Економічні, соціальні та етнічні цінності студентів та студенток політологічних спільнот України і Молдови

The article is devoted to revealing the gender aspects of higher education in political science communities in Ukraine (Lviv, Kharkiv, Simferopol) and Moldova (Chisinau) during 2012-2013. This work is a part of a larger study which captures the state of Ukrainian political science during 2012– 2013 and provides a better understanding of the political, social, ethnic, economic, gender and disciplinary views of students on the eve of the Revolution of Dignity. The empirical basis of this article is a survey of the students enrolled in three types of academic program (bachelor’s, specialist’s and master’s degrees) at four universities: Ivan Franko National University of Lviv, V. N. Karazin Kharkiv National University, V. I. Vernadsky Taurida National University and Moldova State University. The answers of the respondents allow to reveal several tendencies. Firstly, male and female students often face various forms of discrimination during their last years of study. Secondly, the percentage of female students who have faced various forms of discrimination in academia is higher than that of male students. Thirdly, it should be noted that in the vast majority of cases respondents report the individual nature of the discrimination they directly perceive, although the data may differ depending on the region and gender. Finally, male and female students were most often discriminated against on political grounds, which is probably understandable given the specialty, location and timing of the survey. In the final part of the article it is concluded that in Ukrainian and Moldovan Academy the basic student level provides a better attitude to women than to men. Given that far more male students than female students agree with this statement, we can interpret this trend as a manifestation of patriarchy. That is, when female students do not see a better attitude but male students do, we are dealing with a hidden source of conflict.

The article is devoted to revealing the influence of ideological orientations of students of political science communities of Ukraine (Lviv, Kharkiv, Simferopol) and Moldova (Chisinau) on the political science’ classical texts. This work is part of a larger study that captures the state of Ukrainian political science during 2012–2013 and provides a better understanding of the political, social, ethnic, economic, gender and disciplinary views of students on the eve of the Revolution of Dignity. The empirical basis of this article is a survey of the students enrolled in three types of academic program (bachelor’s, specialist’s and master’s degrees) at four universities: Ivan Franko National University of Lviv, V. N. Karazin Kharkiv National University, V.I.Vernadsky Taurida National University and Moldova State University. The answers of the respondents allowed revealing several tendencies. In particular, this refers to the low level of their acquaintance with modern (Western) political science works as well as the influence of the regional context and ideological preferences on scientific interests. It is also important that students have almost no interest in domestic texts and / or authors. The complete disregard of the national scientific and political traditions by students makes the postcolonial interpretation of Ukrainian and Moldavian political science relevant. This means that Ukrainian and Moldavian students from the very beginning get used to the fact that their own political life and ways of categorizing it are presented by ancient, foreign and postSoviet (mostly Russian) scientists, politicians and even writers. Despite the obvious geopolitical conflicts of interest it is they who tell / explain what a real political science, politics, political past and future, political regimes are. The final part of the article concludes that Ukrainian and Moldovan political science at the student level can be described as the one searching for the subjectivity, acting as a self-proclaimed “colony” of the Western or Russian scientific metropole. This puts on the agenda the following: the need to become interesting to themselves and to make the relevant political sciences truly topical to their own societies, acting as the original knowledge makers rather than repeaters of other people’s experience.

<div><p><strong>Objective</strong>- <em>The main objective of the study is to find out the values,self-concept and creativity amongUnder Graduate Students from Rural Colleges. This study will focus on comparison between the female student and male student about the values, self-concepts as per its dimensions and creativity.</em></p><p><strong>Methodology</strong>- <em>this research was done on the basis of Descriptive method. The investigator preferred normative survey for study.</em></p><p><strong>Tools</strong>- <em>the tools used for study was questionnaire PVQ by Dr Mrs. G.P. Sherry and Late prof. R.R. Verma, SCQ by R. K. Sarswat.TCW by , Dr. Baquer Mehndi .</em></p><p><strong>Finding<em>- </em></strong><em>Female students are higher than male student about Religious values.There is significance difference between male and female students about Hedonistic value, Power value and Family Prestige Value.There is no significance difference between male and female students about Aesthetic Values, Social Values, Democratic Values, Knowledge Values, Economical Values and Health Values.Female M.Ed. students are higher in self-concept in comparisons with male student. Male students are stronger than female students about physical self-concept. It is also found that Social self-concept among female is poor than male students. When compare for the Temperamental self-concept, Educational self-concept and Moral self-concept study shows that there is no significance difference in male and female students. While in case of intelligence self-concept female student are found to be more active and stronger.Female students are more creative than male students.</em></p></div>

