girls. It was concluded that participation in Physical Education classes is associated with reduced social isolation among female adolescents. Copyright © 2015 Sociedade Brasileira de Pediatria. Published by Elsevier Editora Ltda. All rights reserved.

System-justifying ideologies and academic outcomes among first-year Latino college students.

PubMed

O'Brien, Laurie T; Mars, Dustin E; Eccleston, Collette

2011-10-01

The present study examines the relationship between system-justifying ideologies and academic outcomes among 78 first-year Latino college students (21 men, 57 women, mean age = 18.1 years) attending a moderately selective West Coast university. Endorsement of system-justifying ideologies was negatively associated with grade point average (GPA); however it was positively associated with feelings of belonging at the university. In addition, system-justifying ideologies were negatively associated with perceptions of personal discrimination. In contrast, ethnic identity centrality was unrelated to GPA, feelings of belonging, and perceptions of personal discrimination once the relationship between system-justifying ideologies and these outcomes was statistically taken into account. The results of the present study suggest that endorsement of system-justifying ideologies may be a double-edged sword for Latino college students, involving trade-offs between academic success and feelings of belonging.

From Gatekeeping to Engagement: A Multicontextual, Mixed Method Study of Student Academic Engagement in Introductory STEM Courses.

PubMed

Gasiewski, Josephine A; Eagan, M Kevin; Garcia, Gina A; Hurtado, Sylvia; Chang, Mitchell J

2012-03-01

The lack of academic engagement in introductory science courses is considered by some to be a primary reason why students switch out of science majors. This study employed a sequential, explanatory mixed methods approach to provide a richer understanding of the relationship between student engagement and introductory science instruction. Quantitative survey data were drawn from 2,873 students within 73 introductory science, technology, engineering, and mathematics (STEM) courses across 15 colleges and universities, and qualitative data were collected from 41 student focus groups at eight of these institutions. The findings indicate that students tended to be more engaged in courses where the instructor consistently signaled an openness to student questions and recognizes her/his role in helping students succeed. Likewise, students who reported feeling comfortable asking questions in class, seeking out tutoring, attending supplemental instruction sessions, and collaborating with other students in the course were also more likely to be engaged. Instructional implications for improving students' levels of academic engagement are discussed.

The roots of physics students' motivations: Fear and integrity

NASA Astrophysics Data System (ADS)

Van Dusen, Ben

Too often, physics students are beset by feelings of failure and isolation rather than experiencing the creative joys of discovery that physics has to offer. This dissertation research was founded on the desire of a teacher to make physics class exciting and motivating to his students. This work explores how various aspects of learning environments interact with student motivation. This work uses qualitative and quantitative methods to explore how students are motivated to engage in physics and how they feel about themselves while engaging in physics. The collection of four studies in this dissertation culminates in a sociocultural perspective on motivation and identity. This perspective uses two extremes of how students experience physics as a lens for understanding motivation: fear and self-preservation versus integrity and self-expression. Rather than viewing motivation as a property of the student, or viewing students as inherently interested or disinterested in physics, the theoretical perspective on motivation and identity helps examine features of the learning environments that determine how students' experience themselves through physics class. This perspective highlights the importance of feeling a sense of belonging in the context of physics and the power that teachers have in shaping students' motivation through the construction of their classroom learning environments. Findings demonstrate how different ways that students experience themselves in physics class impact their performance and interest in physics. This dissertation concludes with a set of design principles that can foster integration and integrity among students in physics learning environments.

The Emotion Revolution: Enhancing Social and Emotional Learning in School: Enhancing Social and Emotional Learning in School

ERIC Educational Resources Information Center

Brackett, Marc A.

2016-01-01

In this article, students were asked to describe in their own words via the Emotion Revolution study, the three emotions they felt most often each day at school. The top three feelings were: tired, bored, and stressed. Next, students were asked to describe in their own words how they wanted to feel at school each day. The top three emotions listed…

An Enquiry into Primary Student Teachers' Confidence, Feelings and Attitudes towards Teaching Arts and Crafts in Finland and Malta during Initial Teacher Training

ERIC Educational Resources Information Center

Gatt, Isabelle; Karppinen, Seija

2014-01-01

Arts and crafts are connected with a variety of emotions, and the prospect of teaching these subjects could be a source of other emotions, not necessarily positive. This study explores the feelings and attitudes of student teachers towards arts and crafts prior to any training within their degree course and examines any changes that occur…

Obesity Bias in Training: Attitudes, Beliefs, and Observations among Advanced Trainees in Professional Health Disciplines

PubMed Central

Puhl, Rebecca M.; Luedicke, Joerg; Grilo, Carlos M.

2013-01-01

Objective This study examined weight bias among students training in health disciplines and its associations with their perceptions about treating patients with obesity, causes of obesity, and observations of weight bias by instructors and peers. Design and Methods Students (N = 107) enrolled in a post-graduate health discipline (Physician Associate, Clinical Psychology, Psychiatric Residency) completed anonymous questionnaires to assess the above variables. Results Students reported that patients with obesity are a common target of negative attitudes and derogatory humor by peers (63%), health-care providers (65%), and instructors (40%). Although 80% of students felt confident to treat obesity, many reported that patients with obesity lack motivation to make changes (33%), lead to feelings of frustration (36%), and are noncompliant with treatment (36%). Students with higher weight bias expressed greater frustration in these areas. The effect of students’ weight bias on expectations for treatment compliance of patients with obesity was partially mediated by beliefs that obesity is caused by behavioral factors. Conclusions Weight bias is commonly observed by students in health disciplines, who themselves report frustrations and stereotypes about treating patients with obesity. These findings contribute new knowledge about weight bias among students and provide several targets for medical training and education. PMID:24124078

At-risk symptoms of bipolar disorder in a university student cohort.

PubMed

Haussleiter, Ida S; Lorek, Sandra; Zeschel, Eike; Mattausch, Svenja; Meyers, Milena; Juckel, Georg

2018-05-06

To assess the occurrence and frequency of bipolar at-risk symptoms in a large sample of previously undiagnosed students using the new screening tool Bochumer Screeningbogen Bipolar (BSB). 2329 students of the Ruhr-University Bochum, Germany completed online demographic data as well as various self-rating questionnaires (BSB; Hypomania Checklist 32; Altman Self-Rating Mania Scale; Beck Depression Inventory). Within the student cohort (64.4% female, mean age 24.3 years) every fifth student currently suffered from moderate to severe depressive symptoms; every sixth student had already thought about suicide and every other student reported a history of mood swings. The most frequently reported depressive symptoms included physical exhaustion, depressed mood, and tiredness. The most frequently reported (hypo)manic symptoms included physical agitation, feeling extremely energetic, and lack of concentration. The BSB showed good convergent validity with other established questionnaires capturing depressive or (hypo)manic symptoms, as well as a stable administration of underlying constructs. The BSB correlated significantly with the already established applied questionnaires. The predictive power of the BSB regarding the development of bipolar disorder cannot be correctly quantified at present. The further purpose of this exploratory web-based study should be to examine the validity of the presented measures in a longitudinal design. Copyright © 2018 Elsevier B.V. All rights reserved.

Hymen protection and the sexual practices, perceptions, and attitudes of female university students from Lebanon.

PubMed

El Kak, Faysal; El Salibi, Noura; Yasmine, Rola; Ghandour, Lilian

2017-11-01

To investigate associations between hymen protection and women's alternative sexual practices, perceptions, and attitudes. A cross-sectional online survey was administered among university students (aged 18-30 years) in Lebanon between April 30 and August 31, 2012. The present analysis focused on female students who had engaged in oral/anal sex. Among 416 included women, 163 (39.3%) reported anal/oral sex to protect their hymen. Women ever concerned with hymen protection were less likely to be non-Lebanese and not religious/spiritual, but more likely to report unwanted sexual activities, a relationship in which they felt things were moving too fast physically, and to feel guilty about sexual feelings (all P<0.01). They were two-to-three times more likely to agree that it is harder to refuse sex after the first time and that oral sex is not as big of a deal as sexual intercourse (both P<0.001). Concerned women who later engaged in vaginal sex (n=75) were less religious and more accepting of premarital sex than were those who continued to protect their hymen (n=88; all P<0.005). Women concerned about hymen-breaking engage in alternative sexual practices, yet experience pressure, guilt, worry, and indecisiveness regarding their sex-related decisions. The navigation of sexual decisions is a more vulnerable process for these women because of prevailing patriarchal values and discriminating gender norms in Lebanon. © 2017 International Federation of Gynecology and Obstetrics.

Got Anxiety? Get Help: Tips for College Students

MedlinePlus

... anticipation of another panic attack and feelings of terror or impending doom Realistic fear of a threatening ... embarrassment or ridicule Panic Disorder: Severe attacks of terror, which may feel like you’re having a ...

Unique associations between peer relations and social anxiety in early adolescence.

PubMed

Flanagan, Kelly S; Erath, Stephen A; Bierman, Karen L

2008-10-01

This study examined the unique associations between feelings of social anxiety and multiple dimensions of peer relations (positive peer nominations, peer- and self-reported peer victimization, and self-reported friendship quality) among 383 sixth- and seventh-grade students. Hierarchical regression analysis provided evidence for the unique contribution made by peer relations to social anxiety above that made by adolescents' individual vulnerabilities (i.e., teacher ratings of social behavior, self-reported social appraisals assessed by hypothetical vignettes). Two subgroups of socially anxious adolescents--those with and without peer problems--were distinguished by their social behavior but not their social appraisals.

How Could Foreign Teachers in Turkey Pronounce Their Turkish Students' Names Correctly

ERIC Educational Resources Information Center

Yurtbasi, Metin

2016-01-01

Most of us have read Dale Carnegie's classic "How to make friends and influence people" in which he reveals the secret of human psychology: giving people the "feeling of importance" that they seek. He claims in that work that people feel more friendly toward those who allows them this feeling by caring about them and showing…

Dental, Dental Hygiene, and Advanced Dental Students' Use, Knowledge, and Beliefs Regarding Tobacco Products.

PubMed

Shearston, Jenni A; Shah, Krina; Cheng, Eric; Moosvi, Rizvan; Park, Su Hyun; Patel, Naiya; Spielman, Andrew I; Weitzman, Michael L

2017-11-01

Using cigarettes and alternative tobacco products (ATPs) is associated with negative oral health outcomes, and dental health professionals are poised to help patients quit. The aim of this study was to determine dental, dental hygiene, and advanced dental students' use, knowledge, and beliefs about cigarettes and ATPs, including perceptions about their education in tobacco dependence treatment and counseling experience. All 1,783 students enrolled in the dental, dental hygiene, and postdoctoral dental programs at the New York University College of Dentistry were invited to participate in the survey in 2016. A total of 708 students at least partially completed the survey, for a response rate of 39.7%. In the results, 146 of the students (20.1%) reported ever using cigarettes, while 253 (35.7%) reported ever using any ATP. Regarding tobacco use intervention, the students reported they had not received enough training on ATPs, were neutral about cigarettes, and were somewhat confident and not so confident counseling a cigarette smoker or ATP user, respectively. By their fourth year, 77.8% of the dental students reported they had counseled someone to stop smoking cigarettes, but only 40.7% had counseled someone to stop using ATPs. Overall, all groups of students reported feeling more confident and had received more education on interventions for cigarettes than for ATPs (p<0.001). These students reported low confidence in helping people quit tobacco and did not perceive they had received enough training on intervening with patients on use of cigarettes and ATPs. These findings call for a revised tobacco education curriculum for dental, dental hygiene, and advanced dental students, focused on building knowledge and confidence for promoting tobacco dependence treatment.

Social media use and educational preferences among first-year pharmacy students.

PubMed

Clauson, Kevin A; Singh-Franco, Devada; Sircar-Ramsewak, Feroza; Joseph, Shine; Sandars, John

2013-01-01

Social media may offer a means to engage students, facilitate collaborative learning, and tailor educational delivery for diverse learning styles. The purpose of this study is to characterize social media awareness among pharmacy students and determine perceptions toward integrating these tools in education. A 23-item survey was administered to 1st-year students at a multicampus college of pharmacy. Students (95% response rate; N = 196) most commonly used wikis (97%), social networking (91%), and videosharing (84%). Tools reported as never used or unknown included social bookmarking (89%), collaborative writing (84%), and RSS readers (73%). Respondents indicated that educational integration of social media would impact their ability to learn in a positive/very positive manner (75%) and make them feel connected/very connected (68%). Selectively targeting social media for educational integration and instructing pharmacy students how to employ a subset of these tools may be useful in engaging them and encouraging lifelong learning.

Chinese Soft Power in Latin America: A Case Study

DTIC Science & Technology

2011-01-01

refer to a range of concepts, this article analyzes Chinese soft power in terms of the willingness of governments and other actors in the...interests: they may feel an affinity for the Chinese culture and people and the objectives of its govern - ment, they may expect to receive economic or...aspirations among Latin American business- people, students, and government officials. The Ecuadorian banana magnate Segundo Wong, for example, reportedly

Abortion: social context, psychodynamic implications.

PubMed

Stotland, N L

1998-07-01

A case report presented by a US psychoanalyst suggests that the trauma of reproductive loss, such as miscarriage of a wanted pregnancy, can trigger suppressed feelings associated with an earlier induced abortion. The patient entered psychoanalysis when she was a 24-year-old graduate student to address relationship problems. As a 19-year-old college student, she became pregnant and chose to have an induced abortion because she was not ready to make a permanent commitment to her boyfriend or to provide properly for a child. She reported feeling grateful at the time that motherhood was not imposed on women as punishment for being sexually active and that childbearing was a free choice. The patient married during psychoanalytic treatment and decided she wanted to have a child. She experienced a hydatiform molar pregnancy, following which memories of the abortion 10 years earlier began to surface in the analysis for the first time. Her grief about the recent pregnancy loss melded with emotions about the earlier abortion. Through the analytic relationship, the patient was able to experience and express this sadness. This case underscores the need for psychotherapists to ensure that the political importance of protecting women's right to reproductive choice does not obstruct the exploration of complex emotions that may be associated with a voluntary induced abortion.

The influence of narrative risk communication on feelings of cancer risk.

PubMed

Janssen, Eva; van Osch, Liesbeth; de Vries, Hein; Lechner, Lilian

2013-05-01

Evidence is accumulating for the importance of feelings of risk in explaining cancer preventive behaviours, but best practices for influencing these feelings are limited. The aim of this experimental study was to compare the effects of narrative and non-narrative risk communication about sunbed use on ease of imagination and feelings of cancer risk. A total of 233 female sunbed users in the general Dutch population were randomly assigned to one of three conditions: a narrative message (i.e., personal testimonial), a non-narrative cognitive message (i.e., factual risk information using cognitive-laden words), or a non-narrative affective message (i.e., factual risk information using affective-laden words). Ease of imagination and feelings of risk were assessed directly after the risk information was given (T1). Three weeks after the baseline session, feelings of risk were measured again (T2). The results revealed that sunbed users who were exposed to narrative risk information could better imagine themselves developing skin cancer and reported higher feelings of skin cancer risk at T1. Moreover, ease of imagination mediated the effects of message type on feelings of risk at T1 and T2. The findings provide support for the effects of narrative risk communication in influencing feelings of cancer risk through ease of imagination. Cancer prevention programmes may therefore benefit from including narrative risk information. Future research is important to investigate other mechanisms of narrative information and their most effective content and format. What is already known on this subject? Evidence is growing for the importance of feelings of risk in explaining cancer preventive behaviours. Narratives have increasingly been considered as an effective format for persuasive risk messages and studies have shown narrative risk communication to be effective in influencing cognitive risk beliefs. What does this study add? Increasing understanding of how feelings of cancer risk can be influenced since best practices for influencing these feelings are limited. Extending knowledge about the underlying mechanisms of narrative effects on feelings of cancer risk (i.e., the mediating role of ease of imagination) using a non-student sample. The findings provide support for the effects of narrative risk communication in influencing feelings of cancer risk through ease of imagination. © 2012 The British Psychological Society.

Strategies to improve learning of all students in a class

NASA Astrophysics Data System (ADS)

Suraishkumar, G. K.

2018-05-01

The statistical distribution of the student learning abilities in a typical undergraduate engineering class poses a significant challenge to simultaneously improve the learning of all the students in the class. With traditional instruction styles, the students with significantly high learning abilities are not satisfied due to a feeling of unfulfilled potential, and the students with significantly low learning abilities feel lost. To address the challenge in an undergraduate core/required course on 'transport phenomena in biological systems', a combination of learning strategies such as active learning including co-operative group learning, challenge exercises, and others were employed in a pro-advising context. The short-term and long-term impacts were evaluated through student course performances and input, respectively. The results show that it is possible to effectively address the challenge posed by the distribution of student learning abilities in a class.

Mathematics Anxiety, Working Memory, and Mathematics Performance in Secondary-School Children.

PubMed

Passolunghi, Maria C; Caviola, Sara; De Agostini, Ruggero; Perin, Chiara; Mammarella, Irene C

2016-01-01

Mathematics anxiety (MA) has been defined as "a feeling of tension and anxiety that interferes with the manipulation of numbers and the solving of math problems in a wide variety of ordinary life and academic situations." Previous studies have suggested that a notable proportion of children in primary and secondary school suffer from MA, which is negatively correlated with calculation skills. The processing efficiency and attentional control theories suggest that working memory (WM) also plays an important part in such anxious feelings. The present study aimed to analyze the academic achievement and cognitive profiles of students with high math anxiety (HMA) and low math anxiety (LMA). Specifically, 32 students with HMA and 34 with LMA matched for age, gender, generalized anxiety, and vocabulary attending sixth to eighth grades were selected from a larger sample. The two groups were tested on reading decoding, reading comprehension, mathematics achievement, and on verbal short-term memory and WM. Our findings showed that HMA students were weak in several measures of mathematics achievement, but not in reading and writing skills, and that students with HMA reported lower scores on short-term memory and WM performances (with associated difficulties in inhibiting irrelevant information) than children with LMA. In addition, a logistic regression showed that weaknesses in inhibitory control and fact retrieval were the strongest variables for classifying children as having HMA or LMA.

Mathematics Anxiety, Working Memory, and Mathematics Performance in Secondary-School Children

PubMed Central

Passolunghi, Maria C.; Caviola, Sara; De Agostini, Ruggero; Perin, Chiara; Mammarella, Irene C.

2016-01-01

Mathematics anxiety (MA) has been defined as “a feeling of tension and anxiety that interferes with the manipulation of numbers and the solving of math problems in a wide variety of ordinary life and academic situations.” Previous studies have suggested that a notable proportion of children in primary and secondary school suffer from MA, which is negatively correlated with calculation skills. The processing efficiency and attentional control theories suggest that working memory (WM) also plays an important part in such anxious feelings. The present study aimed to analyze the academic achievement and cognitive profiles of students with high math anxiety (HMA) and low math anxiety (LMA). Specifically, 32 students with HMA and 34 with LMA matched for age, gender, generalized anxiety, and vocabulary attending sixth to eighth grades were selected from a larger sample. The two groups were tested on reading decoding, reading comprehension, mathematics achievement, and on verbal short-term memory and WM. Our findings showed that HMA students were weak in several measures of mathematics achievement, but not in reading and writing skills, and that students with HMA reported lower scores on short-term memory and WM performances (with associated difficulties in inhibiting irrelevant information) than children with LMA. In addition, a logistic regression showed that weaknesses in inhibitory control and fact retrieval were the strongest variables for classifying children as having HMA or LMA. PMID:26869951

Student perceptions of workplace-based assessment.

PubMed

Ali, Jason; Goh, Aaron

2017-10-01

Workplace-based assessments (WBAs) have become integrated into postgraduate medical training, although there is much negativity from trainees. The objective of this study was to examine medical student understanding and perceptions towards WBAs. A questionnaire was administered to final-year medical students at a single institution, examining experience, understanding and perceptions towards WBAs. Rating-scale responses were analysed by calculating positivity estimate values, and categorising data for subgroup comparison. Negativity was the most prevalent overall position of students towards participating in WBAs RESULTS: One hundred and fifteen of 162 (71%) students completed the questionnaire. Almost half the students had experience of WBAs and the majority (90%) reported benefiting from them; however, those with experience did not report more positive perceptions towards WBAs. In contrast, those students who seemed to demonstrate a good understanding of WBAs reported strongly positive perceptions. Interestingly, understanding and experience were not correlated. Negativity was the most prevalent overall position of students towards participating in WBAs as future trainees, with similar concerns reported by trainees, such as availability of time, trainer engagement and a feeling that they are simply 'tick-box' exercises. Medical students appear to possess negative perceptions towards WBAs. Although having experience of undertaking WBAs had little impact on their position, possessing an understanding of WBAs seemed to influence perceptions. This suggests that the manner in which medical students are exposed to WBAs should be carefully considered to ensure that it fosters the development of enthusiasm and positivity that can be carried by the students into their professional careers. © 2016 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Prevalence, withdrawal symptoms and associated factors of khat chewing among students at Jimma University in Ethiopia.

