Academic Attitudes Research Articles

Inclusive Education: Cooperation Between Class Teachers, Special Teachers, Parents to Optimize Development of Special Needs Childrens

This study aims to find out the collaboration between class teachers, special guidance teachers, and parents of children with special needs. In addition, it also knows the optimization of the developmental aspects of children with special needs which include academic attitudes, social skills, emotions, and independence. This study used qualitative research methods. The process of data collection is done using the method of interviews, observation, and documentation study. Data analysis using the model presented by Miles and Huberman includes the process of data reduction, data presentation, and drawing conclusions based on facts in the field. The results of the study show that good collaboration between classroom teachers, special guidance teachers, and parents in the process of education in schools strongly supports the development of children with special needs. The development of aspects of social skills is more prominent than the development of aspects of academic attitudes, emotional development, and independence.

Sexualized gender stereotypes predict girls’ academic self-efficacy and motivation across middle school

Sexualized gender stereotypes (SGS) include the belief that girls should singularly prioritize their sexualized attractiveness for the attention and approval of boys. By elementary school, boys and girls perceive girls’ sexualized attractiveness to be incompatible with intelligence and competence. In the current 2-year study, we examined whether girls’ higher SGS endorsement in seventh grade predicted a diminished mastery goal orientation and lower perceptions of academic ability in eighth grade and whether this was moderated by gender typicality and self-monitoring. Cross-lagged panel analyses tested whether earlier academic attitudes better predicted later SGS endorsement than the inverse. The study included 77 girls in the final sample from four public middle schools (MageT1 = 12.4, SD = .57). The sample was ethnically diverse (45% identified as White, 21% as Latinx, 19% as Black/African American, and 14% as multiracial). Girls’ greater endorsement of SGS in the seventh grade predicted lower academic self-efficacy later, controlling for age, academic ability, and earlier levels of academic attitudes. Highlighting a likely feedback loop, earlier academic self-efficacy equally predicted later SGS endorsement. For highly gender-typical girls, greater SGS endorsement also predicted lower mastery goal orientation over time.

Exploring differences in psychological professionals' attitudes towards and experiences of complementary therapies in clinical practice

BackgroundPrevious studies have found that practicing psychologists hold different attitudes than psychology students towards complementary therapies in clinical practice. These differences may relate to psychologists' knowledge of complementary therapies and their use in clinical practice. The use of complementary therapies among consumers for physical and psychological concerns is increasing, but many lack empirical evidence.ObjectivePrevious studies have explored attitudes with samples of registered psychologists and psychology students, but no empirical studies have examined this among academic professionals who work predominantly in tertiary or research roles. This study investigated whether the personal experience of complementary therapies influenced professional psychologists' and academic professionals' attitudes towards complementary therapies in clinical practice.MethodProfessional psychologists (n = 134) and academic professionals (n = 106) participated in an online cross‐sectional study. An existing scale measuring psychologists' attitudes towards complementary therapies explored the attitudes of professional psychologists and academic professionals.ResultsResults demonstrated that professional psychologists held more positive attitudes towards complementary therapies and had greater personal use of these therapies than academic professionals.ConclusionsThe findings from this study raises questions about whether personal experience biases a professional's view of complementary therapies in clinical practice or facilitates a more sophisticated comprehension of their role in clinical care. The research further supports variations in attitudes in sub‐groups of psychology, which may stimulate more collaborative and reciprocal work on complementary therapies within education, research and practice.

Effectiveness of Repeated Reading Aloud Tasks through a Smart Phone on Academic Achievement and Attitude of EFL College Learners

Effectiveness of Repeated Reading Aloud Tasks through a Smart Phone on Academic Achievement and Attitude of EFL College Learners

The role of faculty in reducing academic dishonesty among engineering students

ABSTRACT University faculty are frequently tasked with promoting academic honesty among students. However, there is little reliable evidence about whether faculty actions can prevent academic dishonesty. The purpose of this study is to examine whether more severe punishments from faculty can reduce academic dishonesty among students. We analyze nationally representative, longitudinal and matched data on engineering undergraduates and faculty from 33 universities in Russia, and document extremely high and increasing rates of dishonest academic attitudes among students, especially among the higher achieving students. In the first two years of study the proportion of students tolerant to academic dishonesty increases by 5 percentage points. We then show that despite the tide of increasing academic dishonesty among students, more severe punishments from faculty significantly and substantially improve student attitudes towards academic dishonesty. Taken together, the findings emphasize the importance of strengthening the role of faculty in promoting academic honesty among students.