The article is devoted to the identification of political and ideological self-identification of students of political science communities of Ukraine (Lviv, Kharkiv, Simferopol) and Moldova (Chisinau) in the period 2012–2013. This work is part of a larger study that captures the state of Ukrainian political science in 2012-2013 and provides a better understanding of the political, social, ethnic, economic, gender and disciplinary views of students on the eve of the Revolution of Dignity. The empirical basis of this article is a survey of bachelors, specialists and masters at the Ivan Franko National University of Lviv, the V. N. Karazin Kharkiv National University, the V. Vernadsky Tavriya National University and the State University of Moldova. In total, more than 350 people were surveyed.The answers of the respondents allowed revealing several tendencies related to the prevalence of certain ideologies in different student communities, the presence of a gender dimension of political and ideological self-identification of students of Ukraine and Moldova, etc. One of the most symptomatic trends is the prevalence of nationalist ideas, especially among first-year students. As an explanation, it was suggested that the demand for national-democratic and nationalist ideologies among students is a protest reaction of the new generation to (geo)political and other challenges. Generally, despite the expectations, the ideological preferences of the Ukrainian and Moldovan students do not reflect the sympathies of the population of Ukraine and Moldova as a whole or their respective regions.The final part of the article reveals the connection and internal coherence of the ideological orientations of students based on foreign policy issues. As a result, it was concluded that political science students in Ukraine (and Moldova) demonstrate what can be called the logic of a border state. Its essence encapsulates the mode of interaction as the most rational, which helps avoid direct pressure. It envisages cooperation at the level of configurations of states and/or international organizations capable of resisting the pressure of individual actors, no matter how powerful they might be.

[Objective] The current study explored the correlation and contribution of critical thinking and metacognitive skills toward female and male students' retention in senior high school. [Methodology] This study used a descriptive correlational design, where critical thinking and metacognitive skills served as the predictor, during retention as the criterion. A total of 230 students participated in this study. The participants comprised 112 (48.70%) male students and 118 (51.30%) female students. An essay test and a scoring rubric were used to collect data on participants' critical thinking and metacognitive skills. The research data were analyzed using a multiple regression analysis at a 5% significance level, followed by ANOVA to examine the contribution of critical thinking and metacognitive skills toward male and female students' retention. [Results] The statistical analysis revealed that the simultaneous contribution of critical thinking and metacognitive skills toward female students' retention was higher than that toward male students' retention. The effective contribution values of critical thinking and metacognitive skills toward male students' retention were 2.44% and 10.06%, respectively. Meanwhile, critical thinking and metacognitive skills contributed 7.89% and 12.81% toward female students' retention. [Conclusions] There was a simultaneous correlation between critical thinking, metacognitive skills, and retention of male and female high school students. The effective contribution of critical thinking and metacognitive skills toward female students' retention was more significant than that toward male students' retention. The findings of this study suggest that high school teachers need to consider gender equality when implementing learning strategies to improve critical thinking and metacognitive skills.