PubMed

Abdeta, Tilahun; Tolessa, Daniel; Adorjan, Kristina; Abera, Mubarek

2017-04-17

Recently, khat chewing has become a common practice among high school, college, and university students. Regular khat chewing is thought to be a predisposing factor for different physical and mental health problems. It can lead to absenteeism from work and classes. In Ethiopia, to our knowledge no published study has investigated khat withdrawal symptoms. Therefore, this study was conducted to determine the prevalence, withdrawal symptoms, and associated factors of khat chewing among regular undergraduate students on the main campus of Jimma University in Ethiopia. The institution-based, cross-sectional study was conducted in January 2016. Data were collected from 651 main campus regular undergraduate students with a structured, self-administered questionnaire, entered into Epidata 3.1 and exported to SPSS version 20 for Windows. Bivariate and multivariate logistic regressions were used to explore associations and identify variables independently associated with khat chewing. The study found that the lifetime and current prevalence of khat chewing among students were 26.3% (95% CI: 24.3, 28.3) and 23.9% (95% CI: 21.94, 25.86), respectively. About 25.7% of students started chewing after joining university, and 60.5% of these students started during their first year. The main reason given for starting khat chewing was for study purposes (54.6%), followed by socialization purposes (42.3%). Among current khat chewers, 72.9% reported that they had chewed khat for 1 year or more and 68.2% reported that they had experienced various withdrawal symptoms. The most frequently reported withdrawal symptoms were feeling depressed, craving, and feeling fatigued. Being male, attending a place of worship daily/2-3 times per week, cannabis use, smoking cigarettes, and having family members currently chewing khat were independently associated with khat chewing. This study found that large numbers of university students were currently chewing khat. In this study withdrawal symptoms and factors that significantly affect khat chewing were identified. Besides it gave new ideas regarding khat withdrawal symptoms in Ethiopia. It serves as a critical role of providing information to form rational foundation for public health policy, prevention and planning to bring change in contributing factors for Khat chewing. The finding will be serving as base line information for further study.

Impact of sexual harassment victimization by peers on subsequent adolescent victimization and adjustment: a longitudinal study.

PubMed

Chiodo, Debbie; Wolfe, David A; Crooks, Claire; Hughes, Ray; Jaffe, Peter

2009-09-01

To examine gender differences in prevalence and types of sexual harassment victimization experienced in grade 9 and how it contributes to relationship victimization and psychological adjustment 2.5 years later. A total of 1734 students from 23 schools completed self-report surveys at entry to grade 9 and end of grade 11. Self-report data were collected on victimization experiences (sexual harassment, physical dating violence, peer violence, and relational victimization) and adjustment (emotional distress, problem substance use, self-harm, suicidal thoughts, maladaptive dieting, feeling unsafe at school, and perpetration of violent delinquency). Separate analyses by sex were prespecified. Sexual harassment victimization was common among boys (42.4%) and girls (44.1%) in grade 9, with girls reporting more sexual jokes, comments, and unwanted touch than among boys, and with boys reporting more homosexual slurs or receiving unwanted sexual content. For girls, sexual harassment victimization in grade 9 was associated with elevated risk of self-harm, suicidal thoughts, maladaptive dieting, early dating, substance use, and feeling unsafe at school. A similar pattern of risk was found for boys, with the exception of dieting and self-harm behaviors. Adjusted odds ratios (AOR) indicated these students were significantly more likely than nonharassed students to report victimization by peers and dating partners 2.5 years later (AOR for boys and girls, respectively; all p < .01), including sexual harassment (AOR: 2.45; 2.9), physical dating violence (AOR: 2.02; 3.73), and physical peer violence (AOR: 2.75; 2.79). Gr 9 sexual harassment also contributed significantly to emotional distress (AOR: 2.09; 2.24), problem substance use (AOR: 1.79; 2.04), and violent delinquency perpetration (AOR: 2.1; 3.34) 2.5 years later (boys and girls, respectively; all p < .01). Sexual harassment at the beginning of high school is a strong predictor of future victimization by peers and dating partners for both girls and boys, and warrants greater prevention and intervention efforts.

Suicide and related health risk behaviours among school learners in South Africa: results from the 2002 and 2008 national youth risk behaviour surveys

PubMed Central

2013-01-01

Background Attempted and completed suicide constitute a major public health problem among young people world-wide, including South Africa (SA). Suicide attempt and completed suicide increase during the adolescent period. One in 5 adolescents considers attempting suicide, but statistics are frequently unreliable. Methods Data for this study were derived from the 2002 and 2008 South African Youth Risk Behaviour Surveys (YRBS). The study population comprised grades 8, 9, 10 and 11 students in governmental schools in the nine provinces of SA (N = 10,699 in 2002 and 10,270 in 2008). Key outcome measures were suicide ideation and suicide attempts. Results Of the total sample, 18% of the students in 2002 and 19% in 2008 reported to have seriously considered and/or made a plan to commit suicide during the past six months (Suicide ideation), whereas 18.5% of students in 2002 and 21.8% in 2008 reported that they had attempted suicide at least 1 time during the past six months. On both suicide measures girls have higher prevalence scores than boys, and older school learners score higher than younger learners. In addition, 32% of the learners reported feelings of sadness or hopelessness. These feelings contributed significantly to the explanation of suicide ideation and suicide attempt next to being the victim or actor in violent acts and illegal substance use. Conclusion The prevalence of suicide ideation and suicide attempts among South African adolescents is high and seems to be influenced by a wide spectrum of factors at the demographic, psychological and behavioural level. Hence, more research is needed to determine the behavioural and psychological determinants of suicide among youngsters in order to develop comprehensive intervention strategies for suicide prevention and care. PMID:24093214

Suicide and related health risk behaviours among school learners in South Africa: results from the 2002 and 2008 national youth risk behaviour surveys.

PubMed

Shilubane, Hilda N; Ruiter, Robert A C; van den Borne, Bart; Sewpaul, Ronel; James, Shamagonam; Reddy, Priscilla S

2013-10-04

Attempted and completed suicide constitute a major public health problem among young people world-wide, including South Africa (SA). Suicide attempt and completed suicide increase during the adolescent period. One in 5 adolescents considers attempting suicide, but statistics are frequently unreliable. Data for this study were derived from the 2002 and 2008 South African Youth Risk Behaviour Surveys (YRBS). The study population comprised grades 8, 9, 10 and 11 students in governmental schools in the nine provinces of SA (N = 10,699 in 2002 and 10,270 in 2008). Key outcome measures were suicide ideation and suicide attempts. Of the total sample, 18% of the students in 2002 and 19% in 2008 reported to have seriously considered and/or made a plan to commit suicide during the past six months (Suicide ideation), whereas 18.5% of students in 2002 and 21.8% in 2008 reported that they had attempted suicide at least 1 time during the past six months. On both suicide measures girls have higher prevalence scores than boys, and older school learners score higher than younger learners. In addition, 32% of the learners reported feelings of sadness or hopelessness. These feelings contributed significantly to the explanation of suicide ideation and suicide attempt next to being the victim or actor in violent acts and illegal substance use. The prevalence of suicide ideation and suicide attempts among South African adolescents is high and seems to be influenced by a wide spectrum of factors at the demographic, psychological and behavioural level. Hence, more research is needed to determine the behavioural and psychological determinants of suicide among youngsters in order to develop comprehensive intervention strategies for suicide prevention and care.

Realist synthesis of educational interventions to improve nutrition care competencies and delivery by doctors and other healthcare professionals

PubMed Central

Mogre, Victor; Scherpbier, Albert J J A; Stevens, Fred; Aryee, Paul; Cherry, Mary Gemma; Dornan, Tim

2016-01-01

Objective To determine what, how, for whom, why, and in what circumstances educational interventions improve the delivery of nutrition care by doctors and other healthcare professionals work. Design Realist synthesis following a published protocol and reported following Realist and Meta-narrative Evidence Synthesis: Evolving Standards (RAMESES) guidelines. A multidisciplinary team searched MEDLINE, CINAHL, ERIC, EMBASE, PsyINFO, Sociological Abstracts, Web of Science, Google Scholar and Science Direct for published and unpublished (grey) literature. The team identified studies with varied designs; appraised their ability to answer the review question; identified relationships between contexts, mechanisms and outcomes (CMOs); and entered them into a spreadsheet configured for the purpose. The final synthesis identified commonalities across CMO configurations. Results Over half of the 46 studies from which we extracted data originated from the USA. Interventions that improved the delivery of nutrition care improved skills and attitudes rather than just knowledge; provided opportunities for superiors to model nutrition care; removed barriers to nutrition care in health systems; provided participants with local, practically relevant tools and messages; and incorporated non-traditional, innovative teaching strategies. Operating in contexts where student and qualified healthcare professionals provided nutrition care in developed and developing countries, these interventions yielded health outcomes by triggering a range of mechanisms, which included feeling competent, feeling confident and comfortable, having greater self-efficacy, being less inhibited by barriers in healthcare systems and feeling that nutrition care was accepted and recognised. Conclusions These findings show how important it is to move education for nutrition care beyond the simple acquisition of knowledge. They show how educational interventions embedded within systems of healthcare can improve patients’ health by helping health students and professionals to appreciate the importance of delivering nutrition care and feel competent to deliver it. PMID:27797977

Perceived family support regarding condom use and condom use among secondary school female students in Limbe urban city of Cameroon.

PubMed

Tarkang, Elvis E

2014-02-18

HIV/AIDS prevention programs rooted in the social cognitive models are based on the theoretical assumptions that adoption of preventive behaviour (condom use) depends on the individual's perceptions of their susceptibility to HIV/AIDS and the benefits of condom use. However some studies contend that applying such models in the African setting may not be that simple considering that in many societies, people's capacity to initiate health enhancing behaviour are mediated by power relations (parents/guardians) and socialisation processes that are beyond the control of individuals. The relative influence of these family forces on condom use is however unknown in Cameroon. In this study it is hypothesized that adolescents' perceptions of family support for condom use, would encourage condom use among female students in Limbe urban city of Cameroon. A cross-sectional study of a probability sample of 210 female students selected from three participating secondary school was adopted, using a self-administered questionnaire to collect data. Pearson Chi-square statistics was used to test association between perceived family support for condom use and condom use. Statistics were calculated using SPSS version 20 software program. Of the respondents, 56.2% reported being sexually active. Of these, 27.4% reported using condoms consistently; 39.1% reported having used condoms during their first sexual intercourse, while 48.7% reported having used condoms during their last sexual intercourse. Majority of the female students exhibited positive perceptions regarding family support for condom use. Respondents who agreed that they feel themselves free to discuss condom use with their parents or any adult member of the family, reported more condom use during first sex than those who disagreed (X2 = 13.021; df = 6; p = 0.043). Likewise respondents who agreed that they feel themselves free to discuss condom use with their parents or any adult member of the family, reported more condom use at least once, than those who disagreed (X2 = 8.755; df = 3; p = 0.033). Significant associations between perceptions of family support for condom use and condom use were established in this study. This finding suggests that regardless of the sexual communication patterns within the family, techniques that increase the occurrence of parent and female student's discussion concerning condoms and HIV/AIDS will prove useful in preventing HIV/AIDS among female students in Limbe Urban City of Cameroon.

The Relationship Between School Climate and Mental and Emotional Wellbeing Over the Transition from Primary to Secondary School.

PubMed

Lester, Leanne; Cross, Donna

School climate has often been described as the "quality and character of school life", including both social and physical aspects of the school, that can positively promote behaviour, school achievement, and the social and emotional development of students. The current study examined the relationship between students' mental and emotional wellbeing and factors pertaining to school climate, focussing on the domains of safety, social relationships and school connectedness, during the last year of their primary schooling (age 11-12 years) and their first 2 years of secondary school. Data was collected using a self-completion questionnaire, four times over 3 years from 1800 students' aged 11-14 years. Multilevel modelling was used to determine the strongest school climate predictor of students' mental and emotional wellbeing at each time point. In the last year of primary school, peer support was the strongest protective predictor of wellbeing, while feeling less connected and less safe at school predicted mental wellbeing. Feeling safe at school was the strongest protective factor for student wellbeing in the first year of secondary school. In the second year of secondary school, peer support was the strongest protective factor for mental wellbeing, while feeling safe at school, feeling connected to school and having support from peers were predictive of emotional wellbeing. School climate factors of feeling safe at school, feeling connected to school, and peer support are all protective of mental and emotional wellbeing over the transition period while connectedness to teachers is protective of emotional wellbeing. Primary school appears to be an important time to establish quality connections to peers who have a powerful role in providing support for one another before the transition to secondary school. However, school policies and practices promoting safety and encouraging and enabling connectedness are important during the first years of secondary school. Recommendations for effective school policy and practice in both primary and secondary schools to help enhance the mental and emotional wellbeing of adolescents are discussed.

Mental contamination: the effects of imagined physical dirt and immoral behaviour.

PubMed

Elliott, Corinna M; Radomsky, Adam S

2012-06-01

There is a growing body of empirical support for Rachman's (1994, 2004, 2006) conceptualization of mental contamination. The aim of this study was to tease apart manipulations of imagined physical descriptions (i.e., clean versus dirty), in the context of both morally sound and reprehensible acts (i.e., consensual versus non-consensual kiss) to expand our understanding of the experimental variables which may evoke mental contamination and address limitations of previous research. Female undergraduate student participants (n = 140) were randomly assigned to listen to one of four audio recordings and imagine receiving either a consensual or non-consensual kiss from a man described as either physically clean or physically dirty. Results indicated that participants who imagined a non-consensual kiss from a physically dirty man reported the greatest feelings of mental contamination; whereas, participants who imagined a consensual kiss from a physically clean man reported the lowest feelings of mental contamination. However, there were few significant differences in mental contamination feelings between those who imagined a consensual kiss from a physically dirty man and those who imagined a non-consensual kiss from a physically clean man. Results are discussed in terms of cognitive-behavioural conceptualizations of and treatments for contamination fears. Copyright © 2012 Elsevier Ltd. All rights reserved.

Nursing students' attitudes toward science in the nursing curricula

NASA Astrophysics Data System (ADS)

Maroo, Jill Deanne

The nursing profession combines the art of caregiving with scientific concepts. Nursing students need to learn science in order to start in a nursing program. However, previous research showed that students left the nursing program, stating it included too much science (Andrew et al., 2008). Research has shown a correlation between students' attitudes and their performance in a subject (Osborne, Simon, & Collins, 2003). However, little research exists on the overall attitude of nursing students toward science. At the time of my study there existed no large scale quantitative study on my topic. The purpose of my study was to identify potential obstacles nursing students face, specifically, attitude and motivation toward learning science. According to research the nation will soon face a nursing shortage and students cite the science content as a reason for not completing the nursing program. My study explored nursing students' attitudes toward science and reasons these students are motivated to learn science. I ran a nationwide mixed methods approach with 1,402 participants for the quantitative portion and 4 participants for the qualitative portion. I validated a questionnaire in order to explore nursing students' attitudes toward science, discovered five different attitude scales in that questionnaire and determined what demographic factors provided a statistically significant prediction of a student's score. In addition, I discovered no statistical difference in attitude exists between students who have the option of taking nursing specific courses and those who do not have that option. I discovered in the qualitative interviews that students feel science is necessary in nursing but do not feel nurses are scientists. My study gives a baseline of the current attitude of nursing students toward science and why these students feel the need to learn the science.

Post-concussion driving behaviors and opinions: A survey of collegiate student-athletes.

PubMed

Schmidt, Julianne D; Lynall, Robert C; Lempke, Landon Bryce; Weber, Michelle L; Devos, Hannes

2018-05-08

Post-concussion driving restrictions are eminent, but we lack understanding of current behaviors and opinions about driving following concussion among populations at risk of concussion. We aimed to describe post-concussion driving behaviors and opinions among collegiate student-athletes. Student-athletes completed a survey (response rate=45.3%, 223/492) regarding their post-concussion driving behaviors and opinions. Response frequencies and percentages are presented. Student-athletes self-reported a total of 169 lifetime concussions (0.76±1.02 each). Of the 169 concussions, 52.1% (88/169) were diagnosed and 52.7% (89/169) occurred while the student-athlete possessed a valid driver's license. Student-athletes refrained from driving following 43.8% (39/89) of the concussive events. Student-athletes that refrained most commonly did so for only 24-48 hours (20.5%, 8/39) and because a health care provider advised them to (33.3%: 13/39). Student-athletes most commonly reported that they would feel "very unsafe" driving a car immediately following injury (38.4%, 84/219). When asked whether driving restrictions would influence your decision to report the injury to a health care provider, 7.9% reported that it "definitely would" (17/214), 26.6% "probably would" (57/214), 17.8% "neutral" (38/214), 24.8% "probably would not" (53/214), and 22.9% "definitely would not" (49/214). Despite generally believing that driving immediately following a concussion is unsafe, a majority of student-athletes did not refrain from driving at any point following their previous concussions. Post-concussion driving restrictions may have some influence on student-athletes' decisions to report the injury to a health care provider. Health care providers play a critical role in post-concussion driving restriction, but lack standardized recommendations to guide their care.

Which "broken windows" matter? School, neighborhood, and family characteristics associated with youths' feelings of unsafety.

PubMed

Mijanovich, Tod; Weitzman, Beth C

2003-09-01

Young people's fears of victimization and feelings of unsafety constitute a serious and pervasive public health problem and appear to be associated with different factors than actual victimization. Our analysis of a population-based telephone survey of youths aged 10-18 years in five economically distressed cities and their suburbs reveals that a substantial minority of youths feel unsafe on any given day, and that an even greater number feel unsafe in school. While some traditional predictors of victimization (such as low socioeconomic status) were associated with feeling unsafe, perceived school disorder was the major factor associated with such feelings. Disorderliness may thus be the school's version of "broken windows," which serve to signal to students a lack of consistent adult concern and oversight that can leave them feeling unsafe. We suggest that fixing the broken windows of school disorderliness may have a significant, positive impact on adolescents' feelings of safety.

Mental health and patterns of work-related coping behaviour in a German sample of student teachers: a cross-sectional study.

PubMed

Zimmermann, Linda; Unterbrink, Thomas; Pfeifer, Ruth; Wirsching, Michael; Rose, Uwe; Stößel, Ulrich; Nübling, Matthias; Buhl-Grießhaber, Veronika; Frommhold, Markus; Schaarschmidt, Uwe; Bauer, Joachim

2012-11-01

The aim of this cross-sectional study was to evaluate the mental health of student teachers, to analyse the extent to which they feel prepared for their profession by the university curriculum and to investigate patterns of coping with occupational stress. A sample of 481 German student teachers was investigated using two standardised instruments: GHQ-12 (General Health Questionnaire) and AVEM (Arbeitsbezogenes Verhaltens- und Erlebensmuster), an occupational stress and coping questionnaire describing four patterns of work-related coping behaviour. In addition, we asked how well the student teachers felt that the curriculum prepared them for their profession. Forty-four per cent of the student teachers report impaired mental health in the second teacher training period, indicated by a GHQ value equal to or over the cut-off of four. The AVEM responses revealed more than 40% showing risk patterns (A or B) compared to only 26.3% displaying a healthy coping style (G), while 32.8% demonstrate an unambitious style (S). These GHQ values are inversely correlated with the extent to which student teachers feel prepared for their work by the university curriculum. Our data indicate a problematic stress level for student teachers in the second training phase (high exposure to health risks and unfavourable coping styles). Since teaching is clearly an extremely demanding job, it is vital that teacher training systems contribute towards protecting the health of teachers by focusing on fostering healthy personal attitudes and equipping young teachers with coping styles and skills that will better prepare them for the challenges facing them in their daily work. Self-care health management should also be part of the teacher training curriculum.

Digital recording as a teaching and learning method in the skills laboratory.