Double Jeopardy? Stigma of Identity and Affirmative Action

This article seeks to understand stigma faced by students from groups who enter higher educational institutions on the basis of affirmative action. The article uses the theoretical insights from the “stereotype content model” which disentangles the social-psychological mechanisms of “externalization” and “internalization.” The data are from a primary survey administered to university students in India to understand the channel of stigma associated with caste-based affirmative action (AA). The article finds that despite a significant gap in entry scores at admission, there are no significant differences in the effort and academic attitudes between AA and non-AA students. Yet, there are clear and significant differences between caste groups that reveal the presence of stigma through the “externalization” mechanism, that is, upper caste peers tend to evaluate beneficiary performance prejudicially, indicating the prevalence of discriminatory attitudes toward students who are admitted through AA. However, there is no compelling evidence of “internalization”: that is, students from beneficiary groups do not necessarily internalize their peers’ low evaluation of their own competence. These findings suggest the need for establishing an antidiscriminatory apparatus inside higher educational institutions to counter stigmatizing attitudes and microaggressions against AA admits.

Attitudes of academics towards mandatory inclusion of entrepreneurship within academic programmes, a South African case-study

Attitudes of academics towards mandatory inclusion of entrepreneurship within academic programmes, a South African case-study

Determinants of Students’ Academic Achievement and Attitude in Mathematics Subject: A Case Study at Gindeberet Preparatory School

Students' academic problem in the achievement of Mathematics education dominates persistently in Gindeberet preparatory school. The insight into the study arose from annual report of school and the researcher's teaching experience. Therefore, the purpose of this study was to identify factors that influence student’s achievement towards Mathematics and examine students' attitude towards Mathematics in preparatory school at Gindeberet Woreda. In this study, target population was 1029 (male= 529 and female=500) of grade 11 students. Simple random sampling technique was used to select the representative from the entire population. Thus, among the total sample (154), 87 were male and 67 were female. Eleven (11) Mathematics teachers were also selected availably. Authors used two data collection instruments; Attitude towards Mathematics Inventory developed by Tapia and Marsh (2004) and questionnaires were employed. Descriptive and inferential statistics were applied for data analysis. The result of this study revealed that, teachers are less committed in teaching methods and strategies that they have used in their lesson were determinants of students' achievement in Mathematics from teachers side and also the students' achievement were determine by parents income, mother educational level, parental involvement, classmate encouragement, time the spent on mathematics task were main statistical significant determinants of students achievement in Mathematics and attitude of students towards Mathematics was neutral in this study. Based on this findings and conclusion valuable recommendations were formed. Thus, based on students attitude towards Mathematics and on others determinants of students achievements in Mathematics; teachers, parents, school administrators, supervisors, communities and other stakeholders should have discussed and work together to improve students success in mathematics cooperatively.

The Attitude of Academics to Change Management: A University Case Study

The aim of this study is to determine the attitudes of academics working in Karabuk University, School of Foreign Languages towards change. To this end, the concepts of change management, attitude towards change and resistance to change were examined. A descriptive research model was used in the study. The data were collected using online survey forms and analyzed using t-test and ANOVA test. Results show that the statements regarding institutional policy in change, outcomes of change and resistance to change were generally significant; being young and having less experience; active participation in accreditation activities and having democratic management style affect the success in change management positively. Therefore, having a democratic approach and implementing the accreditation activities in a holistic framework would be useful.

Actitudes en la adolescencia inicial y rendimiento académico: el rol mediacional del autoconcepto académico

This study was designed to examine academic self-concept as a potential mediator to better understand the relations between academic attitudes and academic achievement in early adolescence. A total of 1400 high school students from Alicante, Spain (47% female, M=12.5 years), participated in the study. Multilevel mediation analyses with Monte Carlo confidence intervals were used to measure within-subject effects at the student level (L1) and between-subject effects at the class level (L2). Academic attitudes (attitudes towards teachers and attitudes towards school) and academic self-concept were measured with validated scales, whereas academic achievement was assessed using the end-of-term grades obtained by the students in nine subjects. The results show, first, significant effects of the academic attitude constructs on the mediational and dependent variables at both the within and between levels. Second, academic self-concept was an important mediator for all academic attitude constructs at both levels of analysis. These results highlight the importance of academic self-concept during early adolescence and suggest that academic attitudes are crucial for the future development of educational models.

Early Adolescents’ Attitudes and Academic Achievement: The Mediating Role of Academic Self-concept

This study was designed to examine academic self-concept as a potential mediator to better understand the relations between academic attitudes and academic achievement in early adolescence. A total of 1398 high school students from Alicante, Spain (47% female, M=12.5 years), participated in the study. Multilevel mediation analyses with Monte Carlo confidence intervals were used to measure within-subject effects at the student level (L1) and between-subject effects at the class level (L2). Academic attitudes (attitudes towards teachers and attitudes towards school) and academic self-concept were measured with validated scales, whereas academic achievement was assessed using the end-of-term grades obtained by the students in nine subjects. The results show, first, significant effects of the academic attitude constructs on the mediational and dependent variables at both the within and between levels. Second, academic self-concept was an important mediator for all academic attitude constructs at both levels of analysis. These results highlight the importance of academic self-concept during early adolescence and suggest that academic attitudes are crucial for the future development of educational models.