The suicide mortality rate per 100 000 population (SMRP) consistently decreased before the COVID-19 pandemic outbreak in Japan and then unexpectedly increased during the pandemic. However, the underlying mechanisms remain poorly understood. To identify trends in and factors associated with suicidal mortality and motives among students in Japan from 2007 to 2022. In this cross-sectional study, data on SMRPs among Japanese middle-school, high-school, and university students were obtained from the government suicide database Suicide Statistics of the National Police Agency. Age-dependent and temporal fluctuations in annual SMRPs, disaggregated by suicidal motive (7 categories and 52 subcategories), sex, and school, were analyzed using linear mixed-effect and joinpoint regression models, respectively. Total suicide numbers from 2007 to 2022 were as follows: 760 male middle-school students, 635 female middle-school students, 2376 male high-school students, 1566 female high-school students, 5179 male university students, and 1880 female university students. The mean (SD) student populations from 2007 to 2022 were as follows: 1 752 737 (81 334) male middle-school students, 1 675 572 (78 824) female middle-school students, 1 648 274 (67 520) male high-school students, 1 614 828 (60 032) female high-school students, 1 652 689 (32 724) male university students, and 1 229 142 (57 484) female university students. Among male students, the leading motives were school-related factors (underachievement and worrying about the future), followed by family-related and health-related motives. Among female students, school-related and family-related motives decreased, but health-related motives showed an age-dependent increase. The SMRPs of middle-school male students and female students were almost equal (mean [SD], 2.7 [1.0] vs 2.4 [1.4]), but the age-dependent increase in SMRPs among male students was pronounced (mean [SD], high-school vs university male students, 9.1 [2.4] vs 19.6 [3.0]; high-school vs university female students, 6.1 [2.4] vs 9.6 [1.8]). However, the incidence of suicide among high-school students associated with health-related motives was greater in female students. The majority of suicides associated with major impactable suicidal motives (school-related, health-related, and family-related motives) began increasing before the pandemic. Changes in SMRP associated with interpersonal relationships, such as conflict with classmates or parents, were not significant, but the rates increased greatly during the pandemic. School-related, health-related, and family-related problems were major motives, whereas the impacts of health-related and family-related motives increased and decreased with age, respectively. Notably, most SMRPs associated with major impactable motives (underachievement, conflict with a parent or classmate, and mental illnesses) had already begun increasing in the late 2010s, indicating that recent increasing SMRPs among school-aged individuals were associated with pandemic-related factors and other factors affecting this generation before the pandemic. It may be inappropriate to uniformly apply research findings based on school-aged individuals to school-based suicide prevention programs for students in middle school, high school, and university.

Sex differences and violence among primary school students

Objectives This study analyzes the relationship between work experience in school and job values of male and female college students. In particular, it is to confirm the effect of work experience on job value according to gender. Using the 2017~2020 Graduates Occupational Mobility Survey, let's analyze the consistent effect of college student's work experience in school on job value.
 Methods Using The Graduates Occupational Mobility Survey (GOMS) 2017-2020 and subjects of this surveys were 35,217 people who four-year male and female college students(8,933 people in 2017, 9,116 people in 2018, 9,350 people in 2019, and 7,824 people in 2020). A t-test was conducted to verify the change in job value according to the work experience in school of male and female college students. And Regression analysis was conducted to analyze the impact.
 Results The study results can be summarized as follows. First, it was found that male students' work experience and work experience related to their major consistently increased intrinsic job value and had a positive (+) effect. Second, it was found that female students' work experience related to their major consistently increased the intrinsic job value and had a positive (+) effect. On the other hand, it was analyzed that female students' work presence or absence of work experience consistently increases the external job value and has a positive (+) effect. Third, the consistent effect of the number of work experiences of unversity students was not confirmed. However, it was confirmed that there was no effect except for 2020.
 Conclusions The work experience in school of a male and female college students was identified as an important factor influencing job values. First, male and female college students should have work experience related to their major in order to increase their intrinsic job values. Second, it seems necessary to differentiate the career guidance of male and female students. Third, the number of work experiences in school should be selected and focused on meaningful work experiences rather than work experiences that do not help university students' career development. This result presents the direction of work experience in school for the development of job values of university students. And I think it will be helpful for the school and the government to establish policies on the work experience of university students.