PubMed

Strand, Ingebjørg; Gulbrandsen, Lise; Slettebø, Åshild; Nåden, Dagfinn

2017-09-01

To obtain information on how nursing students react to, think about and learn from digital recording as a learning and teaching method over time. Based on the teaching and learning philosophy of the university college, we used digital recording as a tool in our daily sessions in skills laboratory. However, most of the studies referred to in the background review had a duration of from only a few hours to a number of days. We found it valuable to design a study with a duration of two academic semesters. A descriptive and interpretative design was used. First-year bachelor-level students at the department of nursing participated in the study. Data collection was carried out by employing an 'online questionnaire'. The students answered five written, open-ended questions after each of three practical skill sessions. Kvale and Brinkmann's three levels of understanding were employed in the analysis. The students reported that digital recording affected factors such as feeling safe, secure and confident and that video recording was essential in learning and training practical skills. The use of cameras proved to be useful, as an expressive tool for peer learning because video recording enhances self-assessment, reflection, sensing, psychomotor performance and discovery learning. Digital recording enhances the student's awareness when acquiring new knowledge because it activates cognitive and emotional learning. The connection between tutoring, feedback and technology was clear. The digital recorder gives students direct and immediate feedback on their performance from the various practical procedures, and may aid in the transition from theory to practice. Students experienced more self-confidence and a feeling of safety in their performances. © 2016 John Wiley & Sons Ltd.

Distress among young adults from divorced families.

PubMed

Laumann-Billings, L; Emery, R E

2000-12-01

Researchers find that most children from divorced families function normally, but some clinicians assert that young people are disturbed even many years after a divorce. These accounts may be less discrepant than they appear, because research typically focuses on notably problematic behavior (disorder), whereas case studies emphasize more subtle inner turmoil (distress). In Study 1 college students reported painful feelings, beliefs, and memories about their parents divorce on a reliable new measure, but they also reported accepting the divorce and having few psychological symptoms. Distress about family life was greater among students from divorced than from married families. Study 2 replicated these findings in a community sample of young people from low-income divorced families. In both studies, greater distress was associated with children's residence, frequency of contact with fathers, interparental conflict, and psychological symptoms.

College students' motivations for money and subjective well-being.

PubMed

Robak, Rostyslaw W; Chiffriller, Sheila H; Zappone, Melinda C

2007-02-01

Previous research indicates that, while making money is important to college students, it is negatively correlated with subjective well-being. This study asked 157 undergraduate business and psychology students about the importance of making money, their motives for doing so, and several dimensions of subjective well-being: satisfaction with life, self-actualization, and mood/affect. Making money remains very important to college students. Being motivated to make money was not globally related to subjective well-being, but wanting to make money to help others, to feel secure, and to feel proud of oneself were predictive of happiness or subjective well-being. Motives such as comparing oneself favorably to others, spending impulsively, and overcoming self-doubt were not correlated with subjective well-being. Business students appeared more motivated to make money than other students and also to have more negative affect.

Transcendence, religion and spirituality in medicine: Medical students' point of view.

PubMed

Rassoulian, Anahita; Seidman, Charles; Löffler-Stastka, Henriette

2016-09-01

To explore how medical students-the doctors of tomorrow-reflect upon meeting the spiritual needs of their patients, and whether they have reflected on their own religious or spiritual beliefs, or not. The study also investigates to what extent the students feel comfortable with addressing spiritual issues in their patient care, and whether they feel this is beyond their role as medical doctors.A self-administered questionnaire was developed. The survey was administered in teaching classes at the medical university of Vienna. One thousand four hundred (836 women and 564 men) students responded, laying the foundation for a thorough statistical analysis.59.5% of the students had reflected on their own belief concepts, 21.9% consider themselves religious, and 20.1% see themselves as spiritual individuals. 75.6% of the students agreed with the statement that religious conviction/spirituality might have an effect on how cancer patients cope. 85.9% would consider talking with their patients about religious/spiritual issues if patients wish to do so. 86.3% would involve chaplains if they feel it is necessary.The results of this study suggest that future doctors want to see the patient in a wider scope than the bio-psycho-social one, by including the meta-dimension of transcendence.

Quality of Parental Support and Students' Emotions during Homework: Moderating Effects of Students' Motivational Orientations

ERIC Educational Resources Information Center

Knollmann, Martin; Wild, Elke

2007-01-01

Two studies investigated the relationship between parental support, students' motivational orientations, and students' emotions during homework. It was assumed that intrinsically motivated students would feel better when parents provided much learning autonomy, while extrinsically motivated students would experience more positive affect when…

The Dynamics of Social Relationships in Student Communities

ERIC Educational Resources Information Center

AlKandari, Nabila; AlShallal, Khalid

2008-01-01

This study discusses the nature of social relationships in student communities at Kuwait University. Three hundred seventy-two students participated. A survey of 22 items was designed to describe students' social relationships. The study revealed that students have affirmative social relationships. The students do not feel desolation on campus;…

Multidimensional Perfectionism and Rogerian Personality Constructs

ERIC Educational Resources Information Center

Ashby, Jeffrey S.; Rahotep, Simone S.; Martin, James L.

2005-01-01

The Feelings, Reactions, and Beliefs Survey (FRBS) was administered to 141 undergraduate students to evaluate differences in Rogerian personality constructs among adaptive, maladaptive, and nonperfectionists. The groups differed significantly on 5 FRBS subscales: Fully Functioning Person, Struggling With Feelings of Inferiority, Openness to…

Sexual harassment in dentistry: prevalence in dental school.

PubMed

Garbin, Cléa Adas Saliba; Zina, Lívia Guimarães; Garbin, Artênio José Insper; Moimaz, Suzely Adas Saliba

2010-01-01

Sexual harassment is unlawful in all work and educational environments in most nations of the world. The goals of this study were to describe the sexual harassment prevalence and to evaluate the experiences and attitudes of undergraduate students in one dental school in Brazil. An 18-item questionnaire was administered to 254 dental students with a completion rate of 82% (208). Students were requested to respond to questions about their background and academic level in dental school, their personal experiences with sexual harassment and their observation of someone else being sexually harassed. Bivariate statistical analyses were performed. Fifteen percent of the students reported being sexually harassed by a patient, by a relative of a patient or by a professor. Male students had 3 times higher probability of being sexually harassed than female student [OR=2.910 (1.113-7.611)]. Additionally, 25.4% of the students reported witnessing sexual harassment at the school environment. The majority of students did not feel professionally prepared to respond to unwanted sexual behaviors. These findings demonstrate that sexual harassment can occur in a dental school setting. There is a need for ongoing sexual harassment education programs for students and university staff. Increased knowledge of sexual harassment during graduation can better prepare dental professionals to respond to sexual harassment during their practice.

DESCRIPTION OF THE SAN RAFAEL PROGRAM FOR MORE ABLE LEARNERS AS PRESCRIBED IN THE CALIFORNIA ADMINISTRATIVE CODE, ARTICLE 23, SPECIALLY EDUCATIONAL PROGRAMS FOR MENTALLY GIFTED MINORS. FIFTH ANNUAL REPORT 1963-64

ERIC Educational Resources Information Center

SHORE, ROBERT E.

TO PROVIDE BETTER EDUCATIONAL OPPORTUNITIES FOR A SELECT GROUP OF STUDENTS, THE SAN RAFAEL PROGRAM FOR MORE ABLE LEARNERS WAS ESTABLISHED. AMONG ITS GOALS WERE PROBLEM-SOLVING FACILITY, CREATIVITY, RESPECT FOR LEARNING, AND SELF-UNDERSTANDING. THE GOALS ALSO INCLUDED KNOWLEDGE OF FACTS, IDEAS, CONCEPTS, SOCIAL SKILLS, SENSITIVITIES AND FEELING,…

Smoke in the Looking Glass: Effects of Discordance between Self- and Peer Rated Crowd Affiliation on Adolescent Anxiety, Depression and Self-Feelings

ERIC Educational Resources Information Center

Brown, B. Bradford; Von Bank, Heather; Steinberg, Laurence

2008-01-01

Peer crowds serve as an identity marker for adolescents, indicating their image and status among peers; but adolescents do not always endorse peer appraisals of crowd affiliation. We report on two studies--one with 924 adolescents in grades 7-12 and a second with a more diverse population of 2,728 students in grades 9-11, followed for 2…

Medical Students Learning Communication Skills in a Second Language: Empathy and expectations.

PubMed

Hashim, Muhammad J; Major, Stella; Mirza, Deen M; Prinsloo, Engela A M; Osman, Ossama; Amiri, Leena; McLean, Michelle

2013-02-01

Communications skills (CS) training for medical interviewing is increasingly being conducted in English at medical schools worldwide. In this study, we sought to identify whether Arabic-speaking medical students experienced difficulty with the different components of the CS training that were conducted in English. Individual third-year preclinical medical students (N = 45) were videotaped while interviewing simulated patients. Each student assessed his/her performance on a 13-item (5-point scale) assessment form, which was also completed by the tutor and other students in the group. Of the 13 components of their CS training, tutors awarded the lowest marks for students' abilities to express empathy, ask about patients' feelings, use transition statements, ask about functional impact, and elicit patients' expectations (P <0.001). The expression of empathy and the ability to elicit patients' feelings and expectations are difficult to develop in medical students learning CS in a second language.

Perceptions of Ghanaian medical students completing a clinical elective at the University of Michigan Medical School.

PubMed

Abedini, Nauzley C; Danso-Bamfo, Sandra; Moyer, Cheryl A; Danso, Kwabena A; Mäkiharju, Heather; Donkor, Peter; Johnson, Timothy R B; Kolars, Joseph C

2014-07-01

International medical electives typically represent a unidirectional flow of students from economically advantaged countries in the global "North" to resource-poor nations in the global "South." Little is known about the impact of bilateral exchanges on students from less affluent nations. Since 2007, students from the University of Michigan Medical School (UMMS) and medical schools in Ghana have engaged in a bilateral clinical exchange program. A 45-item online survey was distributed to all 73 Ghanaian medical students who had rotated at UMMS from 2008 to 2010 to assess perspectives on the value and impact of their participation. Incoming Ghanaian students outnumbered outgoing UMMS students 73 to 33 during the study period. Of eligible Ghanaian students, 70% (51/73) participated in the survey, with 40 of 51 providing valid data on at least 50% of questions. Ninety-seven percent (37/38) reported that the UMMS rotation was valuable to their medical training, 90% (35/39) reported changes in how they approach patient care, and 77% (24/31) reported feeling better equipped to serve patients in their home community. Eighty-five percent of students (28/33) felt more inclined to pursue training opportunities outside of their home country after their rotation at UMMS. More studies are needed to determine the feasibility of bidirectional exchanges as well as the short-term and long-term impact of rotations on students from underresourced settings and their hosts in more resource-rich environments.

School climate factors contributing to student and faculty perceptions of safety in select Arizona schools.

PubMed

Bosworth, Kris; Ford, Lysbeth; Hernandaz, Diley

2011-04-01

To ensure that schools are safe places where students can learn, researchers and educators must understand student and faculty safety concerns. This study examines student and teacher perceptions of school safety. Twenty-two focus groups with students and faculty were conducted in 11 secondary schools. Schools were selected from a stratified sample to vary in location, proximity to Indian reservations, size, and type. The data analysis was based on grounded theory. In 9 of 11 schools, neither faculty nor students voiced overwhelming concerns about safety. When asked what makes school safe, students tended to report physical security features. School climate and staff actions also increased feelings of safety. Faculty reported that relationships and climate are key factors in making schools safe. High student performance on standardized tests does not buffer students from unsafe behavior, nor does living in a dangerous neighborhood necessarily lead to more drug use or violence within school walls. School climate seemed to explain the difference between schools in which students and faculty reported higher versus lower levels of violence and alcohol and other drug use. The findings raise provocative questions about school safety and provide insight into elements that lead to perceptions of safety. Some schools have transcended issues of location and neighborhood to provide an environment perceived as safe. Further study of those schools could provide insights for policy makers, program planners, and educational leaders. © 2011, American School Health Association.

An Inquiry-Based Microbiology Short Course in the SUMS Program at Hartnell College

NASA Astrophysics Data System (ADS)

Dorighi, K. M.; Petrella, L.; McCann, S.; Metevier, A. J.

2010-12-01

In this paper, we describe our design and implementation of inquiry-based biology units for the Summer Undergraduate Math and Science (SUMS) program at Hartnell College. The SUMS bridge program is designed to encourage local minority students with unrealized potential to enter and excel in Math and Science college curricula. The inquiry activities we designed prompted students to investigate where bacteria live in the students' environment and how effective different cleaning products are at killing these bacteria. These investigations required students to create their own testable questions and design and carry out experiments to test them. By the end of the program the students demonstrated a command of the scientific method and reported feeling like real scientists. While this unit was taught in four consecutive days, it could easily be translated to a more traditional weekly college lab schedule.

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.

Make Students Part of the Solution, Not the Problem

ERIC Educational Resources Information Center

Gardner, Trevor

2014-01-01

A California high school develops a Student Justice Panel to hear student concerns about violations of the student code, providing students with a way to not just have a voice but to effect change in how students are disciplined. Restorative justice gives students a feeling of fairness and responsibility for appropriate behavior. Restorative…

Self-reported suicide attempts and associated risk and protective factors among secondary school students in New Zealand.

PubMed

Fleming, Theresa M; Merry, Sally N; Robinson, Elizabeth M; Denny, Simon J; Watson, Peter D

2007-03-01

To examine associations between individual, family, school and community characteristics and rates of suicide attempts in a national population sample of New Zealand secondary school students. A total of 9570 randomly selected 9- to 13-year-old students from 114 schools were surveyed, using the New Zealand Adolescent Health Survey. This is a 523-item anonymous self-report comprehensive questionnaire delivered by Multi-Media Computer-Assisted Self-Interviewing. Multivariate analyses were used to examine correlates of self-reported suicide attempts within the last 12 months. In total, 739 participants (4.7% of males and 10.5% of females) reported having made a suicide attempt within the last 12 months. Depressive symptoms, alcohol abuse, -having a friend or family member attempt suicide, family violence and non-heterosexual attractions were independently associated with increased rates of suicide attempts while parents caring, other family members caring, teachers being fair and feeling safe at school were independently associated with decreased rates of suicide attempts. Caring friendships, attending worship frequently, possible sexual abuse and anxiety symptoms were not independently associated with suicide attempts. Risk and protective factors operated in the same way for male and female students and for those with and without other suicide predictors. New Zealand secondary school students, particularly female students, report high rates of suicide attempts. Risk of suicide attempts is lower in students reporting caring home and fair, safe school environments and this effect remains once depression is taken into account. This study confirms the importance of depression, substance use, problem behaviour, negative life events, exposure to suicide behaviour by others and the significance of sexual orientation in suicidal behaviour among school students and provides evidence of the importance of the family and school environments in reducing risk among this group.

It's Greek to me: Domain specific relationships between intellectual helplessness and academic performance.

PubMed

Krejtz, Izabela; Nezlek, John B

2016-01-01

In a study of the domain specificity of intellectual learned helplessness, we collected data from 376 students in 14 classrooms. We measured feelings of intellectual helplessness for mathematics and language skills, anxiety about performance in each of these domains, and general working memory. Multilevel modeling analyses found that feelings of helplessness in language skills were negatively related to grades in language but were unrelated to grades in mathematics. Similarly, feelings of helplessness in mathematics were negatively related to grades in mathematics but were unrelated to grades in language. Controlling for anxiety or working memory did not change these relationships, nor did they vary across the age of students. The results support conceptualizations in which learned helplessness has a domain specific component.

Student Engagement with Other Students

ERIC Educational Resources Information Center

Woodard, Bobby R.; Fatzinger, Jim B.

2018-01-01

The collegiate experience provides opportunities for learners to engage with others in an environment that prepares graduates for twenty-first century challenges. This chapter offers reasons why students should engage with other students by doing, feeling, and thinking, and posits that engagement on campus not only serves students individually and…

Sleep quality moderates the association between physical activity frequency and feelings of energy and fatigue in adolescents.

PubMed

Herring, Matthew P; Monroe, Derek C; Kline, Christopher E; O'Connor, Patrick J; MacDonncha, Ciaran

2018-03-05

Physical activity (PA) can improve sleep quality, low energy, and fatigue. Though poor sleep quality may induce feelings of low energy and fatigue, the potential moderating effect of sleep quality on associations between PA and feelings of energy and fatigue among adolescents is unknown. Thus, this study examined the moderating effect of sleep quality on associations between PA frequency and feelings of energy and fatigue among adolescents in Ireland. Adolescents (N = 481; 281 males, 200 females) aged 15.1 ± 1.7 years self-reported PA frequency, feelings of energy and fatigue, and sleep quality (September to December 2015). Two-way ANCOVAs examined variation in feelings of energy and fatigue according to the interaction of PA and sleep quality. Standardized mean difference (d) quantified the magnitude of differences. Poor sleepers with low PA reported greater feelings of fatigue compared to normal sleepers with low PA (d = 1.02; 95% CI 0.60, 1.44), and poor sleepers with moderate PA reported greater feelings of fatigue compared to normal sleepers with moderate PA (d = 0.50; 0.17, 0.82). Poor sleepers with low PA reported greater feelings of fatigue compared to both poor sleepers with moderate PA (d = 0.44; 0.05, 0.83) and poor sleepers with high PA (d = 0.87; 0.46, 1.28). Poor sleepers with moderate PA reported greater feelings of fatigue compared to poor sleepers with high PA (d = 0.52; 0.14, 0.91). Poor sleep did not moderate the association between PA and feelings of energy. Sleep quality moderates the association between PA frequency and feelings of fatigue. Fatigue symptoms improve as PA frequency increases among adolescents with poor sleep quality.

Does restructuring theory and clinical courses better prepare nursing students to manage residents with challenging behaviors in long-term care settings?

PubMed

O'Connell, Beverly; Guse, Lorna; Greenslade, Loreley

2018-01-30

Bachelor of Nursing students (BN) placed in long-term care encounter residents who exhibit challenging behaviors. Students are often inadequately prepared to manage these behaviors, and this is a source of distress for students. This study explored whether enhancing and restructuring theoretical and clinical courses resulted in student nurses feeling better prepared to manage residents' challenging behaviors and improve their levels of distress. This study was conducted in two phases with 116 BN students (first phase) and 99 students (second phase) where the course on older adults was restructured. The findings of this study indicated that students who felt less prepared experienced greater distress by residents' behaviors than those who felt better prepared. Scheduling a theoretical course on the care of older adults prior to the clinical course placement, as well as offering an online learning module focused on responsive behaviors, significantly increased students' feelings of preparedness to manage residents' complex behaviors.

The medical student as a patient: attitudes towards involvement in the quality and safety of health care.

PubMed

Davis, Rachel E; Joshi, Devavrata; Patel, Krishan; Briggs, M; Vincent, Charles A

2013-10-01

In recent years, factors that affect patients' willingness and ability to participate in safety-relevant behaviours have been investigated. However, how trained healthcare professionals or medical students would feel participating in safety-relevant behaviours as a patient in hospital remains largely unexplored. To investigate medical students' willingness to participate in behaviours related to the quality and safety of their health care. A cross-sectional exploratory study using a survey that addressed willingness to participate in different behaviours recommended by current patient safety initiatives. Three types of interactional behaviours (asking factual or challenging questions, notifying doctors or nurses of errors/problems) and three non-interactional behaviours (choosing a hospital based on the safety record, bringing medicines and a list of allergies into hospital, and reporting an error to a national reporting system) were assessed. One hundred and seventy-nine medical students from an inner city London teaching hospital participated in the study. Students' willingness to participate was affected (P < 0.05) by the action required by the patient and (for interactional behaviours) whether the patient was engaging in the specific action with a doctor or nurse. Students were least willing to ask 'challenging' questions to doctors and nurses and to report errors to a national reporting system. Doctors' and nurses' encouragement appeared to increase self-reported willingness to participate in behaviours where baseline willingness was low. Similar to research on lay patient populations; medical students do not view involvement in safety-related behaviours equally. Interventions should be tailored at encouraging students to participate in behaviours they are less inclined to take on an active role in. Future research is required to examine students' motivations for participation in this important but heavily under-researched area. © 2012 John Wiley & Sons Ltd.

Perceived images of disability: the reflections of two undergraduate medical students in a university in South Africa on life in a wheelchair.

PubMed

Amosun, Seyi L; Volmink, Lauren; Rosin, Rainer

2005-08-19

The purpose of this manuscript is to document the experiences of two undergraduate medical students at the University of Cape Town, South Africa, who registered for a 4-week special study module titled "Images of Disability", as part of the medical training programme. The objective of the module was to foster the development of positive attitudes toward persons with physical disability through role-playing. The special study module required that the students assumed they had mobility impairments and were physically confined to wheelchairs. The students were required to document their personal experiences of life in a wheelchair for five consecutive working days. The students had to deal with their perceptions of the attitudes of individuals they interacted with, which resulted in feeling of inferiority and lowered self-esteem. The students also identified obstacles in the environment which hindered integration. The students reported significant positive changes in their attitudes towards persons with disabilities.