The study was performed to examine the health interest, dietary habits, and depression in male and female college students in Seoul and Gyeonggi-do area. The survey was conducted on 566 (269 males, 297 females) college students, aged 19∼29 years. The online and written data were analyzed by using the SPSS WIN 21.0 program. Body weight, height, and body mass index (BMI) were higher in male students than in female students. In the category of health interest, the average score and the score for ‘I arrange the menu for weight control’ was significantly higher in female students than in male students, whereas the score for ‘I tend to exercise everyday’ was significantly higher in male students than in female students. For nutritional supplements, the intake of sports drinks, protein beverages and powders, vitamin A, vitamin B complex and calcium supplements showed significant differences according to sex. An analysis of dietary habits showed that the frequency of intake of seaweed, greasy food, processed food, and water was significantly higher in male students than in female students, while the frequency of intake of fruits, sweet food, and dairy products was higher in female students than in male students. The score for depression was significantly higher in female students compared to male students. Dietary habits were divided into appropriate dietary habits and inappropriate dietary habits. Health interest showed a significant positive correlation with BMI and appropriate dietary habits in both male and female students. In female students, inappropriate dietary habits were positively correlated with depression and negatively correlated with health interests. This study thus provides information on health interests, dietary habits and depression in college students according to sex and suggests further research to improve dietary habits in male and female college students with higher levels of depression.

Background: Little is known on the correlation between categories of the misperception of body weight and depression. Objectives: The study aimed to investigate the association between body weight, weight misperception categories, and depressive symptoms in ASEAN University students. Methods: In a cross-sectional survey, 5,337 undergraduate university students from 8 ASEAN countries responded to a self-administered questionnaire and anthropometric measurements were taken in 2014 to 2015. Results: In logistic regression analyses adjusted for confounding variables, overweight female university students tended to report more depressive symptoms than female students with normal body mass index (OR = 1.52, CI = 1.11, 2.05), and male university students with self-perceived overweight tended to report more depressive symptoms (OR = 1.63, CI = 1.12, 2.35) than male students with normal body weight perception. Overweight male university students with normal body weight perception tended to experience less depressive symptomatology (OR = 0.33, CI = 0.15, 0.72) than male students who had accurate perceptions of their body weight, and underweight male university students who self-perceived their body weight as overweight tended to display more depressive symptoms (OR = 5.63, CI = 1.91, 16.62). Conclusions: Female university students who were overweight and male students with perceived overweight were having a higher prevalence of depression than students that had normal (perceived) weight. Male university students who underestimated their normal or overweight tended to have less depressive symptoms and male students that overestimated their underweight tended to report more depressive symptoms than male students who perceived their weight accurately.

Aim/Purpose: Educational robotics competitions are a popular way to increase students’ interest in science and engineering during their K-12 years. However, female students are typically underrepresented in these competitions. The goal of this study is to determine differences in the experiences of male and female robotics competition students in order to better support female students and increase their representation in competition leagues. Background: VEX Robotics Competitions are one of the fastest-growing educational robotics competitions available to middle school and high school students around the world. Despite growing numbers of participants, VEX programs have a notice-able lack of female participants. In order to create a more diverse and representative program, it is important to investigate why fewer female students participate in the competitions and what can be done to better support female students. Methodology: Qualitative and quantitative data were collected from VEX mentors and students through online surveys. A total sample of N=675 VEX mentors and students participated (n=47 students and n=628 mentors). The surveys asked scaled, multiple choice, and free response questions. Through these surveys, the following research questions are answered: 1) What (if any) are the differences between male and female student experiences with VEX? 2) What (if any) are the differences in male and female students’ confidence in their technical ability? and 3) What (if any) are the differences in male and female students’ performance on VEX related robotics team tasks? Contribution: This study contributes to the growing body of work on engaging female students, and other underrepresented students, in STEM fields such as programming, engineering, and robotics. Findings: Results demonstrate the male students outnumber female students and male mentors also outnumber female mentors in this sample. Male students are significantly more confident in their general technical ability and their ability to put things together (p<.05) and students of both genders generally wished to have more female students on their teams. Results also indicate that mentors generally perceive their female students as requiring more help and that they are less engaged with construction tasks as compared to male students. Recommendations for Practitioners: VEX mentors should focus on enhancing female students’ confidence with the construction and building aspects of robotics and ensuring they get the same experience with these tasks as male students. They should consider providing supplemental hands-on training sessions, within or outside of regular team sessions, for students who wish to build confidence and experience in these areas. Recommendation for Researchers: Researchers should continue to explore the experiences of female students in robotics competitions, including differences based on grade level, mentor gender, and more. Researchers should additionally look at female students who are not a part of robotics teams (or who have left a robotics team) to understand why these teams do not appeal to them. Impact on Society: Women are still underrepresented in engineering and computer science professions. In order to bridge this gap, it is critical to find effective ways to reach girls in their K-12 years to build their confidence and interest in these fields before they reach college. This study points out critical areas where robotics competition teams should focus on building female students’ confidence. Future Research: The findings in this paper present research from year 1 of a multi-year longitudinal study. Future research will continue to track the mentors and students in this study in order to gain information on retention and change over time.