Concurrent Use of an Audience Response System at a Multi-Campus College of Pharmacy

PubMed Central

Alkhateeb, Fadi M.; Singh-Franco, Devada

2012-01-01

Objective. To assess the impact of an audience response system (ARS) on student engagement at a multi-campus college of pharmacy. Methods. An online questionnaire was designed and administered to measure the impact of an ARS on student engagement, distance education, projected use, and satisfaction among pharmacy students for a course delivered across 3 sites via synchronous video transmission. Results. Students reported that use of the ARS made it easier to participate (85.3%) and helped them to focus (75.7%) in classes when the lecturer was physically at a different site. They also valued that the ARS allowed them to respond anonymously (93.2%). A minority of students indicated that use of the ARS was distracting (11.8%). Conclusions. Implementation of an ARS was associated with positive student perceptions of engagement and may improve feelings of connectedness among students at schools with multiple sites. Use of ARSs could also represent a cognitive intercession strategy to help reduce communication apprehension. PMID:22412205

Knowledge and reported confidence of final year midwifery students regarding giving advice on contraception and sexual health.

PubMed

Walker, Susan H; Davis, Geraldine

2014-05-01

this study explored the views of three cohorts of final year midwifery students, regarding their confidence in giving advice to women on contraception and sexual health in the postnatal period. The project also investigated knowledge of contraception using a factual quiz, based on clinical scenarios regarding contraception and sexual health in the postpartum period. a mixed method design using qualitative data from focus groups, and mixed qualitative and quantitative data from a paper based questionnaire was used. the project was carried out in one higher educational institution in England. findings demonstrate that expressed confidence varies according to contraceptive method, with most confidence being reported when advising on the male condom. The findings of the factual quiz indicate that students applied theoretical knowledge poorly in a practically oriented context. These findings also indicated that most students limited advice to general advice. the paper concludes that midwifery students need more practically oriented education in contraception and sexual health, and that the role of mentors is very important in helping students feel confident when giving advice in this area. Copyright © 2014 Elsevier Ltd. All rights reserved.

The prevalence of computer-related musculoskeletal complaints in female college students.

PubMed

Hamilton, Audra G; Jacobs, Karen; Orsmond, Gael

2005-01-01

The purpose of this study was to determine the prevalence of computer-related musculoskeletal complaints in female college students. This research also explored whether the number of hours per day spent using a computer, type of computer used (laptop vs. desktop), or academic major was related to the presence of musculoskeletal complaints. Additionally, "job strain", a measure of job stress which can affect the physical health of an individual, was measured to determine whether students feel stress from the job of "student" and if so, whether it contributed to these complaints. Two surveys, The Boston University Computer and Health Survey and the Job Content Questionnaire [9], were distributed to 111 female college students to measure musculoskeletal complaints and job strain. Seventy-two surveys were returned. Chi-square and logistical regression were used to analyze the data. The results indicated that 80.6% of the participants reported computer-related musculoskeletal complaints in the two weeks prior to completing the survey, although none of the examined factors were associated with the complaints. It is notable, however, that 82% of the students reported spending 0-6 hours/day using a computer, with almost 28% reporting 4-6 hours/day of usage. Eleven percent of the participants reported using the computer more than 8 hours/day. Of those students who use a laptop computer for all computer use, 90.1% reported musculoskeletal complaints. The students reported that they did not experience job strain. Further studies should be performed using a survey specifically intended for college students. The majority of female college students in this study reported musculoskeletal discomfort during or after computer use. Although a statistical correlation could not be made, students using laptop computers reported a higher incidence of musculoskeletal symptoms than those using desktop computers. Additionally, female college students did not seem to experience job strain. Future research should continue on larger, more diverse samples of students to better understand the prevalence and contributors of musculoskeletal complaints, how college students experience job strain (stress), and whether these two factors are related.

An application of importance satisfaction analysis (ISA) method in improving the internship programme for Malaysia Higher Learning Institution

NASA Astrophysics Data System (ADS)

Hamid, Mohamad Shukri Abdul; Ahad, Nor Aishah; Jamil, Jastini Mohd.; Zulkifli, Malina; Yusof, Zahayu Md.

2015-12-01

Nowadays most of the university students are required to undergo internship as a requirement before graduation. Internship is very important for students to practice what they have learned in the classroom. During internship students are exposed to the actual situation of how to deal with customers and suppliers which can provide added value to the students. In the choice of company for internship, students also consider a number of things such as internship allowances, work environment, interesting work, stable work shift and other fridge benefits. Study on the importance and satisfaction of students is important to improve the internship program. Importance means how students feel important to the attributes and satisfaction means how students feel after undergoing internship. The aim of this study is to investigate the gaps between students' important and satisfaction on the internship programme and to identify the internship experience factors that need to be improved. Gap analysis has been used to show the difference between how important attributes are to the studentss and how satisfied they are with those attributes. Result shows that the attributes that has high importance and satisfaction to the students are good peer relationship, broad work experience, competitive fringe benefits, interesting work, work environment, sufficient supervisory support, appreciation and praise from manager, feeling of being a team members, able to identify self-strength and able to develop technical skills. In contrast, three attributes are considered importance but low satisfaction. These attributes are internship allowances, opportunity for self-development, and able to develop interests through practice.

Frustrations among graduates of athletic training education programs.

PubMed

Bowman, Thomas G; Dodge, Thomas M

2013-01-01

Although previous researchers have begun to identify sources of athletic training student stress, the specific reasons for student frustrations are not yet fully understood. It is important for athletic training administrators to understand sources of student frustration to provide a supportive learning environment. To determine the factors that lead to feelings of frustration while completing a professional athletic training education program (ATEP). Qualitative study. National Athletic Trainers' Association (NATA) accredited postprofessional education program. Fourteen successful graduates (12 women, 2 men) of accredited professional undergraduate ATEPs enrolled in an NATA-accredited postprofessional education program. We conducted semistructured interviews and analyzed data with a grounded theory approach using open, axial, and selective coding procedures. We negotiated over the coding scheme and performed peer debriefings and member checks to ensure trustworthiness of the results. Four themes emerged from the data: (1) Athletic training student frustrations appear to stem from the amount of stress involved in completing an ATEP, leading to anxiety and feelings of being overwhelmed. (2) The interactions students have with classmates, faculty, and preceptors can also be a source of frustration for athletic training students. (3) Monotonous clinical experiences often left students feeling disengaged. (4) Students questioned entering the athletic training profession because of the fear of work-life balance problems and low compensation. In order to reduce frustration, athletic training education programs should validate students' decisions to pursue athletic training and validate their contributions to the ATEP; provide clinical education experiences with graded autonomy; encourage positive personal interactions between students, faculty, and preceptors; and successfully model the benefits of a career in athletic training.

Inviting Student Engagement with Questioning

ERIC Educational Resources Information Center

Caram, Chris A.; Davis, Patsy B.

2005-01-01

Teaching is about designing, creating, and inventing intellectually challenging work for students--work that engages students and is so compelling that students persist when they experience difficulty and feel satisfaction, indeed delight, when they successfully accomplish the challenge (Schlechty 1997). Whether thinking skills are taught…

School Indicators of Violence Experienced and Feeling Unsafe of Dutch LGB Versus Non-LGB Secondary Students and Staff, 2006-2010.

PubMed

Mooij, Ton

2016-12-01

Gender and sexual orientation are expressed in heterosexual, lesbian (L), gay (G), bisexual (B), transgender (T), or queer (Q) interests and behavior. Compared with heterosexual persons, LGBTQ persons seem to experience more antisocial behavior, including negative discrimination and violence. To assess differences in LGBTQ-related discrimination in schools, the question for this research is "Do the degrees of violence experienced and feeling unsafe of LGBTQ students and staff in a school differ from those of non-LGBTQ students and staff in the same school?" Secondary analysis was carried out on data from a Dutch national digital monitor survey on safety in secondary schools. In 2006, 2008, and 2010, participation amounted to 570 schools, 18,300 teaching and support staff, and 216,000 students. Four indicators were constructed at the school level: two Mokken Scale means assessing severity of violence experienced and two Alpha Scale means assessing feeling unsafe. Analysis of mean differences showed that LGB students experienced more violence and felt less safe than non-LGB students; LGB staff felt less safe in school than non-LGB staff. When LGB students experienced more violence at school than non-LGB students, LGB students also felt less safe than non-LGB students for all 3 years. No such relationships existed for LGB staff, or between LGB staff and LGB students. No significant relationships were found between the four LGB school indicators and contextual school variables. The outcomes and uniqueness of the study are discussed. Recommendations are made to improve assessment and promote prosocial behavior of students and staff in schools. © The Author(s) 2015.

To Engage Students, Give Them Meaningful Choices in the Classroom

ERIC Educational Resources Information Center

Parker, Frieda; Novak, Jodie; Bartell, Tonya

2017-01-01

Providing students with choice can be a powerful means of supporting student engagement. However, not all choice opportunities lead to improved student engagement. Teachers can increase the likelihood that students will value choice by analyzing how students associate feelings of autonomy, competence, and relatedness with the choice provided them.…

Emerging Technologies as a Form of Student Engagement for Nontraditional California Community College Students

ERIC Educational Resources Information Center

Ogilvie, Gina M.

2011-01-01

Technology usage is increasing important for community college students, but whether nontraditional students differ from traditional students in technology usage and support was unclear. Further, it was not known whether Nontraditional and Traditional community college students feel equally connected to the college when using social networking…

New Postgraduate Student Experience and Engagement in Human Communication Studies

ERIC Educational Resources Information Center

Steele, Godfrey A.

2015-01-01

New postgraduate students' feedback on their learning offers insights into engagement. Student feedback to students and teachers can contribute to teacher feedback to students. When this happens, students can feel engaged or connected to their learning experiences. Adopting a more inclusive notion of feedback on learning, this paper explores the…

Use of an Auditory Hallucination Simulation to Increase Student Pharmacist Empathy for Patients with Mental Illness

PubMed Central

Eukel, Heidi N.; Frenzel, Jeanne E.; Werremeyer, Amy; McDaniel, Becky

2016-01-01

Objective. To increase student pharmacist empathy through the use of an auditory hallucination simulation. Design. Third-year professional pharmacy students independently completed seven stations requiring skills such as communication, following directions, reading comprehension, and cognition while listening to an audio recording simulating what one experiencing auditory hallucinations may hear. Following the simulation, students participated in a faculty-led debriefing and completed a written reflection. Assessment. The Kiersma-Chen Empathy Scale was completed by each student before and after the simulation to measure changes in empathy. The written reflections were read and qualitatively analyzed. Empathy scores increased significantly after the simulation. Qualitative analysis showed students most frequently reported feeling distracted and frustrated. All student participants recommended the simulation be offered to other student pharmacists, and 99% felt the simulation would impact their future careers. Conclusions. With approximately 10 million adult Americans suffering from serious mental illness, it is important for pharmacy educators to prepare students to provide adequate patient care to this population. This auditory hallucination simulation increased student pharmacist empathy for patients with mental illness. PMID:27899838

Students' Relationships with Mathematics: Affect and Identity

ERIC Educational Resources Information Center

Ingram, Naomi

2015-01-01

In this paper, an examination of students' relationships with mathematics is informed by affective research into internal mathematical structures and identity research into students' narratives. By analysing the perceptions of a class of 31 adolescents, five interacting elements emerged: students' views, feelings, mathematical knowledge,…

Post-abortion adjustment of health care professionals in training.

PubMed

Lemkau, J P

1991-01-01

Sixty-three women students of the health care professions were surveyed about their abortion and post-abortion experiences, feelings, and attitudes. Variables predictive of short- and long-term adjustment, belief in the wisdom of the choice, and right to choose were analysed, as were effects on emotional and attitudinal responses of passage of time and pressure to abort. Most reported mild, transient, short-term negative effects, and generally benign long-term effects. Implications of the findings are discussed.

Teachers as Professionals: Accountable and Autonomous? Review of the Report of the Justice Verma Commission on Teacher Education. August 2012. Department of School Education and Literacy, Ministry of Human Resource Development, Government of India

ERIC Educational Resources Information Center

Vijaysimha, Indira

2013-01-01

Concerns about the professional development of teachers have a political dimension as governments around the world engage in the discourse on global standards and want to improve the quality of their school education. Increasingly, teachers are feeling the pressure of securing high achievement scores and large-scale assessments of student learning…

2011 AFMS Medical Research Symposium Held in National Harbor, Maryland on August 2-4, 2011. Volume 1: Plenary Sessions, Presentation & Poster Abstracts

DTIC Science & Technology

2011-08-01

Each student completed an SCCM standardized and validated pretest and posttest , a survey of 10 five-point Likert scale questions on managing...knowledge improved from a pretest score of 60% to a posttest score of 80%. Pediatric residents reported feelings of preparation increased by an...This research uses a mixed- methods framework (qualitative and quantitative ) to demonstrate the importance of exploring alternative training models

Does modifying personal responsibility moderate the mental contamination effect?

PubMed

Kennedy, Tinisha S; Simonds, Laura M

2017-12-01

Mental contamination is the psychological sense of internal dirtiness that arises in the absence of physical contact with a perceived contaminant. Mental contamination can be evoked through imagining perpetrating a moral transgression. This study experimentally evoked mental contamination by asking men to imagine perpetrating a non-consensual kiss. It explored whether reducing sense of personal responsibility for the kiss moderated the mental contamination effect. Male students (N = 60) imagined giving either a consensual or non-consensual kiss. Personal responsibility for the kiss was manipulated in one of two non-consensual kiss conditions by way of the inclusion of social influence information. Feelings of mental contamination were assessed by self-report and through a behavioural index. Mental contamination was successfully induced in the two non-consensual kiss conditions. There was evidence to support the hypothesis that reducing personal responsibility might moderate specific components of mental contamination (shame, dirtiness and urge to cleanse). The effect of responsibility modification was evident in the self-report measures, but not in the behavioural index. The sample comprised male university students which limits generalizability of the findings. The behavioural assessment of mental contamination was limited to a proxy measure. Imagined moral violations are associated with increases in indices of mental contamination. Further research should investigate whether feelings of shame, dirtiness and urge to cleanse are particularly responsive to responsibility modifications. Copyright © 2017 Elsevier Ltd. All rights reserved.

Accuracy and artifact: reexamining the intensity bias in affective forecasting.

PubMed

Levine, Linda J; Lench, Heather C; Kaplan, Robin L; Safer, Martin A

2012-10-01

Research on affective forecasting shows that people have a robust tendency to overestimate the intensity of future emotion. We hypothesized that (a) people can accurately predict the intensity of their feelings about events and (b) a procedural artifact contributes to people's tendency to overestimate the intensity of their feelings in general. People may misinterpret the forecasting question as asking how they will feel about a focal event, but they are later asked to report their feelings in general without reference to that event. In the current investigation, participants predicted and reported both their feelings in general and their feelings about an election outcome (Study 1) and an exam grade (Study 3). We also assessed how participants interpreted forecasting questions (Studies 2 and 4) and conducted a meta-analysis of affective forecasting research (Study 5). The results showed that participants accurately predicted the intensity of their feelings about events. They overestimated only when asked to predict how they would feel in general and later report their feelings without reference to the focal event. Most participants, however, misinterpreted requests to predict their feelings in general as asking how they would feel when they were thinking about the focal event. Clarifying the meaning of the forecasting question significantly reduced overestimation. These findings reveal that people have more sophisticated self-knowledge than is commonly portrayed in the affective forecasting literature. Overestimation of future emotion is partly due to a procedure in which people predict one thing but are later asked to report another.

Slope And Equation of Line: Teach And Analysis In Terms of Emotional Intelligence

NASA Astrophysics Data System (ADS)

Dewi, A. C.; Budiyono; Riyadi

2017-09-01

Slope and equation of line is a sub-material of algebra and is one that is difficult for students to understand. The purpose of this study is to understand and explore the slope and equation so that students feel easy and ultimately improve their academic achievement. Experimental research was conducted by applying Jigsaw II learning model and Teams Games Tournament (TGT) and improvement in emotional intelligence (EI). The study sample was students from 3 different schools who were selected stratified cluster random sampling. The results showed that there is no influence of learning model and EI on academic achievement. This can happen even in the learning process students feel happy and interest. Although research shows different results with most theories, but it is expected that this research can be a good reference for students, teachers, and other researchers.

Help of third-year medical students decreases first-year medical students' negative psychological reactions on the first day of gross anatomy dissection.

PubMed

Houwink, Aletta P; Kurup, Anil N; Kollars, Joshua P; Kral Kollars, Catharine A; Carmichael, Stephen W; Pawlina, Wojciech

2004-05-01

The assistance of third-year medical students (MS3) may be an easy, inexpensive, educational method to decrease physical and emotional stress among first-year medical students (MS1) on the first day of gross anatomy dissection. In the academic years 2000-2001 and 2001-2002, a questionnaire on the emotional and physical reactions on the first day of dissection was distributed to 84 MS1 at Mayo Medical School (Rochester, MN); 74 (88%) responded. Student perceptions were assessed on a 5-point Likert scale. The 42 second-year medical students (MS2) whose first academic year was 1999-2000 were used as a control group, because they had not had assistance from MS3. MS2 completed the same questionnaire (59% response rate). Data were collected from MS1 on the day of their first gross anatomy dissection. The most frequent reactions were headache, disgust, grief or sadness, and feeling light-headed. Significant differences (alpha < 0.05) were found with use of the chi(2) test to compare the emotional and physical reactions of MS1 and MS2. MS1 had significantly fewer physical reactions (64% vs. 88%), reporting lower levels of anxiety (23% vs. 48%), headache (14% vs. 36%), disgust (9% vs. 20%), feeling light-headed (11% vs. 24%), and reaction to the smell of the cadaver and laboratory (8% vs. 52%). MS1 commented that having MS3 at the dissection table was extremely helpful. They relied less on their peers and felt they learned more efficiently about the dissection techniques and anatomical structures. Using MS3 as assistants is one method to reduce fear and anxiety on the first day of gross anatomy dissection. Copyright 2004 Wiley-Liss, Inc.

Patient safety in nursing education: contexts, tensions and feeling safe to learn.

PubMed

Steven, Alison; Magnusson, Carin; Smith, Pam; Pearson, Pauline H

2014-02-01

Education is crucial to how nurses practice, talk and write about keeping patients safe. The aim of this multisite study was to explore the formal and informal ways the pre-registration medical, nursing, pharmacy and physiotherapy students learn about patient safety. This paper focuses on findings from nursing. A multi-method design underpinned by the concept of knowledge contexts and illuminative evaluation was employed. Scoping of nursing curricula from four UK university programmes was followed by in-depth case studies of two programmes. Scoping involved analysing curriculum documents and interviews with 8 programme leaders. Case-study data collection included focus groups (24 students, 12 qualified nurses, 6 service users); practice placement observation (4 episodes=19 hrs) and interviews (4 Health Service managers). Within academic contexts patient safety was not visible as a curricular theme: programme leaders struggled to define it and some felt labelling to be problematic. Litigation and the risk of losing authorisation to practise were drivers to update safety in the programmes. Students reported being taught idealised skills in university with an emphasis on 'what not to do'. In organisational contexts patient safety was conceptualised as a complicated problem, addressed via strategies, systems and procedures. A tension emerged between creating a 'no blame' culture and performance management. Few formal mechanisms appeared to exist for students to learn about organisational systems and procedures. In practice, students learnt by observing staff who acted as variable role models; challenging practice was problematic, since they needed to 'fit in' and mentors were viewed as deciding whether they passed or failed their placements. The study highlights tensions both between and across contexts, which link to formal and informal patient safety education and impact negatively on students' feelings of emotional safety in their learning. Copyright © 2014 Elsevier Ltd. All rights reserved.

The experiences of medical students with dyslexia: An interpretive phenomenological study.

PubMed

Shaw, Sebastian C K; Anderson, John L

2018-05-10

This article explores the experiences of U.K. medical students with dyslexia, using an interpretive phenomenological approach. This project began with a review of the literature, highlighting a void of qualitative research. We then conducted a collaborative autoethnography. This paper forms the next stage in this series of research. We aimed to elicit meaning and understanding from the lived experiences of our participants. Eight U.K. junior doctors with dyslexia were interviewed over the telephone in an in-depth, unstructured manner. Audio recordings were transcribed verbatim and thematically analysed with the aid of a template analysis. Experiences of helplessness and hopelessness were common. These may be a result of a fear of stigmatization and personal feelings of inadequacy. They may also be fuelled by the incidents of bullying and belittling from other medical students that were reported. An important meta-theme was of fear and lack of understanding. A lack of pastoral support was also reported. Their experiences of medical school assessments are also reported. More may need to be done to educate teachers and clinical supervisors on dyslexia. Copyright © 2018 John Wiley & Sons, Ltd.

Self-reported sun-related knowledge, attitudes and behaviours among schoolchildren attending South African primary schools.

PubMed

Wright, Caradee Y; Albers, Patricia N; Oosthuizen, Maria A; Phala, Nelvia

2014-10-01

Skin cancer and other adverse health effects result from excess solar ultraviolet radiation exposure. Sun protective practices are important interventions for skin cancer prevention, particularly when implemented early in life. Several international studies have assessed children's sun-related knowledge, attitudes and behaviours in school settings but never before in Southern Africa, where multiethnic populations exist. The purpose of this study is to describe the sun-related knowledge, attitudes and behaviours as self-reported by South African primary schoolchildren and consider the roles of sex and skin type. A randomly selected sample of 707 schoolchildren from 24 government, urban schools in all nine provinces of South Africa were surveyed regarding their sun-related knowledge, attitudes and behaviours. Approximately 56% of students reported experience of sunburn last summer and 59% stated that they had got a suntan. Many students (64.5%) believed that one could protect oneself from getting skin cancer by avoiding getting sunburnt. Other means reported to do so by the students were to use sunscreen (65.4%), stay out of the summer sun (48.0%), cover up with clothing (45.5%) and eat the right foods (38.0%). Only about a quarter of the students (22.4%) wrongly agreed that it is safe to get sunburnt once or twice a year. Few students (8.7%) agreed that they like to have a suntan because they feel healthier and agreed that they think a suntan makes them feel more attractive to others (17.3%). Few also agreed that most of their friends (16.1%) and family (14.2%) think that a suntan is a good thing. Children reporting to have white/light brown skin (69.4%) were more likely to agree that they used sunscreen to protect themselves from getting sunburnt compared with children having brown/dark brown/black skin (54.8%) (P = 0.0005). South African schoolchildren at urban government schools do have some knowledge about sun protection, and they do have some positive sun behaviours; however, the reported occurrence of sunburn, a risk factor for skin cancer, was relatively high. There were few differences in responses by sex and some differences by skin type. These findings are important for the development of appropriate sun protection programmes aimed at schoolchildren in South Africa and other countries with similar multi-ethnic populations. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

A Study of Cognitive Load for Enhancing Student’s Quantitative Literacy in Inquiry Lab Learning

NASA Astrophysics Data System (ADS)

Nuraeni, E.; Rahman, T.; Alifiani, D. P.; Khoerunnisa, R. S.

2017-09-01

Students often find it difficult to appreciate the relevance of the role of quantitative analysis and concept attainment in the science class. This study measured student cognitive load during the inquiry lab of the respiratory system to improve quantitative literacy. Participants in this study were 40 11th graders from senior high school in Indonesia. After students learned, their feelings about the degree of mental effort that it took to complete the learning tasks were measured by 28 self-report on a 4-point Likert scale. The Task Complexity Worksheet were used to asses processing quantitative information and paper based test were applied to assess participants’ concept achievements. The results showed that inquiry instructional induced a relatively low mental effort, high processing information and high concept achievments.

Girls, boys and conceptual physics: An evaluation of a senior secondary physics course

NASA Astrophysics Data System (ADS)

Woolnough, J. A.; Cameron, R. S.

1991-12-01

This paper reports an evaluation of the physics course at Dickson College (ACT) looking at students' high school experience, their expectations before beginning and their impressions and feelings during the course. In general, students seem to have a fairly negative approach to physics, enrolling for a variety of often vague utilitarian reasons but with little expectation of enjoyment or interest. These opinions were most prevalent in girls who tend to find the content difficult and the course as a whole uninteresting. There is also a significant difference between girls and boys in their response to different types of assessment items. In an attempt to enhance the level of interest and enjoyment in students we have been phasing in a more ‘conceptual’ approach to the teaching of physics.

Centering the voices of international students in family studies and family therapy graduate programs.

PubMed

McDowell, Teresa; Fang, Shi-Ruei; Kosutic, Iva; Griggs, Julie

2012-06-01

In this article, we report the results of a survey that accessed the perceptions of family studies and family therapy international master's and doctoral students across the United States. Our goals included giving collective voice to the experience of international students and gathering their suggestions for improving programs. Themes that emerged from responses to open- and closed-ended questions included feeling (mis)understood and (de)valued; forming personal connections and experiencing marginalization; the importance of including international perspectives in curricula; considering the relevance/transferability of knowledge; and attending to barriers to learning. Based on the results, we share suggestions for improving family studies and family therapy graduate programs relative to program planning, curricula revision, teaching strategies, and faculty development. © 2012 American Association for Marriage and Family Therapy.

[Training of community health workers: experience of teaching and practice with nursing students].

PubMed

Cardoso, Fátima Aparecida; Cordeiro, Vitória Régia de Negreiros; Lima, Daniele Barreto de; Melo, Bárbara de Caldas; Menezes, Raquel Nobre Barreto de; Moulaz, Ana Luiza Silva de; Sá, Gabrielle Boff de; Souza, Adalgisa Vânia Fernandes de

2011-01-01

This paper aims to report an experience carried out by nursing students from the Undergraduate School of Health Sciences, Federal District, during their first year of study. The objective was to implement a training for 22 community health workers, in order to clarify them about their role in community work and to elevate their self esteem. A methodology of problematization and various educational techniques were used. The themes were: duties and rights, responsibilities, communication, ethics, team work, children´s health, care for the elderly and domestic violence. The result was considered positive for both sides: the community workers acquired new knowledge/capabilities and better feeling of self worth and the students were able to integrate theory and practice and become active participants in the learning process.

Skin Potential as an Indicator of Emotion

ERIC Educational Resources Information Center

Seligman, Linda

1975-01-01

The skin-potential responses of six college students were monitored while each was seen for 10 counseling sessions. Negative skin-potential responses were accompanied by feelings described as pleasant and released; positive responses were associated with unpleasant and inhibited feelings; and neutral responses were often associated with unpleasant…

Ambivalence: The Tension between "Yes" and "No"

ERIC Educational Resources Information Center

Stehn, Molly; Wilson, F. Robert

2012-01-01

Ambivalence is the painful experience of feeling stuck between polarized feelings about an idea, a thing, or a person. The root of resistance, client ambivalence, is the bane of beginning counselors. To enhance personalized understanding of intrapsychic and interpersonal ambivalence, master's degree students in counseling wrote poems describing…

Voices from Ethiopia: A Global Connection.

ERIC Educational Resources Information Center

Honeyghan, Glasceta

2001-01-01

Presents a model for motivating seventh- and tenth-grade Ethiopian students to write poetry about their personal feelings and experiences. Describes four strategies for the poetry workshop: acrostic, lune, counting pattern, and one that explores feelings and personal emotion. Notes that all exercises encouraged children to express themselves on…

Relationship between Homesickness and Test Anxiety in Non-Native Students of Shiraz University of Medical Sciences International Branch in the Clinical and Physiopathology Course In 2013.

PubMed

Azizi, Saman

2015-12-17

Anxiety is an emotional and physiological response to the internal felling of overall danger that is easily resolved. The aim of this study has been to determine the relationship between exam anxiety and the feeling of homesickness among non-native students. The present study is cross-sectional and the subjects in this study are 80 non-native male and female PhD candidates in clinical and physiopathology majors in 2013 academic year that have been evaluated with the help of Persian homesickness questionnaire and Sarason's test anxiety questionnaire and the data was analyzed using Pearson's correlation coefficient. With regard to the Pearson's correlation coefficient there is a significant and reverse relationship between the desire to return to home and exam anxiety (r=0.0344, p=0.004) and there is a significant and reverse relationship between the Compatibility and exam anxiety (r=0.428, p<0.0001) and there is a significant and direct relationship between the feeling of alone and exam anxiety (r=0.888, p<0.0001). There is a significant relationship between the feeling of homesickness and exam anxiety and the mental health of non-native students will be deteriorated by the feeling of homesickness and anxiety.

Management of in-flight medical emergencies: are senior medical students prepared to respond to this community need?

PubMed

Katzer, Robert J; Duong, David; Weber, Matthew; Memmer, Amy; Buchanan, Ian

2014-11-01

In-flight medical emergencies on commercial aircraft are common in both domestic and international flights. We hypothesized that fourth-year medical students feel inadequately prepared to lend assistance during in-flight medical emergencies. This multicenter study of two U.S. medical schools obtains a baseline assessment of knowledge and confidence in managing in-flight medical emergencies. A 25-question survey was administered to fourth-year medical students at two United States medical schools. Questions included baseline knowledge of in-flight medicine (10 questions) and perceived ability to respond to in-flight medical emergencies. 229 participants completed the survey (75% response rate). The average score on the fund of knowledge questions was 64%. Responses to the 5-point Likert scale questions indicated that, on average, students did not feel confident or competent responding to an in-flight medical emergency. Participants on average also disagreed with statements that they had adequate understanding of supplies, flight crew training, and ground-based management. This multicenter survey indicates that fourth-year medical students do not feel adequately prepared to respond to in-flight medical emergencies and may have sub-optimal knowledge. This study provides an initial step in identifying a deficiency in current medical education.

Management of In-Flight Medical Emergencies: Are Senior Medical Students Prepared to Respond to this Community Need?

PubMed Central

Katzer, Robert J.; Duong, David; Weber, Matthew; Memmer, Amy; Buchanan, Ian

2014-01-01

Introduction In-flight medical emergencies on commercial aircraft are common in both domestic and international flights. We hypothesized that fourth-year medical students feel inadequately prepared to lend assistance during in-flight medical emergencies. This multicenter study of two U.S. medical schools obtains a baseline assessment of knowledge and confidence in managing in-flight medical emergencies. Methods A 25-question survey was administered to fourth-year medical students at two United States medical schools. Questions included baseline knowledge of in-flight medicine (10 questions) and perceived ability to respond to in-flight medical emergencies. Results 229 participants completed the survey (75% response rate). The average score on the fund of knowledge questions was 64%. Responses to the 5-point Likert scale questions indicated that, on average, students did not feel confident or competent responding to an in-flight medical emergency. Participants on average also disagreed with statements that they had adequate understanding of supplies, flight crew training, and ground-based management. Conclusion This multicenter survey indicates that fourth-year medical students do not feel adequately prepared to respond to in-flight medical emergencies and may have sub-optimal knowledge. This study provides an initial step in identifying a deficiency in current medical education. PMID:25493155

A Developmental Perspective of Sophomore Slump.

ERIC Educational Resources Information Center

Lemons, L. Jay; Richmond, Douglas R.

1987-01-01

Examines the phenomenon of sophomore slump, a phase in their college years when students often feel depressed, frustrated, anxious, or dissatisfied. Encourages student affairs professionals to recognize the existence of sophomore slump and to provide support for students. Suggests three strategies for helping students: developing special programs,…

Oral Health Education for Medical Students: Malaysian and Australian Students' Perceptions of Educational Experience and Needs.

PubMed

Ahmad, Mas S; Abuzar, Menaka A; Razak, Ishak A; Rahman, Sabariah A; Borromeo, Gelsomina L

2017-09-01

Education in oral health is important to prepare future medical professionals for collaborative roles in maintaining patients' oral health, an important component of general health and well-being. The aims of this study were to determine the perceptions of medical students in Malaysia and Australia of the quality of their training in oral health care and their perceptions of their professional role in maintaining the oral health of their patients. A survey was administered in the classroom with final-year Malaysian (n=527; response rate=79.3%) and Australian (n=455; response rate: 60%) medical students at selected institutions in those countries. In the results, most of these medical students reported encountering patients with oral health conditions including ulcers, halitosis, and edentulism. A majority in both countries reported believing they should advise patients to obtain regular dental check-ups and eat a healthy diet, although they reported feeling less than comfortable in managing emergency dental cases. A high percentage reported they received a good education in smoking cessation but not in managing dental trauma, detecting cancerous lesions, or providing dietary advice in oral disease prevention. They expressed support for inclusion of oral health education in medical curricula. These students' experience with and perceptions of oral health care provide valuable information for medical curriculum development in these two countries as well as increasing understanding of this aspect of interprofessional education and practice now in development around the world.

Medical students' experiences of resuscitation and discussions surrounding resuscitation status.

PubMed

Aggarwal, Asha R; Khan, Iqbal

2018-01-01

In the UK, cardiopulmonary resuscitation (CPR) should be undertaken in the event of cardiac arrest unless a patient has a "Do Not Attempt CPR" document. Doctors have a legal duty to discuss CPR with patients or inform them that CPR would be futile. In this study, final-year medical students were interviewed about their experiences of resuscitation on the wards and of observing conversations about resuscitation status to explore whether they would be equipped to have an informed discussion about resuscitation in the future. Twenty final-year medical students from two medical schools were interviewed about their experiences on the wards. Interviews were transcribed verbatim, and thematic analysis was undertaken. Students who had witnessed CPR on the wards found that aspects of it were distressing. A significant minority had never seen resuscitation status being discussed with a patient. No students reported seeing a difficult conversation. Half of the students interviewed reported being turned away from difficult conversations by clinicians. Only two of the twenty students would feel comfortable raising the issue of resuscitation with a patient. It is vital that doctors are comfortable talking to patients about resuscitation. Given the increasing importance of this aspect of communication, it should be considered for inclusion in the formal communication skills teaching during medical school.

Understanding Social Skill Deficits of Mainstreamed Learning Disabled Students and Specialized Strategies Teachers Can Use To Foster Greater Social Acceptance.

ERIC Educational Resources Information Center

Polirstok, Susan Rovet

Utilizing specialized classroom strategies to foster greater social acceptance of mainstreamed learning disabled students may be more efficient than having school personnel constantly involved in resolving student-to-student conflicts and assuaging hurt student feelings. Learning disabled students assigned to mainstream classes often present…

Native Students Speak: What Makes a Good Teacher?

ERIC Educational Resources Information Center

Peacock, Thomas

2006-01-01

In this article, the author discusses what Native students have to say about teachers and good teaching. In an interview with the teachers of Native students and the students themselves, the teachers emphasized the importance of tapping students' intrinsic motivators--their need to feel self-determined, to satisfy their natural curiosity, to…

Why Some Students Continue to Value Individual, Face-to- Face Research Consultations in a Technology-Rich World

ERIC Educational Resources Information Center

Magi, Trina J.; Mardeusz, Patricia E.

2013-01-01

For decades, academic librarians have provided individual research consultations for students. There is little information, however, about why students schedule consultations, the kinds of assistance students feel are provided by librarians during consultations, and what students find valuable about face-to-face consultations, even with the…

The Education Chief Resident in Medical Student Education: Indicators of Success

ERIC Educational Resources Information Center

Roman, Brenda; Khavari, Andrew; Hart, David

2010-01-01

Objective: Although residents are actively involved in teaching medical students, some students do not feel that they get adequate teaching from residents. The position of Education Chief Resident in Medical Student Education was developed to enhance the educational experience for the students, cultivate the academic skills of the education chief,…

Predictors of adolescents' mental health problems in Saudi Arabia: findings from the Jeeluna® national study.

PubMed

Abou Abbas, Oraynab; AlBuhairan, Fadia

2017-01-01

Depression and anxiety among adolescents require further attention as they have profound harmful implications on several aspects of adolescents' wellbeing and can be associated with life threatening risk behaviors such as suicide. To examine the underlying risk factors for feeling so sad or hopeless and for feeling worried among adolescents in Saudi Arabia. Data from Jeeluna ® national survey was used. A cross-sectional, multi-stage, stratified, cluster random sampling technique was applied among a sample of students aged 10-19 years attending intermediate and secondary schools in Saudi Arabia. A self-administered questionnaire assessing several domains, including feeling so sad or hopeless and worried, was used to collect data. Logistic regression models were fitted to determine the different factors associated with mental health. A sample of 12,121 students was included in this study. Feeling so sad or hopeless and feeling worried were significantly more prevalent among females and older adolescents ( p  < 0.0001). The results showed that poor relationship with parents, negative body image, and chronic illness to be significantly associated with feeling so sad or hopeless and worried. Symptoms suggestive of mental health problems among adolescents in Saudi Arabia are prevalent and deserve special attention. Adopting effective strategies, including regular screening and intervention programs are highly needed to better address, detect, and control early signs of these problems.

Perceptions of Ghanaian Medical Students Completing a Clinical Elective at the University of Michigan Medical School

PubMed Central

Abedini, Nauzley C.; Danso-Bamfo, Sandra; Moyer, Cheryl A.; Danso, Kwabena A.; Mäkiharju, Heather; Donkor, Peter; Johnson, Timothy R.B.; Kolars, Joseph C.

2014-01-01

Problem International medical electives typically represent a unidirectional flow of students from economically advantaged countries in the global “North” to resource-poor nations in the global “South.” Little is known about the impact of bilateral exchanges on students from less affluent nations. Approach Since 2007, students from the University of Michigan Medical School (UMMS) and medical schools in Ghana have engaged in a bilateral clinical exchange program. A 45-item online survey was distributed to all 73 Ghanaian medical students who had rotated at UMMS from 2008 to 2010 to assess perspectives on the value and impact of their participation. Outcomes Incoming Ghanaian students outnumbered outgoing UMMS students 73 to 33 during the study period. Of eligible Ghanaian students, 70% (51/73) participated in the survey, with 40 of 51 providing valid data on at least 50% of questions. Ninety-seven percent (37/38) reported that the UMMS rotation was valuable to their medical training, 90% (35/39) reported changes in how they approach patient care, and 77% (24/31) reported feeling better equipped to serve patients in their home community. Eighty-five percent of students (28/33) felt more inclined to pursue training opportunities outside of their home country after their rotation at UMMS. Next Steps More studies are needed to determine the feasibility of bidirectional exchanges as well as the short-term and long-term impact of rotations on students from under-resourced settings and their hosts in more resource-rich environments. PMID:24826847

Universal Emotional Health Screening at the Middle School Transition

PubMed Central

Stoep, Ann Vander; McCauley, Elizabeth; Thompson, Kelly A.; Herting, Jerald R.; Kuo, Elena S.; Stewart, David G.; Anderson, Cheryl A.; Kushner, Siri

2011-01-01

This article describes the implementation of the Developmental Pathways Screening Program (DPSP) and an evaluation of program feasibility, acceptability, and yield. Using the Mood and Feelings Questionnaire (MFQ) and externalizing questions from the Youth Self Report (YSR; Achenbach, 2001), universal classroom-based emotional health screening was implemented with students as they began middle school. Of all sixth graders enrolled in four participating Seattle schools, 861 (83%) were screened. Students who screened positive for emotional distress (15% of students screened) received onsite structured clinical evaluations with children's mental health professionals. Seventy-one percent of students who were evaluated were found to be experiencing significant emotional distress, with 59% warranting referral to academic tutoring, school counselor, and/or community mental health services. Successful implementation of in-class screening was facilitated by strong collaboration between DPSP and school staff. Limitations of emotional health screening and the DPSP are discussed, and future steps are outlined. PMID:21430789

Examination of the Predictors of Latent Class Typologies of Bullying Involvement among Middle School Students

PubMed Central

LOVEGROVE, PETER J.; HENRY, KIMBERLY L.; SLATER, MICHAEL D.

2012-01-01

This study employs latent class analysis to construct bullying involvement typologies among 3114 students (48% male, 58% White) in 40 middle schools across the U.S. Four classes were constructed: victims (15%); bullies (13%); bully-victims (13%); and noninvolved (59%). Respondents who were male and participated in fewer conventional activities were more likely to be members of the victims class. Students who were African-American and reported being less successful at school had a higher likelihood of membership in the bullies class. Bully-victims shared characteristics with bullies and victims: Students with more feelings of anger toward others and a higher tendency toward sensation-seeking had a higher likelihood of membership in the bullies and bully-victims classes, whereas lower levels of social inclusion was associated with membership in the victims and bully-victims classes. PMID:22606069

Feeling Good about Me.

ERIC Educational Resources Information Center

Morrison, Kenneth; Thompson, Marcia

This document contains 18 structured learning sessions featuring fables, nursery rhymes and directed day dreams to help elementary school students become aware of themselves and their feelings. Each session is a self-contained unit, so the sessions may be used separately or as a developmental sequence. The primary goals of the book are to help…

Creative Ventures: Mysteries and UFO's.

ERIC Educational Resources Information Center

Stark, Rebecca

This book published in 1987 provides open-ended activities to extend the imagination and creativity of students and encourage them to examine their feelings and values. Williams' model of cognitive-intellective and affective-feeling domains are addressed. Nearly 60 pages of exercises focus on the historical, the scientific, the mysterious, the…

Multicultural Educational Policies: A Correlational Investigation of Cultural Competencies and Feelings of Inclusion

ERIC Educational Resources Information Center

Chiu, Yen-Yen L.