The study aims at identifying the trends of the youth towards women’s work in tourism sector in Jordan, through knowing the relation between social, demographic and economic variables along with the women’s work in tourism sector from youth perspective. This study also detects the challenges that prevent the women from working in the tourism sector and its relation with the social, demographic, and economic elements. In addition, it highlights the expectations and solutions that may contribute in increasing the involvement of women in the tourism sector from the youth’s perception. The community of the study consists from students of the University of Jordan (both male and female) from the colleges of Business Administration, Languages, History, Tourism and Archaeology, and Information Technology. The number of male and female students studying at the said colleges is (6’548) students. The number of students surveyed reached (1’321) female and male students, which represents 20% of the total number of students, all of which have been selected randomly and in a manner that commensurate with the community of the study. The descriptive analytical method was applied to the study, whereby a questionnaire tool was developed to measure the trends of the male and female students towards the women’s work in the tourism sector. Further, the program Statistical Package For Social Sciences (SPSS) was used to analyze data, where methods of descriptive analysis such as arithmetic average, standard deviations, and percentages were applied. Also, the method of test based on Analysis Of Variance (ANOVA) was used to examine the difference between the averages of the different variables as well as testing the future variables. The study concluded that there is a positive trend among male and female students towards the women’s access to the labor market, but the trends of male and female students towards the women’s work in tourism sector indicate that: despite the existence of positive trend among male and female students towards the women’s access to the tourism sector with a medium degree, yet they prefer traditional professions over the work in the tourism sector. With regard to the impact of demographic, social and economic factors on the trends of the male and female students towards the women’s work in the tourism sector, the results show statistically significant differences between the trends of the male and female students towards the women’s work in the tourism sector due to sex and in favor of females. It also shows that there are statistically significant differences in the trends of the male students, their education term and in favor of the first year. There are also statistically significant differences in the trends of the male and female students due to the age and in favor of the ages between (22-24 years). Moreover, there are statistically significant differences due to the college in favor of Tourism and Archaeology college. In addition, there are statistically significant differences due to the number of the family members and in favor of 6 members. Lastly, there are statistically significant differences among male students towards the women’s work in tourism sector due to place of residence in favor of Badia residents, and in connection with female students in favor of the residents of villages.

This study was conducted to investigate the preference and consumption status of non-alcohol and alcohol beverages of Korean and Chinese university students in the Jeonbuk area. Self-administered questionnaires were collected from 241 Korean and 198 Chinese students. Statistical data analysis was completed using SPSS v. 12.0. ‘Water’ was the most commonly consumed non-alcohol beverages by all Korean and Chinese students. The intake frequency of ‘carbonateddrink’ (p<.001), ‘fruits/vegetable juice’ (p<.05), and ‘vinegar drink' (p<.01) of Chinese male students was significantly higher than the Korean male students. The intake frequency of ‘ionic drink’ (p<.001; p<.01) of Korean male and female students was significantly higher than the Chinese male and female students. The intake frequency of ‘fruits/vegetablejuice’ (p<.001), ‘milk’ (p<.01), and ‘soymilk’ (p<.05) of Chinese female students was higher than the Korean female students. For the choosing the non-alcohol beverages, the Chinese female students were more health-oriented than the Korean female students (p<.01). ‘Beer’ was the most commonly consumed alcohol beverages by the Korean male and female and Chinese male students whereas ‘Wine’ was the most commonly consumed alcohol beverages by the Chinese female students. The intake frequency of ‘Soju’ of Korean male (p<.001) and female (p<.001) students was higher than the Chinese male and female students. The intake frequency of ‘Wine’ of Chinese male (p<.05) and female (p<.001) students higher than the Korean male and female students. Compared with the Chinese female students, the Korean female students more funds have to spend, in order to buy alcohol beverages (p<.01). More 81% of the Korean male and 80% of the female students reported drinking alcohol in ‘beer house' whereas 78% of the Chinese male and 65% of female students drunken the alcohol in the ‘beer house' or at ‘home' (p<.01; p<.001). In conclusion, a practically and foreigner-friendly alcohol policies of university should be devised to reduce the alcohol consumption of students and related problems.