2012-01-01

The quantitative correlational research study investigated the statistical relationship between school certificated staff perceptions of the multicultural inclusivity of school policies and fifth through ninth grade students' feelings of school belonging. The study was located in a community of San Diego, California with 77 employed certificated…

Counselors as Esteem Builders.

ERIC Educational Resources Information Center

Santa Rita, Emilio, Jr.

This paper contains an instrument for evaluating college counselors as esteem-builders, using Borba's Analysis of Self-Esteem. The instrument is divided into five components, each of which should be fostered in a student by the counselor: (1) Security, a feeling of strong assuredness; (2) Selfhood, a feeling of individuality; (3) Affiliation, a…

Impact of Life Factors upon Attitudes toward Death.

ERIC Educational Resources Information Center

Franke, Kevin J.; Durlak, Joseph A.

1990-01-01

Investigated impact of life factors on college students' (N=47) feelings about death. Most important life factors clustered into three categories: Death of Significant Other, Religious Upbringing, and Near-Death Experiences. Although factors had mixed effects across individuals, they were significant predictors of current feelings about death.…

It Takes a Community

ERIC Educational Resources Information Center

Weasmer, Jerie; Woods, Amelia Mays

2010-01-01

Modifying course plans to accommodate diverse learners seems simple in theory. However, when faced with specific applications, many teachers feel lost. In a school community, they need not feel alone. General classroom teachers have several sources of ongoing support available to help them extend their teaching repertoire to meet their students'…

Performance in College Chemistry: a Statistical Comparison Using Gender and Jungian Personality Type

NASA Astrophysics Data System (ADS)

Greene, Susan V.; Wheeler, Henry R.; Riley, Wayne D.

This study sorted college introductory chemistry students by gender and Jungian personality type. It recognized differences from the general population distribution and statistically compared the students' grades with their Jungian personality types. Data from 577 female students indicated that ESFP (extroverted, sensory, feeling, perceiving) and ENFP (extroverted, intuitive, feeling, perceiving) profiles performed poorly at statistically significant levels when compared with the distribution of females enrolled in introductory chemistry. The comparable analysis using data from 422 male students indicated that the poorly performing male profiles were ISTP (introverted, sensory, thinking, perceiving) and ESTP (extroverted, sensory, thinking, perceiving). ESTJ (extroverted, sensory, thinking, judging) female students withdrew from the course at a statistically significant level. For both genders, INTJ (introverted, intuitive, thinking, judging) students were the best performers. By examining the documented characteristics of Jungian profiles that correspond with poorly performing students in chemistry, one may more effectively assist the learning process and the retention of these individuals in the fields of natural science, engineering, and technology.

Frustrations Among Graduates of Athletic Training Education Programs

PubMed Central

Bowman, Thomas G; Dodge, Thomas M

2013-01-01

Context Although previous researchers have begun to identify sources of athletic training student stress, the specific reasons for student frustrations are not yet fully understood. It is important for athletic training administrators to understand sources of student frustration to provide a supportive learning environment. Objective To determine the factors that lead to feelings of frustration while completing a professional athletic training education program (ATEP). Design Qualitative study. Setting National Athletic Trainers' Association (NATA) accredited postprofessional education program. Patients or Other Participants Fourteen successful graduates (12 women, 2 men) of accredited professional undergraduate ATEPs enrolled in an NATA-accredited postprofessional education program. Data Collection and Analysis We conducted semistructured interviews and analyzed data with a grounded theory approach using open, axial, and selective coding procedures. We negotiated over the coding scheme and performed peer debriefings and member checks to ensure trustworthiness of the results. Results Four themes emerged from the data: (1) Athletic training student frustrations appear to stem from the amount of stress involved in completing an ATEP, leading to anxiety and feelings of being overwhelmed. (2) The interactions students have with classmates, faculty, and preceptors can also be a source of frustration for athletic training students. (3) Monotonous clinical experiences often left students feeling disengaged. (4) Students questioned entering the athletic training profession because of the fear of work-life balance problems and low compensation. Conclusions In order to reduce frustration, athletic training education programs should validate students' decisions to pursue athletic training and validate their contributions to the ATEP; provide clinical education experiences with graded autonomy; encourage positive personal interactions between students, faculty, and preceptors; and successfully model the benefits of a career in athletic training. PMID:23672328

Uncertainty Calculations in the First Introductory Physics Laboratory

NASA Astrophysics Data System (ADS)

Rahman, Shafiqur

2005-03-01

Uncertainty in a measured quantity is an integral part of reporting any experimental data. Consequently, Introductory Physics laboratories at many institutions require that students report the values of the quantities being measured as well as their uncertainties. Unfortunately, given that there are three main ways of calculating uncertainty, each suitable for particular situations (which is usually not explained in the lab manual), this is also an area that students feel highly confused about. It frequently generates large number of complaints in the end-of-the semester course evaluations. Students at some institutions are not asked to calculate uncertainty at all, which gives them a fall sense of the nature of experimental data. Taking advantage of the increased sophistication in the use of computers and spreadsheets that students are coming to college with, we have completely restructured our first Introductory Physics Lab to address this problem. Always in the context of a typical lab, we now systematically and sequentially introduce the various ways of calculating uncertainty including a theoretical understanding as opposed to a cookbook approach, all within the context of six three-hour labs. Complaints about the lab in student evaluations have dropped by 80%. * supported by a grant from A. V. Davis Foundation

Lifestyle factors and adolescent depressive symptomatology: Associations and effect sizes of diet, physical activity and sedentary behaviour.

PubMed

Hayward, Joshua; Jacka, Felice N; Skouteris, Helen; Millar, Lynne; Strugnell, Claudia; Swinburn, Boyd A; Allender, Steven

2016-11-01

Depression affects many Australian adolescents. Research points to the potential of lifestyle improvement for the population-level prevention of mental disorders. However, most studies examine single relationships without considering the combined contribution of lifestyle factors to variance in depression. This study examined associations between adolescent diet, physical activity and screen time behaviours and depressive symptomatology. A cross-sectional sample of year 8 and 10 students was recruited from 23 participating schools in 18 Victorian communities. Students were recruited using opt-out consent, resulting in 3295 participants from 4680 registered school enrolments (Participation Rate: 70.4%). Participants completed a supervised self-report questionnaire comprising Moods and Feelings Questionnaire-Short Form, an assessment of physical activity and sedentary behaviours during and outside school, and weekly food intake. Surveyed covariates included hours of sleep per night, age, socio-economic status and measured anthropometry. A hierarchical regression stratified by gender was conducted, with dichotomised Moods and Feelings Questionnaire-Short Form score as the outcome, and screen time, physical activity and dietary patterns as predictors. Nested regression analyses were then conducted to ascertain the variance in Moods and Feelings Questionnaire-Short Form score attributable to each significant predictor from the initial regression. Increased scores on an unhealthy dietary pattern (odds ratio = 1.18; 95% confidence interval = [1.07, 1.32]) and physical activity guideline attainment (0.91; [0.85, 0.97]) were associated with depressive symptomatology in males, while screen time guideline attainment (0.95; [0.91, 0.98]) was associated with depression in females. No association was observed between healthy diet pattern and Moods and Feelings Questionnaire-Short Form. Overall, effect sizes were generally small, and the regression model accounted for 5.22% of Moods and Feelings Questionnaire-Short Form variance. Gender-specific associations were observed between physical activity and both sedentary and dietary behaviours and depressive symptomatology among adolescents, although reverse causality cannot be refuted at this stage. Lifestyle behaviours may represent a modifiable target for the prevention of depressive symptomatology in adolescents. © The Royal Australian and New Zealand College of Psychiatrists 2016.

Using "Facebook" as a Co-Learning Community in Higher Education

ERIC Educational Resources Information Center

Cuesta, Marta; Eklund, Monica; Rydin, Ingegerd; Witt, Ann-Katrin

2016-01-01

Students' cultural capital plays a major role in their success in higher education. In Sweden today, many students come from diverse cultural, social and educational backgrounds. Knowledge of requirements in academic systems differs widely. Some students feel insecure about how to interpret academic codes, thus weakening these students'…

At War, with Shakespeare - Student Development.

ERIC Educational Resources Information Center

Derrick, Thomas J.

2003-01-01

Discusses one professor's decision, in the aftermath of the destruction of the World Trade Center, to use a Shakespeare course to help students' process their feelings about military combat and cultural conflict. The professor uses Baxter Magolda's student development theory to understand student attitudes about war as presented in student…

Student Affairs Professionals Supporting Students with Disabilities: A Grounded Theory Model

ERIC Educational Resources Information Center

Kimball, Ezekiel; Vaccaro, Annemarie; Vargas, Nadia

2016-01-01

In an action-based grounded theory project, the authors collected data from 31 student affairs professionals. During seven focus groups, practitioners described feeling unknowledgeable about disability law, accommodations, and diagnoses. However, they drew upon their core values and transferrable skills to support individual students. Participants…

Test Anxiety Reduction. Student Workbook.

ERIC Educational Resources Information Center

Silverman, Eda; Hanna, Joyce

This student workbook is intended for use in helping teenage and adult basic education (ABE) students reduce their anxiety over tests in general and over the General Educational Development (GED) test in particular. Exercises are provided to help students analyze and understand their feelings about and while taking tests, recall the childhood…

Student Health and the Community College.

ERIC Educational Resources Information Center

Whitaker, Linda A.

Research and statistical surveys on student health services and problems at community colleges are reviewed to ascertain administrative attitudes, student health care needs, and areas for improvement. Providing health care for students is said to be generally overlooked by community college professionals who feel it should not be the college's…

We've Got High Hopes: Using Hope to Improve Higher Education

ERIC Educational Resources Information Center

Acosta, Alan

2017-01-01

In recent years, higher education's focus has changed from curricula-focused on student learning to curricula-intended to meet performance metrics and secure institutional resources. Shifting attention from students' learning to students' performance has left many students, faculty, and staff within higher education feeling isolated and…

Strategies to Improve Learning of All Students in a Class

ERIC Educational Resources Information Center

Suraishkumar, G. K.

2018-01-01

The statistical distribution of the student learning abilities in a typical undergraduate engineering class poses a significant challenge to simultaneously improve the learning of all the students in the class. With traditional instruction styles, the students with significantly high learning abilities are not satisfied due to a feeling of…

The Effects of Belonging and Racial Identity on Urban African American High School Students' Achievement

ERIC Educational Resources Information Center

Boston, Colette; Warren, Susan R.

2017-01-01

A growing body of literature suggests students' feelings of belongingness influence academic achievement (Faircloth & Hamm, 2005). Additionally, research indicates that many urban African American students are disconnected from the school setting because of a cultural divide between students and educators (Thompson, 2004). This investigation…

Help Students Prepare for High School Examinations

ERIC Educational Resources Information Center

Lagares, Christopher; Connor, David J.

2009-01-01

Anxiety! Stress! Fear! Everyone lives in a time of escalating accountability in terms of state, district, and city-wide examinations that measure student growth in the acquisition of skills and content area knowledge. All students feel increased pressure to constantly demonstrate improved levels of academic performance. For students with cognitive…

Test-Taking Speed: Predictors and Implications

ERIC Educational Resources Information Center

Lovett, Benjamin J.; Lewandowski, Lawrence J.; Potts, Heather E.

2017-01-01

Students often feel time pressure when taking tests, and students with disabilities are sometimes given extended time testing accommodations, but little research has been done on the factors that affect students' test-taking speed. In the present study, 253 students at two colleges completed measures of processing speed, reading fluency, and…

Try a Disability on for Size: Sensitizing School Personnel

ERIC Educational Resources Information Center

Anderson, Mary Jane

2006-01-01

Education professionals may feel uncomfortable or unprepared when interacting with students with disabilities within school settings. Several federal mandates have been passed in the last 30 years to ensure that students with disabilities receive the same educational services as students without disabilities. Although these students are now in the…

Sexual harassment in Dentistry: prevalence in dental school

PubMed Central

GARBIN, Cléa Adas Saliba; ZINA, Lívia Guimarães; GARBIN, Artênio José Insper; MOIMAZ, Suzely Adas Saliba

2010-01-01

Objective Sexual harassment is unlawful in all work and educational environments in most nations of the world. The goals of this study were to describe the sexual harassment prevalence and to evaluate the experiences and attitudes of undergraduate students in one dental school in Brazil. Material and Methods An 18-item questionnaire was administered to 254 dental students with a completion rate of 82% (208). Students were requested to respond to questions about their background and academic level in dental school, their personal experiences with sexual harassment and their observation of someone else being sexually harassed. Bivariate statistical analyses were performed. Results Fifteen percent of the students reported being sexually harassed by a patient, by a relative of a patient or by a professor. Male students had 3 times higher probability of being sexually harassed than female student [OR=2.910 (1.113-7.611)]. Additionally, 25.4% of the students reported witnessing sexual harassment at the school environment. The majority of students did not feel professionally prepared to respond to unwanted sexual behaviors. Conclusion These findings demonstrate that sexual harassment can occur in a dental school setting. There is a need for ongoing sexual harassment education programs for students and university staff. Increased knowledge of sexual harassment during graduation can better prepare dental professionals to respond to sexual harassment during their practice. PMID:21085799

The Responsive Classroom approach and fifth grade students' math and science anxiety and self-efficacy.

PubMed

Griggs, Marissa Swaim; Rimm-Kaufman, Sara E; Merritt, Eileen G; Patton, Christine L

2013-12-01

Self-efficacy forecasts student persistence and achievement in challenging subjects. Thus, it is important to understand factors that contribute to students' self-efficacy, a key factor in their success in math and science. The current cross-sectional study examined the contribution of students' gender and math and science anxiety as well as schools' use of Social and Emotional Learning (SEL) practices to students' math and science self-efficacy. Fifth graders (n = 1,561) completed questionnaires regarding their feelings about math and science. Approximately half of the students attended schools implementing the Responsive Classroom® (RC) approach, an SEL intervention, as part of a randomized controlled trial. Results suggested no difference in math and science self-efficacy between boys and girls. Students who self-reported higher math and science anxiety also reported less self-efficacy toward these subjects. However, the negative association between students' anxiety and self-efficacy was attenuated in schools using more RC practices compared with those using fewer RC practices. RC practices were associated with higher science self-efficacy. Results highlight anxiety as contributing to poor self-efficacy in math and science and suggest that RC practices create classroom conditions in which students' anxiety is less strongly associated with negative beliefs about their ability to be successful in math and science. PsycINFO Database Record (c) 2013 APA, all rights reserved.

Fitting in and feeling good: the relationships among peer alignment, instructor connectedness, and self-efficacy in undergraduate satisfaction with engineering

NASA Astrophysics Data System (ADS)

Micari, Marina; Pazos, Pilar

2016-07-01

This study examined the relationships among peer alignment (the feeling that one is similar in important ways to one's engineering peers), instructor connectedness (the sense that one knows and looks up to academic staff/faculty members in the department), self-efficacy for engineering class work (confidence in one's ability to successfully complete engineering class work), and engineering students' satisfaction with the major. A total of 135 sophomore (second-year university students) and junior (third-year students) engineering students were surveyed to measure these three variables. A multiple regression analysis showed that self-efficacy, peer alignment, and instructor connectedness predicted student satisfaction with the major, and that self-efficacy acted as a mediator between both peer alignment and instructor connectedness on the one hand, and satisfaction on the other. The authors offer suggestions for practice based on the results.

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

Exploration of mindfulness in relation to compassion, empathy and reflection within nursing education.

PubMed

Walker, Moira; Mann, Robert A

2016-05-01

This article will look at the viability of the inclusion of mindfulness into the nursing curriculum. In nursing, the environment rarely allows the time for contemplation, though reflection is encouraged specifically in regard to the care we confer on our patients and how that impacts on us professionally. Student nurses are taught to hide their feelings to a point where they cannot find it themselves under their professional armour. Mindfulness is a possible way of bridging this gap. Our nursing code is geared to safeguard the patient from any harm as well as our colleagues but little is done or said in support of our own personal psychological or emotional health. The helping professions are restricted by legislation which has had an impact of fostering caution and fearfulness. In using mindfulness it can be seen as a possibility in building a bridge between what actually happens in a nurse's professional life and the possibility of reengaging with that internal emotional space. If student nurses begin to incorporate mindfulness techniques, in reality this should make a difference. This was experienced with students doing these exercises, who reported anecdotally feeling more centred. As they have progressed in the course feedback from the students using the techniques has been positive not only for the students but also for them using the skills in a clinical setting, benefiting patients. Mindfulness has been used as a part of the modality of health care. It is clear that mindfulness is another way of dealing with the stressors of the modern heath service in which the students are being introduced. Incorporating this coping strategy into the curriculum ensures that students will have the tools to deal with the stressors of the course, which in turn will enhance the student experience. Copyright © 2016. Published by Elsevier Ltd.

Sexual Orientation and College Students' Reasons for Nonmedical Use of Prescription Drugs.

PubMed

Dagirmanjian, Faedra R; McDaniel, Anne E; Shadick, Richard

2017-07-03

Nonmedical use of prescription pain medications, sedatives, and stimulants is a well-documented problem among college students. Research has indicated that students who identify as lesbian, gay, or bisexual are at elevated risk. However, little is known about students' reasons for use. (1) To replicate findings that sexual minority students report higher nonmedical use than heterosexual students, moving from a campus-specific to a multicampus sample and (2) to test for an association between sexual orientation and reasons for use. The 2015 College Prescription Drug Study surveyed 3389 students from nine 4-year public and private colleges and universities across the United States using an anonymous online survey. Measures assessed demographic information, prevalence of nonmedical use, frequency of use, where the drugs were obtained, reasons for use, and consequences of use. Stepwise logistic regression models were used to determine if sexual orientation predicted use. Chi-square tests of independence were also used to analyze prevalence of use by demographics as well as to assess differences in reasons for use by sexual orientation. Sexual minority students were significantly more likely than heterosexual students to nonmedically use any prescription drug, pain medications, and sedatives. Sexual minority students were also more likely to select that they used pain medications to relieve anxiety, enhance social interactions, and to feel better. Conclusions/Importance: Although sexual minority students are more likely to report nonmedical use, students overall use prescription medications for similar reasons, with the exception of painkillers. Implications and areas for future research are discussed.

Coop Progress Report

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

Rivera, Zaylis Zayas; Bond, Essex

2013-11-22

My Coop at LLNL has been my first professional experience as an Electrical Engineer. I was tasked to carry out signal processing to analyze data and code in the IDL following standard software development principles. The Coop has met all of my needs to continue my professional career, and I feel more confident as I continue working as a student and professional. It is now a big open question for me as whether to pursue graduate research or industry after I graduate with my B.S. in Electrical Engineering.

Effects of inflammatory bowel disease on students' adjustment to college.

PubMed

Almadani, S Bashar; Adler, Jeremy; Browning, Jeff; Green, Elan H; Helvie, Karla; Rizk, Rafat S; Zimmermann, Ellen M

2014-12-01

Successful adjustment to college is required for academic success. We investigated whether inflammatory bowel disease (IBD) activity affects this adjustment process. We created an online survey that included a Student Adaptation to College Questionnaire (SACQ), a general quality of life survey (SF-12), a disease-specific short IBD quality of life survey (SIBDQ), and disease activity indices. Undergraduate students across the United States were recruited via social media. Surveys were completed by 65 students with Crohn's disease (CD), 28 with ulcerative colitis, and 214 healthy students (controls). Disease-specific quality of life (SIBDQ results) correlated with IBD disease activity (rho = -0.79; P < .0001). High college adjustment scores (SACQ results) were associated with high SIBDQ scores. Students with IBD had lower mean SACQ scores than controls (307 vs 290; P < .0001). There was a modest inverse correlation between CD activity and SACQ (rho = -0.24; P < .04). Disease activity in students with CD was associated strongly with their self-reported ability to keep up with academic work (P < .0089) and confidence in their ability to meet future academic challenges (P < .0015). Students with active IBD reported feeling as if they were not academically successful (P < .018), and students with ulcerative colitis reported irregular class attendance (P < .043). Students with IBD do not adjust to college as well as healthy students. Disease activity affects their adjustment and attitudes about academics-especially among students with CD. Successful adjustment is important for academic success, affecting graduation rates and future economic success. Strategies to increase disease control and provide social and emotional support during college could improve adjustment to college and academic performance, and increase patients' potential. Copyright © 2014 AGA Institute. Published by Elsevier Inc. All rights reserved.

The Greatest Gift.

ERIC Educational Resources Information Center

Chamberlin, Leslie J.

1981-01-01

Argues that the teacher's most significant contribution is to help children believe in their capabilities. Several rules of thumb for teachers are mentioned: avoid negativism, create success opportunities for students, relate to students as individuals, encourage risk-taking, communicate help with social needs, and build student feelings of…

Effectiveness of Student Response Systems in Terms of Learning Environment, Attitudes and Achievement

ERIC Educational Resources Information Center

Cohn, Stephen T.; Fraser, Barry J.

2016-01-01

In order to investigate the effectiveness of using Student Response Systems (SRS) among grade 7 and 8 science students in New York, the How Do You Feel About This Class? (HDYFATC) questionnaire was administered to 1097 students (532 students did use SRS and 565 students who did not use SRS). Data analyses attested to the sound factorial validity…

Taking note of the perceived value and impact of medical student chart documentation on education and patient care.

PubMed

Friedman, Erica; Sainte, Michelle; Fallar, Robert

2010-09-01

To determine the extent of restrictions to medical student documentation in patients' records and the opinions of medical education leaders about such restrictions' impact on medical student education and patient care. Education deans (n = 126) of medical schools in the United States and Canada were surveyed to determine policies regarding placement of medical student notes in the patient record, the value of medical students' documentation in the medical record, and the use of electronic medical records (EMRs) for patient notes. The instrument was a 23-item anonymous Web survey. Seventy-nine deans responded. Over 90% believed student notes belong in medical records, but only 42% had a policy regarding this. Ninety-three percent indicated that without student notes, student education would be negatively affected. Fewer (56%) indicated that patient care would be negatively affected. Most thought limiting students' notes would negatively affect several other issues: feeling a part of the team (96%), preparation for internship (95%), and students' sense of involvement (94%). Half (52%) reported that fourth-year students could place notes in paper charts at "all" affiliated hospitals, and 6% reported that fourth-year students could do so at "no" hospitals. Although students' ability to enter notes in patients' records is believed to be important for student education, only about half of all hospitals allow all students' notes in the EMR. Policies regarding placement of student notes should be implemented to ensure students' competency in note writing and their value as members of the patient care team.

Breaking Down the Playground Gates: A Cultural Studies Composition Course on the World of Work.

ERIC Educational Resources Information Center

Mahaffey, Cynthia

In first year college composition classes, teachers often encounter "writing-resisters"--students who enact their disrespect, students who feel they are better off flirting, students who refuse to turn in papers. In addition, there are students for whom writing seems irrelevant. Teachers can articulate to students verbally and in…

Predicting Learning-Related Emotions from Students' Textual Classroom Feedback via Twitter

ERIC Educational Resources Information Center

Altrabsheh, Nabeela; Cocea, Mihaela; Fallahkhair, Sanaz

2015-01-01

Teachers/lecturers typically adapt their teaching to respond to students' emotions, e.g. provide more examples when they think the students are confused. While getting a feel of the students' emotions is easier in small settings, it is much more difficult in larger groups. In these larger settings textual feedback from students could provide…

Creating a Culture of High Expectations, Student Motivation and Instructional Support in Schools and Classrooms.

ERIC Educational Resources Information Center

Southern Regional Education Board (SREB), 2012

2012-01-01

Schoolwide support for higher achievement is essential. Students need a nurturing environment where they feel secure about learning, where the goal is success for every student and where students are confident they will receive mentoring and encouragement to prepare for their futures. Many schools are reinventing themselves to motivate students to…

Language Arts Roll Call: 24 Students Present...23 Are Seventh Graders.

ERIC Educational Resources Information Center

Kleinsasser, Audrey M.

This study explores the contradictory two-fold role of the student teacher who is both a student and a teacher. Student or intern teaching is seen as a formalized transition from the role of student to that of teacher and, as such, a transitional period characterized by ambivalent feelings, insecurity, and contradictions. Participants in the study…

University Lecturers' Emotional Responses to and Coping with Student Feedback: A Finnish Case Study

ERIC Educational Resources Information Center

Lutovac, Sonja; Kaasila, Raimo; Komulainen, Jyrki; Maikkola, Merja

2017-01-01

Lecturers often find themselves unable to appropriately interpret or deal with student feedback, which may consequently be essential to how they feel about teaching and students. Research into lecturers' emotional responses to student feedback is scarce, despite the growing use of student feedback as a means of evaluating teachers' work. This…

Evaluating an undergraduate interprofessional simulation-based educational module: communication, teamwork, and confidence performing cardiac resuscitation skills

PubMed Central

Luctkar-Flude, Marian; Baker, Cynthia; Pulling, Cheryl; Mcgraw, Robert; Dagnone, Damon; Medves, Jennifer; Turner-Kelly, Carly

2010-01-01

Purpose Interprofessional (IP) collaboration during cardiac resuscitation is essential and contributes to patient wellbeing. The purpose of this study is to evaluate an innovative simulation-based IP educational module for undergraduate nursing and medical students on cardiac resuscitation skills. Methods Nursing and medical trainees participated in a new cardiac resuscitation curriculum involving a 2-hour IP foundational cardiac resuscitation skills lab, followed by three 2-hour IP simulation sessions. Control group participants attended the existing two 2-hour IP simulation sessions. Study respondents (N = 71) completed a survey regarding their confidence performing cardiac resuscitation skills and their perceptions of IP collaboration. Results Despite a consistent positive trend, only one out of 17 quantitative survey items were significantly improved for learners in the new curriculum. They were more likely to report feeling confident managing the airway during cardiac resuscitation (P = 0.001). Overall, quantitative results suggest that senior nursing and medical students were comfortable with IP communication and teamwork and confident with cardiac resuscitation skills. There were no significant differences between nursing students’ and medical students’ results. Through qualitative feedback, participants reported feeling comfortable learning with students from other professions and found value in the IP simulation sessions. Conclusion Results from this study will inform ongoing restructuring of the IP cardiac resuscitation skills simulation module as defined by the action research process. Specific improvements that are suggested by these findings include strengthening the team leader component of the resuscitation skills lab and identifying learners who may benefit from additional practice in the role of team leader and with other skills where they lack confidence. PMID:23745064

Depression and College Students

MedlinePlus

... depression and other mental health issues? Reference Share Depression and College Students Download PDF Download ePub Order ... Answers to college students’ frequently asked questions about depression Feeling moody, sad, or grouchy? Who doesn’t ...

Gender bias in training of medical students in obstetrics and gynaecology: a myth or reality?

PubMed

Zahid, Akmal Z Mohd; Ismail, Zaliha; Abdullah, Bahiyah; Daud, Suzanna

2015-03-01

To investigate the experience of medical students during a clinical attachment in obstetrics and gynaecology (O&G). A questionnaire was distributed to medical students who completed their O&G posting between August 2012 and August 2013. The first part included basic demographic details (age, gender, and ethnicity) and frequency of actual clinical experience; the second part explored students' perception of their training and their relationship with other staff, in particular feeling of discrimination by specified groups of medical personnel. The responses were recorded using a Likert scale and were recategorised during analysis. A total of 370 questionnaires were distributed, and 262 completed questionnaires were returned, giving a response rate of 71%. Female students had a significantly higher median (IqR) number of vaginal examinations performed 0.25(0.69) (p=0.002) compared to male students. Male students experienced a higher proportion of patient rejections during medical consultation, 87% vs. 32% of female students (p<0.001), a higher rate of refusal for clerking (71.4% vs. 57.5% of females, p=0.035) and a higher rate of patients declining consent for internal examination (93.3% vs. 67.6% of females, p<0.001). The majority of male students felt that their gender negatively affected their learning experience (87% vs. 27.4% of the female students, p<0.001). Male students reported a significantly higher proportion of discrimination against their gender by medical officers (p=0.018) and specialists/consultants (p<0.001) compared to females but there was no discrimination between genders by staff nurses or house officers. A majority (58%) of female students stated an interest in pursuing O&G as a future career compared to 31.2% of male students. Our study confirmed that gender bias exists in our clinical setting as male students gain significantly less experience than female students in pelvic examination skills. We also demonstrated that compared to female students, male students experience higher levels of discrimination against their gender by trainers who are medical officers and specialists/consultants. Trainers must improve their attitudes towards male students, to encourage them and make them feel welcome in the clinical area. We must minimize gender discrimination and educational inequities experienced by male students, in order to improve their learning experience. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

When feeling bad makes you look good: guilt, shame, and person perception.

PubMed

Stearns, Deborah C; Parrott, W Gerrod

2012-01-01

In two studies, we examined how expressions of guilt and shame affected person perception. In the first study, participants read an autobiographical vignette in which the writer did something wrong and reported feeling either guilt, shame, or no emotion. The participants then rated the writer's motivations, beliefs, and traits, as well as their own feelings toward the writer. The person expressing feelings of guilt or shame was perceived more positively on a number of attributes, including moral motivation and social attunement, than the person who reported feeling no emotion. In the second study, the writer of the vignette reported experiencing (or not experiencing) cognitive and motivational aspects of guilt or shame. Expressing a desire to apologise (guilt) or feelings of worthlessness (private shame) resulted in more positive impressions than did reputational concerns (public shame) or a lack of any of these feelings. Our results indicate that verbal expressions of moral emotions such as guilt and shame influence perception of moral character as well as likeability.

Cultural differences in asymmetric beliefs of interpersonal knowledge in vertical and horizontal relationships.

PubMed

Cho, Yohan; Otani, Hajime; Han, Kyunghee; Van Horn, K Roger

2010-01-01

Previous studies have reported that our interpersonal knowledge shows an asymmetry; that is, we tend to believe that we know and understand other people's thoughts and feelings better than other people know and understand our own thoughts and feelings. In the present study, the authors compared American (114 men, 192 women) and Korean (99 men and 98 women) students to examine whether the asymmetry is greater in collectivistic than in individualistic culture in two types of relationships: horizontal (with best friends) and vertical (with parents). On all three items--Know, Understand, and Visibility--asymmetry was found for both horizontal and vertical relationships. Further, the Understand and Visibility items showed greater asymmetry for the Korean group than for the American group. It was concluded that asymmetry is greater in collectivistic than in individualistic culture. The cultural differences can be explained by self-consistency, sensitivity to social consequences, parent-child interaction, and living arrangement.

Controversy in the Psychology Classroom: Using Hot Topics to Foster Critical Thinking

ERIC Educational Resources Information Center

Dunn, Dana S., Ed.; Gurung, Regan A. R., Ed.; Naufel, Karen Z., Ed.; Wilson, Janie H., Ed.

2012-01-01

One of the hallmarks of a quality liberal arts education is providing undergraduates the opportunity to wrestle with controversial issues. Yet many teachers feel ill-equipped when it comes to broaching disagreeable topics, managing the resulting heated debates, or helping students to separate their personal feelings from scientific evidence. This…

A Model for Teaching Large Classes: Facilitating a "Small Class Feel"

ERIC Educational Resources Information Center

Lynch, Rosealie P.; Pappas, Eric

2017-01-01

This paper presents a model for teaching large classes that facilitates a "small class feel" to counteract the distance, anonymity, and formality that often characterize large lecture-style courses in higher education. One author (E. P.) has been teaching a 300-student general education critical thinking course for ten years, and the…

Dual Outcomes of Psychology Assignments: Perceived Learning and Feelings of Prideful Accomplishment

ERIC Educational Resources Information Center

Pines, Harvey A.; Larkin, Judith E.; Murray, Molly P.

2016-01-01

Two studies explored properties of psychology assignments from an atypical perspective: students' own perceptions of what they learned and their emotional reactions to the assignments, specifically feelings of pride in their work. Study 1 showed that assignments vary in their likelihood of generating prideful accomplishment and identified three…

The Problem We Still Live With

ERIC Educational Resources Information Center

Cruz, Bárbara C.

2015-01-01

Many teachers shy away from conversations about diversity issues in the classroom--because they feel pressured to cover the mandated curriculum, or because they worry about students' and parents' reactions, or because they're afraid they'll say the wrong thing or won't know how to respond to comments that can make everyone feel uncomfortable. In…

A New Model for Service Projects: Bringing Power up Gambia to Wilmington Montessori

ERIC Educational Resources Information Center

Scott, Susan Hanway; Zankowsky, Linda

2009-01-01

Maria Montessori understood that, innately, children feel connected to humanity, and recognized that children appreciate opportunities to serve others. This is an important connection that parents and teachers need to continue to nourish in students, providing opportunities for those meaningful connections. But what if, in addition to feeling good…

Emotions and Feelings in a Collaborative Dance-Making Process

ERIC Educational Resources Information Center

Rouhiainen, Leena; Hamalainen, Soili

2013-01-01

This paper looks into the significance emotions and feelings can have in a collaborative dance-making process. This is done by introducing a narrative based on a dance pedagogy student's writings. They contain observations of her experiences on being the facilitating choreographer in a dance-making process involving a cross-artistic group of…

The Sexual Knowledge, Experience, Feelings and Needs of People with Mild Intellectual Disability.

ERIC Educational Resources Information Center

McCabe, Marita P.; Cummins, Robert A.

1996-01-01

Thirty adults with mild mental retardation and 50 first-year psychology students were surveyed regarding their sexual knowledge, experience, feelings, and needs. Subjects with mental retardation had less knowledge, more negative attitudes toward sexual issues, and less experience in intimacy and sexual intercourse, but more experience in…

Impact of Teacher Preparation upon Teacher Efficacy

ERIC Educational Resources Information Center

Redmon, Robert J.

2007-01-01

A cohort of students in a teacher preparation program completed questionnaires measuring their feelings of teacher self efficacy at three points in the program. Results suggest that pre-service teachers' feelings of self efficacy do improve as a result of their participation in such programs. (Contains 1 figure and 1 table. Teacher Efficacy…

Preparing LGBTQ-Allies and Combating Homophobia in a U. S. Teacher Education Program

ERIC Educational Resources Information Center

Clark, Caroline T.

2010-01-01

Interns in a US teacher education program were surveyed regarding their attitudes towards diversity, particularly issues of sexuality, their feelings of "cultural competence" around diversity, and the repertoires of practices and resources they feel prepared to draw on in their work with middle and high schools students (11-18 year…

Hate-Crime Hoaxes Unsettle Campuses.

ERIC Educational Resources Information Center

Gose, Ben

1999-01-01

In recent months, police on a number of college and university campuses have investigated hate crimes that made headlines, only to discover that the crimes had been made up. While some feel the hoaxes are by individual students during difficult times in their lives, others feel leftists may be faking the crimes to influence the campus movement…

Anxious Applicants to Top Colleges Seek an Edge by Hiring Consultants.

ERIC Educational Resources Information Center

Gose, Ben

1997-01-01

College applicants' increasing use of consultant services to help ensure admission to elite colleges is criticized by college admissions officers, concerned that the services assist only the wealthy, and by high school counselors who feel consultants may be dispensing bad advice or may not be committed to student needs. Some feel college…

An Inner Barrier to Career Development: Preconditions of the Impostor Phenomenon and Consequences for Career Development

PubMed Central

Neureiter, Mirjam; Traut-Mattausch, Eva

2016-01-01

The impostor phenomenon (IP) is increasingly recognized as an important psychological construct for career development, yet empirical research on how it functions in this domain is sparse. We investigated in what way impostor feelings are related to the fear of failure, fear of success, self-esteem, and the career-development aspects career planning, career striving, and the motivation to lead. We conducted two studies with independent samples of university students (N = 212) in a laboratory study and working professionals (N = 110) in an online study. In both samples, impostor feelings were fostered by fear of failure, fear of success, and low self-esteem and they decreased career planning, career striving, and the motivation to lead. A path analysis showed that impostor feelings had the most negative effects on career planning and career striving in students and on the motivation to lead in working professionals. The results suggest that the IP is relevant to career development in different ways at different career stages. Practical implications and interventions to reduce the negative effects of impostor feelings on career development are discussed. PMID:26869957

An Inner Barrier to Career Development: Preconditions of the Impostor Phenomenon and Consequences for Career Development.

PubMed

Neureiter, Mirjam; Traut-Mattausch, Eva

2016-01-01

The impostor phenomenon (IP) is increasingly recognized as an important psychological construct for career development, yet empirical research on how it functions in this domain is sparse. We investigated in what way impostor feelings are related to the fear of failure, fear of success, self-esteem, and the career-development aspects career planning, career striving, and the motivation to lead. We conducted two studies with independent samples of university students (N = 212) in a laboratory study and working professionals (N = 110) in an online study. In both samples, impostor feelings were fostered by fear of failure, fear of success, and low self-esteem and they decreased career planning, career striving, and the motivation to lead. A path analysis showed that impostor feelings had the most negative effects on career planning and career striving in students and on the motivation to lead in working professionals. The results suggest that the IP is relevant to career development in different ways at different career stages. Practical implications and interventions to reduce the negative effects of impostor feelings on career development are discussed.

Metacognitive gimmicks and their use by upper level physics students

NASA Astrophysics Data System (ADS)

White, Gary; Sikorski, Tiffany-Rose; Landay, Justin

2017-01-01

We report on the initial phases of a study of three particular metacognitive gimmicks that upper-level physics students can use as a tool in their problem-solving kit, namely: checking units for consistency, discerning whether limiting cases match physical intuition, and computing numerical values for reasonable-ness. Students in a one semester Griffiths electromagnetism course at a small private urban university campus are asked to respond to explicit prompts that encourage adopting these three methods for checking answers to physics problems, especially those problems for which an algebraic expression is part of the final answer. We explore how, and to what extent, these students adopt these gimmicks, as well as the time development of their use. While the term ``gimmick'' carries with it some pejorative baggage, we feel it describes the essential nature of the pedagogical idea adequately in that it gets attention, is easy for the students to remember, and represents, albeit perhaps in a surface way, some key ideas about which professional physicists care.

Nursing Student Work-Study Internship Program: An Academic Partnership.

PubMed

Wallace, Jonalyn

2016-06-01

A large northern California-based integrated health system and five universities partnered to conduct an innovative work-study internship program designed to address the education-to-practice gap for nursing students. The nursing student work-study intern-ship program provides prelicensure nursing students with a paid internship in the health system. Interns are exposed to the realities of clinical practice and master learned skills working under the supervision of an RN preceptor. Work-study interns reported that participation in the program exposed them to new clinical situations, helped them integrate clinical knowledge and critical thinking skills, improved prioritization and time management skills, and expanded their communication skills within the interprofessional team. Interns cited feeling better equipped to safely and effectively transition into the new graduate role. The nursing student work-study program shows how an academic practice partnership can address the education-to-practice gap in an innovative manner. [J Nurs Educ. 2016;55(6):357-359.]. Copyright 2016, SLACK Incorporated.

Diversifying Science: Intervention Programs Moderate the Effect of Stereotype Threat on Motivation and Career Choice

PubMed Central

Woodcock, Anna; Hernandez, Paul R.; Schultz, P. Wesley

2016-01-01

Stereotypes influence academic interests, performance, and ultimately career goals. The long-standing National Institutes of Health Research Initiative for Scientific Enhancement (RISE) training program has been shown to be effective at retaining underrepresented minorities in science. We argue that programs such as RISE may alter the experience and impact of stereotype threat on academic achievement goals and future engagement in a scientific career. We report analyses of a national sample comparing RISE students with a propensity score-matched control group over a 6-year period. Mediation analyses revealed that while RISE program membership did not buffer students from stereotype threat, it changed students' downstream responses and ultimately their academic outcomes. Nonprogram students were less likely than RISE students to persist in the sciences, partially because feelings of stereotype threat diminished their adoption of mastery goals. We discuss how these findings inform stereotype threat and goal orientation theories and provide insight into the success of intervention programs. PMID:27668075

SOAP-V: Introducing a method to empower medical students to be change agents in bending the cost curve.

PubMed

Moser, Eileen M; Huang, Grace C; Packer, Clifford D; Glod, Susan; Smith, Cynthia D; Alguire, Patrick C; Fazio, Sara B

2016-03-01

Medical students must learn how to practice high-value, cost-conscious care. By modifying the traditional SOAP (Subjective-Objective-Assessment-Plan) presentation to include a discussion of value (SOAP-V), we developed a cognitive forcing function designed to promote discussion of high-value, cost-conscious care during patient delivery. The SOAP-V model prompts the student to consider (1) the evidence that supports a test or treatment, (2) the patient's preferences and values, and (3) the financial cost of a test or treatment compared to alternatives. Students report their findings to their teams during patient care rounds. This tool has been successfully used at 3 medical schools. Preliminary results find that students who have been trained in SOAP-V feel more empowered to address the economic healthcare crisis, are more comfortable in initiating discussions about value, and are more likely to consider potential costs to the healthcare system. © 2015 Society of Hospital Medicine.