Background: Academic success is considered to be a significant predictor of postgraduate achievement. There have been several studies on predictors of success in medical school regarding the influence of gender. In a previous study, our research group demonstrated that there is a significant difference between the academic performance of the male and female student in most of the courses in preclinical phase. The relationship between student gender and examination of medical knowledge and clinical competence has been assessed by other studies, and they found that female students outperformed male on both clinical evaluations and written examination. However others reported no difference. Aim: The aim of this study is to investigate whether gender would make a difference on the performance of Saudi medical students in different courses of the clinical phase, and the final certifying grade point average (GPA). Methods: This is a descriptive cross-sectional study. The study protocol was reviewed and approved by the King Fahad Medical City Institutional Review Board for approval (IRB Number: 10-106). The final grades of clinical rotations during the clinical phase of the medical curriculum were collected for both male and female students (both gender first batch graduates), in addition to, the pre-clinical GPA and final certifying GPA. Data were statistically analyzed and the degree of statistical significance is denoted by the p-value of 0.05. Results: The total number of students who has completed the sixth year in medical school were 86/100%, 34/39.5% of them were females, and 52/60.5% of them were males. Female medical students significantly outscored their male counterpart in most of the clinical subjects except for Ear Nose and Throat (ENT) course, male students were better (p 0.05). Female students scored significantly higher preclinical GPA, as well as, higher final certifying GPA (p

The study was conducted to determine the relative effectiveness of constructivism and meta-learning teaching methods on male and female students’ academic achievement and retention in basic electricity. Technical Colleges in Anambra state was used for the study. Four research questions guided the study and four null hypotheses were tested at 0.05 level of significance. A quasi-experimental research design of non-equivalent group was adopted. The population of the study was 560 national technical college (NTC) year II students from 12 technical colleges in the area. Purposive sampling technique was used to select 108 students (79 males and 29 females) from four technical colleges in Anambra State. The instrument for data collection was Basic Electricity Achievement Test (BEAT). BEAT was developed by the researchers and validated by three experts in the Faculty of education, Nnamdi Azikiwe University, Awka. Kuder Richardson 20 formula was used to determine the reliability of the instrument which yielded reliability co-efficient of 0.87. Data collected for the study were analysed using mean for research questions and ANCOVA for null hypotheses at 0.05 level of significance. The result of the study revealed that constructivism teaching method was better for improving male and female technical college students’ achievement in basic electricity while meta-learning teaching method was better for improving male and female technical college students’ retention ability in basic electricity. And there was no significant difference in the male and female technical college students’ academic achievement and retention when taught basic electricity using constructivism and meta-learning teaching methods. Based on the findings, it was recommended among others that basic electricity students should be given equal opportunity, encouragement and motivation during classroom instructions irrespective of gender. Also teachers of basic electricity should adopt the teaching method that incorporates constructivism and meta-learning teaching method in the teaching and learning of basic electricity in order to enhance knowledge mastery and retention among students since both teaching methods were effective in improving academic achievement and retention of male and female students in basic electricity. Keywords : Gender. Constructivism, Meta-learning, Academic achievement, Retention, Basic Electricity, Technical colleges DOI : 10.7176/JEP/10-33-10 Publication date: November 30 th 2019