Students' Desired and Experienced Levels of Connectivity to an Asynchronous, Online, Distance Degree Program

ERIC Educational Resources Information Center

Schroeder, Shawnda; Baker, Mary; Terras, Katherine; Mahar, Patti; Chiasson, Kari

2016-01-01

This study examined graduate students' desired and experienced levels of connectivity in an online, asynchronous distance degree program. Connectivity was conceptualized as the students' feelings of community and involvement, not their level of access to the Internet. Graduate students enrolled in a distance degree program were surveyed on both…

Paving the Pathway: Exploring Student Perceptions of Professional Development Preparation in Doctoral Education

ERIC Educational Resources Information Center

Heflinger, Craig Anne; Doykos, Bernadette

2016-01-01

The breadth of doctoral education has expanded to include professional development activities in order to prepare students for academic and nonacademic careers. This mixed methods study focused on students' perceptions of professional development opportunities at a Research One university. The findings suggest that most students feel prepared in…

Teaching the Public Relations Case Studies/Campaigns Class.

ERIC Educational Resources Information Center

Cottone, Laura Perkins

The public relations case studies/campaigns class entails teaching students how to die and then come back to life. As students must learn to take a critical look at complex public and social issues, teachers should create an environment in which the students feel comfortable with the process of psychological reconstruction. Students must be taught…

Friday Letters: Connecting Students, Teachers, and Families through Writing

ERIC Educational Resources Information Center

Newman, Terry H.; Bizzarri, Sarah A.

2012-01-01

An important part of student success in school is the involvement of families. However, the communication between students and families regarding school is often sparse at best and caregivers can feel left out as to what is happening. Friday letters improve communication between students and families and also provide a myriad of instructional…

Student-Centered Physical Education on a Shoestring Budget

ERIC Educational Resources Information Center

Treadwell, Sheri M.

2013-01-01

Nationwide, only 56% of students attended physical education class on one or more days per week, and only 33% of students attended physical education daily in 2009. Physical educators have the responsibility to create positive experiences in physical education, as well as to develop physical skills and feelings of self-efficacy in their students.…

A Shadow Curriculum: Incorporating Students' Interests into the Formal Biology Curriculum

ERIC Educational Resources Information Center

Hagay, Galit; Baram-Tsabari, Ayelet

2011-01-01

Students have been largely ignored in discussions about how best to teach science, and many students feel the curriculum is detached from their lives and interests. This article presents a strategy for incorporating students' interests into the formal Biology curriculum, by drawing on the political meaning of "shadow government" as alternative…

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

ERIC Educational Resources Information Center

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

2018-01-01

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

Exploration of Mathematics Problem Solving Process Based on the Thinking Level of Students in Junior High School

ERIC Educational Resources Information Center

Rahman, Abdul; Ahmar, Ansari Saleh

2016-01-01

Several studies suggest that most students are not in the same level of development (Slavin, 2008). From concrete operation level to formal operation level, students experience lateness in the transition phase. Consequently, students feel difficulty in solving mathematics problems. Method research is a qualitatively descriptive-explorative…

The Impact of the Academic Library on Student Success: Connecting the Dots

ERIC Educational Resources Information Center

Thorpe, Angie; Lukes, Ria; Bever, Diane J.; He, Yan

2016-01-01

In an age of assessment and accountability, academic libraries feel much pressure to prove their value according to new university measurements of student success. This study describes a methodology for how libraries may examine student interactions with services to assess whether library usage impacts student grade point averages (GPAs) and…

A Student-Created, Open Access, Living Textbook

ERIC Educational Resources Information Center

Galarza, Sualyneth; Perry, Sarah; Peyton, Shelly

2017-01-01

Textbooks are expensive, updated infrequently, and rarely used effectively by students. We discuss here a way for students to create the textbook for the course, helping them feel ownership over the course material. This Wiki-based, student-created textbook is online free for use, widely accessible by all, and editable during the course of and as…

What College Students Are Telling Us about Alcohol Abuse Prevention.

ERIC Educational Resources Information Center

Griffith, Jeanne A.; Kile, Marilyn J.

This paper describes the successful use of student focus groups by the University of Wisconsin--Whitewater Student Health Center to assess marketing strategies for alcohol abuse prevention. The focus group is a group of 13 students who met several times with a facilitator to share perceptions, feelings, and attitudes about alcohol abuse…

Angst about Academic Writing: Graduate Students at the Brink

ERIC Educational Resources Information Center

Holmes, Barbara; Waterbury, Theresa; Baltrinic, Eric; Davis, Arielle

2018-01-01

This paper offers some insights into the anxieties graduate students bring into the classroom about academic or technical writing. In this qualitative study, a focus group of graduate students was utilized to describe the specific negative feelings, attitudes and experiences held about writing. Findings suggest that students were able to identify…

Perceptions of Sport Retirement by Current Student-Athletes

ERIC Educational Resources Information Center

Leffler, Brandy Sue

2012-01-01

This study focused on the problem of college student-athletes retiring from their sports unprepared for life outside of sanctioned athletics. The purpose was to identify if a current student-athlete believes he/she is prepared for a career life after competitive college athletics and who the student-athlete feels should provide guidance into the…

Challenging a Teacher's Perceptions of Mathematical Smartness through Reflections on Students' Thinking

ERIC Educational Resources Information Center

Wickstrom, Megan H.

2015-01-01

Creating equitable opportunities so all students can learn and succeed mathematically has been a key focus of mathematics education across several decades. Central to student achievement are students' mathematical identity and their feelings of success during instruction. Researchers (e.g., Boaler & Staples, 2008) have shown that teachers can…

Student Experiences with Writing: Taking the Temperature of the Classroom

ERIC Educational Resources Information Center

Zumbrunn, Sharon; Ekholm, Eric; Stringer, J. K.; McKnight, Kimberly; DeBusk-Lane, Morgan

2017-01-01

This article offers insights into students' perceptions of writing through the use of drawings and written responses. In a descriptive qualitative study of fifth graders across two diverse elementary schools, students were prompted to draw a picture about a recent experience with writing and how that experience made them feel. Students were then…

Student Management Teams Increase College Students' Feelings of Autonomy in the Classroom

ERIC Educational Resources Information Center

Troisi, Jordan D.

2015-01-01

The use of Student Management Teams (SMTs) is a relatively new teaching technique designed to increase students' motivation and involvement with the planning and execution of college courses. However, to date, little systematic, empirical research has validated the effectiveness of using SMTs. To test the effectiveness of this technique, the…

Determinants of Student Mobility in Primary School in Rural Malawi: "An Event History Analysis"

ERIC Educational Resources Information Center

Taniguchi, Kyoko

2017-01-01

This study identifies individual, family, and school factors associated with student mobility. Specifically, for Grade 5 students, parents alive and school location were associated with transfer. For students in Grade 7, gender differences, levels of achievement, feelings about school, number of household tasks, distance to school, and parental…

Participatory Sketching as a Tool to Address Student's Public Speaking Anxiety

ERIC Educational Resources Information Center

Rattine-Flaherty, Elizabeth

2014-01-01

In a diverse, interconnected, and results-oriented world, students need to be confident and well-prepared public speakers. However, many students entering public speaking classrooms feel anxious and dread having to perform publicly (Bodie, 2010). Students' sense of Communication Apprehension (CA) is likely to increase for any of several…

What's Feeling Got to Do with It? Decoding Emotional Bottlenecks in the History Classroom

ERIC Educational Resources Information Center

Middendorf, Joan; Mickute, Jolanta; Saunders, Tara; Najar, José; Clark-Huckstep, Andrew E.; Pace, David

2015-01-01

The understandings and preconceptions students bring into the history classroom can interfere with student learning. Analyses of student and professor interviews in light of emotional bottlenecks revealed two different, though related, student preconceptions: procedural preconceptions about history as a field of study and pre-existing worldviews…

MSW Students' Perceptions of Relevance and Application of Statistics: Implications for Field Education

ERIC Educational Resources Information Center

Davis, Ashley; Mirick, Rebecca G.

2015-01-01

Many social work students feel anxious when taking a statistics course. Their attitudes, beliefs, and behaviors after learning statistics are less known. However, such information could help instructors support students' ongoing development of statistical knowledge. With a sample of MSW students (N = 101) in one program, this study examined…

Physics learning identity of a successful student: A plot twist

NASA Astrophysics Data System (ADS)

Li, Sissi L.; Demaree, Dedra

2013-01-01

Classroom interactions provide learning opportunities for understanding others and developing agency in a community of learners. Student learning identities were measured using a survey instrument targeting physics learning self-efficacy, expectations of classroom roles, and attitude toward social learning as components of physics learning identity. From a selection of students who scored relatively high or low on the survey sub scales, an academically successful student in an introductory physics course using an active engagement curriculum was selected to examine identity development. Findings indicate he didn't develop a sense of agency, nor did he feel a need to alter his participation, although there were ample opportunities to do so in the learning community. These results suggest that being a successful physics student in the traditional sense doesn't necessarily mean the student is successful at adopting meta-goals which are the non-content course goals of learning to think like a physicist. This student was prompted to engage meaningfully but didn't feel it was required for success which suggests that structural alignment is required to motivate students to achieve meta-goals.

Vocabulary by Gamification

ERIC Educational Resources Information Center

Kingsley, Tara L.; Grabner-Hagen, Melissa M.

2018-01-01

Gamification uses game elements such as quests, challenges, levels, and rewards to motivate and engage students in the classroom. Given the engagement that students feel during gameplay, it is sensible to include elements of game design to motivate students and create a space for comprehensive vocabulary instruction. Designing a gamified…

Gimmicks, Gadgets and Goodies.

ERIC Educational Resources Information Center

Kreis, Kathleen

1996-01-01

Presents three strategies to motivate elementary students: (1) the "Miles to Go" game, charting students' experiences with book content, recording their conclusions and feelings; (2) shopping lists used to seek practical information from other students, to practice notetaking and listening; and (3) neon-colored notebooks given to each…

Student and Field Instructor as Group Cotherapists: Equalizing an Unequal Relationship.

ERIC Educational Resources Information Center

Schlenoff, Marjorie Litwin; Busa, Sandra Hricko

1981-01-01

In the training situation, the inherent inequality of the field instructor and social work student as group cotherapists can be improved. A variety of techniques can improve the feeling of mutuality and provide opportunities for student participation in the team effort. (MSE)

Open Education Arrives for Teenage Students

ERIC Educational Resources Information Center

Bauer, Doris M.; Borchardt, Bill

1978-01-01

The philosophy at the Jackie Robinson School in California is rooted in the concept that a child's feelings about self and school precede all other concerns. Students here learn to become self-directed, responsible individuals. Describes the school's organizational plan and how it affects students. (Author/RK)

Career Choices, Perceptions of Work by Undergrads.

ERIC Educational Resources Information Center

Endres, Fred F.; Wearden, Stanley T.

1990-01-01

Investigates why university students become journalism/mass communication majors. Indicates students' reasons for studying advertising, print news, radio-television, or public relations. Presents students' perceptions of the work that their chosen fields will require and their feelings on what would bring them job satisfaction. (SG)

Underage alcohol drinking and medical services use in Hong Kong: a cross-sectional study

PubMed Central

Wang, Man Ping; Ho, Sai Yin; Lam, Tai Hing

2013-01-01

Objectives To investigate the association of underage alcohol drinking with medical consultation and hospitalisation in Hong Kong. Design Cross-sectional study. Setting Secondary schools in Hong Kong. Participants A total of 33 300 secondary 1 (US grade 7) to secondary 5 students (47.6% boys; mean age 14.6 years, SD 1.6) in 85 randomly selected schools. Outcome measures An anonymous questionnaire was used to obtain information about medical consultation in the past 14 days, hospitalisation in the past 12 months, drinking alcohol, smoking, illicit drug use, physical activity, secondhand smoke exposure, feeling depressed, feeling anxious and sociodemographic characteristics. Drinking alcohol was categorised as non-drinking (reference), <1, 1–2 and 3–7 days/week. Logistic regression yielded adjusted ORs (AORs) of medical consultation and hospitalisation for drinking, adjusting for different potential confounders. Subgroup analysis was conducted among adolescents who did not report feeling anxious or depressed. Results More than one-fourth (27.6%) of adolescents drank alcohol, 15.9% had medical consultation and 5.1% had been hospitalised. In the fully adjusted model, the AORs (95% CI) for medical consultation were 1.14 (1.06 to 1.23) for <1 day/week, 1.30 (1.13 to 1.50) for 1–2 days/week and 1.70 (1.41 to 2.06) for 3–7 days/week of drinking compared with non-drinking (p for trend <0.001). The corresponding AORs (95% CI) for hospitalisation were 1.14 (1.02 to 1.28), 1.68 (1.32 to 2.14) and 2.38 (1.90 to 2.98) (p for trend <0.001). Similar associations were observed among students who did not feel anxious or depressed. Conclusions Alcohol consumption was associated with medical services use in Chinese adolescents. More rigorous alcohol control policies and health promotion programmes are needed to reduce alcohol drinking and related harms in adolescents. PMID:23793697

Realist synthesis of educational interventions to improve nutrition care competencies and delivery by doctors and other healthcare professionals.

PubMed

Mogre, Victor; Scherpbier, Albert J J A; Stevens, Fred; Aryee, Paul; Cherry, Mary Gemma; Dornan, Tim

2016-10-21

To determine what, how, for whom, why, and in what circumstances educational interventions improve the delivery of nutrition care by doctors and other healthcare professionals work. Realist synthesis following a published protocol and reported following Realist and Meta-narrative Evidence Synthesis: Evolving Standards (RAMESES) guidelines. A multidisciplinary team searched MEDLINE, CINAHL, ERIC, EMBASE, PsyINFO, Sociological Abstracts, Web of Science, Google Scholar and Science Direct for published and unpublished (grey) literature. The team identified studies with varied designs; appraised their ability to answer the review question; identified relationships between contexts, mechanisms and outcomes (CMOs); and entered them into a spreadsheet configured for the purpose. The final synthesis identified commonalities across CMO configurations. Over half of the 46 studies from which we extracted data originated from the USA. Interventions that improved the delivery of nutrition care improved skills and attitudes rather than just knowledge; provided opportunities for superiors to model nutrition care; removed barriers to nutrition care in health systems; provided participants with local, practically relevant tools and messages; and incorporated non-traditional, innovative teaching strategies. Operating in contexts where student and qualified healthcare professionals provided nutrition care in developed and developing countries, these interventions yielded health outcomes by triggering a range of mechanisms, which included feeling competent, feeling confident and comfortable, having greater self-efficacy, being less inhibited by barriers in healthcare systems and feeling that nutrition care was accepted and recognised. These findings show how important it is to move education for nutrition care beyond the simple acquisition of knowledge. They show how educational interventions embedded within systems of healthcare can improve patients' health by helping health students and professionals to appreciate the importance of delivering nutrition care and feel competent to deliver it. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Longitudinal analysis of the effect of academic failure tolerance on academic achievement fluctuation in medical school students.

PubMed

Chae, Su Jin; Kim, Miran; Chang, Ki Hong

2016-03-01

Academic failure tolerance (AFT) is one of the important psychological concepts in education, but its applications in medical education are rare. Thus, the purpose of this study was to investigate the effect of academic failure tolerance on academic achievement fluctuation among medical school students using a longitudinal research design. The subjects were 43 medical students who responded to the AFT test. This study analyzed the longitudinal data of achievement scores up to the 2nd academic year (2012-2013) among students who were divided into academic achievement improvement and decline groups. Comparing the improvement and decline groups' mean academic achievement fluctuation scores demonstrated that behavior and preferred task difficulty showed high scores whereas feeling scores were lower in the improvement group (p<0.05). In the improvement group, despite the higher negative feeling scores during academic failure, the students favored the more difficult subjects and were more assiduous in their studies. This will form an important basis for enhancing academic achievement among medical students.

Should we involve terminally ill patients in teaching medical students? A systematic review of patient's views.

PubMed

Harris, Dylan Gareth; Coles, Bernadette; Willoughby, Hannah May

2015-12-01

To review available published research that has explored how terminally ill patients feel about being involved in undergraduate medical teaching. A systematic review using narrative synthesis. Qualitative or quantitative publications were included if they directly explored the views of adult patients, with a terminal diagnosis, about their involvement in undergraduate clinical teaching. Seven publications met the inclusion criteria: one case report, one qualitative study and five questionnaire-based studies. A total of 269 patients were included across all studies. Patients were predominantly studied in a hospice or hospice day care setting. Both patients who had, and who had not, previously been involved in student teaching were captured by the included publications. In general, the views of patients were highly positive: overall 85%-100% were in favour of involvement in teaching. There were also some negative aspects, such as: concerns about being physically examined by a student; finding involvement in teaching tiring; feeling unable to decline consent to participate. An assumption that clinical undergraduate medical teaching involving terminally ill patients may be too burdensome is not reflected overall in studies that have sought the views of the patients themselves. Understanding the patient's perspective provides a number of practical points in relation to how clinical teaching should be adapted in this patient group; for example, using smaller student group sizes; direct supervision if physical examination performed; short encounters with multiple patients rather than a longer encounter with one patient; adequate informed consent beforehand and without the students automatically being present. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

One Night in January.

ERIC Educational Resources Information Center

Rottmann, Larry

1992-01-01

Describes student demonstrations on the night that U.S. planes bombed Iraq in the Persian Gulf War. Compares attitudes and feelings to the Vietnam War era. Concludes that the students incorrectly supported the Gulf War action. (CFR)

Stage fright: its experience as a problem and coping with it.

PubMed

Studer, Regina; Gomez, Patrick; Hildebrandt, Horst; Arial, Marc; Danuser, Brigitta

2011-10-01

This questionnaire survey of 190 university music students assessed negative feelings of music performance anxiety (MPA) before performing, the experience of stage fright as a problem, and how closely they are associated with each other. The study further investigated whether the experience of stage fright as a problem and negative feelings of MPA predict the coping behavior of the music students. Rarely addressed coping issues were assessed, i.e., self-perceived effectiveness of different coping strategies, knowledge of possible risks and acceptance of substance-based coping strategies, and need for more support. The results show that one-third of the students experienced stage fright as a problem and that this was only moderately correlated with negative feelings of MPA. The experience of stage fright as a problem significantly predicted the frequency of use and the acceptance of medication as a coping strategy. Breathing exercises and self-control techniques were rated as effective as medication. Finally, students expressed a strong need to receive more support (65%) and more information (84%) concerning stage fright. Stage fright was experienced as a problem and perceived as having negative career consequences by a considerable percentage of the surveyed students. In addition to a desire for more help and support, the students expressed an openness and willingness to seriously discuss and address the topic of stage fright. This provides a necessary and promising basis for optimal career preparation and, hence, an opportunity to prevent occupational problems in professional musicians.

An Analysis of the Perceptions and Resources of Large University Classes

PubMed Central

Cash, Ceilidh Barlow; Letargo, Jessa; Graether, Steffen P.; Jacobs, Shoshanah R.

2017-01-01

Large class learning is a reality that is not exclusive to the first-year experience at midsized, comprehensive universities; upper-year courses have similarly high enrollment, with many class sizes greater than 200 students. Research into the efficacy and deficiencies of large undergraduate classes has been ongoing for more than 100 years, with most research associating large classes with weak student engagement, decreased depth of learning, and ineffective interactions. This study used a multidimensional research approach to survey student and instructor perceptions of large biology classes and to characterize the courses offered by a department according to resources and course structure using a categorical principal components analysis. Both student and instructor survey results indicated that a large class begins around 240 students. Large classes were identified as impersonal and classified using extrinsic qualifiers; however, students did identify techniques that made the classes feel smaller. In addition to the qualitative survey, we also attempted to quantify courses by collecting data from course outlines and analyzed the data using categorical principal component analysis. The analysis maps institutional change in resource allocation and teaching structure from 2010 through 2014 and validates the use of categorical principal components analysis in educational research. We examine what perceptions and factors are involved in a large class that is perceived to feel small. Our analysis suggests that it is not the addition of resources or difference in the lecturing method, but it is the instructor that determines whether a large class can feel small. PMID:28495937

Perspective: fostering biomedical literacy among America's youth: how medical simulation reshapes the strategy.

PubMed

Gordon, James A; Oriol, Nancy E

2008-05-01

Medicine is a uniquely powerful platform for teaching science and ethics, technology and humanity, life and death. Yet, society has historically limited medical education to a select few, and only after an advanced course of premedical studies. In an era when biomedical literacy is increasingly viewed as a national imperative, the authors hypothesized that advanced instruction in medicine could be intellectually transformative among a broad range of young people. Using high-fidelity patient simulators, a group of college and high school students was immersed in a weeklong course designed to replicate the practice of modern medicine. On the basis of the students' reported experiences, the authors feel that patient simulation can foster forceful interest in the life sciences at an early age. Such efforts could catalyze a significant expansion of interest in biomedical science among students nationwide.