Effect of Problem Based Learning through Differentiable Learning Styles in the Teaching of Statistics

The goal of this study was to evaluate the effect of Problem Based Learning (PBL) using a strategy mediated by learning styles on variables of academic performance, attitude and motivation of students within a Statistics online course. Participants in the study were alumni of Statistics II subject course at the University of Guadalajara’s Regional Campus in Autlan. Two groups were formed: an experimental one lead through online supported instructional PBL strategy, and a control one attended in a classroom (traditional way). Three questionnaires were applied: first one identified predominant learning styles of students (PEPS), the second one attitude (CUAC) and third one was to interpret motivation (CUMO) towards the proposed learning environment; which were applied at the beginning and at the end of the course. Results of T-test and ANOVA test showed that the learning styles are not related to the instructional strategy of PBL; no differences were found in variables, attitude nor motivation when learning styles were compared within the PBL group. However, such results showed differences in academic performance, attitude and motivation among students of the PBL online group compared to the one that participated in a traditional way.

Assessing malleable social-psychological academic attitudes in early adolescence

Although it is important to accurately assess and promote student achievement, it is also critical to accurately assess and promote student social and emotional well-being and positive attitudes about school. Recent research has shown the promise of school-based interventions to improve certain student academic attitudes but has also raised concerns about a lack of reliable measures of these attitudes for early adolescents. We compiled the Malleable Social-Psychological Academic Attitudes (MSPAA) survey to measure school trust, social belonging, evaluation anxiety, self-complexity, locus of control, and identification with school. We adapted MSPAA measures to make them more appropriate for early adolescents in the school context, assessed the measurement properties of the MSPAA survey, and examined how student responses differed based on various demographic factors. We found that this brief survey reliably measured these constructs among early adolescents (N = 2158). Additionally, differences by grade level, school context, gender, and racial group revealed insightful patterns of variation that have implications for social and psychological theory, as well as for practices in schools. We close by suggesting further study of this survey for use among education researchers and within schools.

교사의 교수 및 평가방법이 초등학생의 학업성취도에 미치는 영향

Drawing from the first wave data collected in 2016 by Busan Education Longitudinal Study, this study investigates the effect of teacher’ teaching and assessing method on academic achievement in 3,152 students in the fourth grade of elementary school, and 251 homeroom teachers. We employed two-level hierarchical linear model, reflecting the school structure in which the student belongs to the homeroom teacher. We examined the effect of teaching and assessing methods on academic achievement in the context of controlling gender, academic efficacy, academic attitude, learning strategy, after-school education, private tutoring expenses, teacher’s gender and career. The results are as follows. First, the proportion of between teacher variance in total dispersion is as small as 6-8% in the Korean, English and Mathematics Achievement. Second, teachers’ teaching ability perceived by elementary school students had a statistically significant positive effect on the achievement. On the other hand, the learner -centered teaching method perceived by elementary school students was found to have a negative effect on the achievement. Third, at the teacher level, task feedback affected English achievement and ICT use had a positive effect on Korean achievement. Task value and performance assessment use were not statistically significant. Finally, the results were discussed about the role of teachers and the environment in the use of appropriate teaching and assessing methods.

An Influence on the Academic Attitude on Ego-resilience and Dance Emotion of Middle School Students to Participate in the Dance Classes

An Influence on the Academic Attitude on Ego-resilience and Dance Emotion of Middle School Students to Participate in the Dance Classes

Ethnic identity affirmation as a strength for Mexican descent academic outcomes: Psychological functioning and academic attitudes as mediators

AbstractEthnic identity (EI) affirmation has been related to positive academic outcomes for Latina/o youth. However, there is a dearth of research examining mediating mechanisms to this relationship. To address this gap, we examine psychological functioning (depressive symptoms and life satisfaction) as a mediator in the relationship between EI affirmation and academic outcomes (i.e., academic motivation, academic skepticism, and ambition). Participants were 524 Mexican descent adolescents in South Texas. Participants completed a number of self‐report questionnaires to measure each of the variables in the hypothesized model. Results demonstrate that feeling good about one’s ethnic group membership (or having higher EI affirmation) is a strength that not only is related to positive psychological functioning but also promotes positive academic outcomes. Educators and mental health practitioners may benefit from engaging in a curriculum that aims to improve EI affirmation to promote positive psychological functioning, and thus better academic outcomes for Mexican descent youth.

News Sites and Fake News in the Egyptian Political Transformation 2013–2014: Aljazeera.net case study

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Inclusion of intimate partner violence-related content within undergraduate health care professional curriculum: mixed methods study of academics’ attitudes and beliefs

Background: Undergraduate preparation is important in ensuring health care professionals are prepared to identify and respond to intimate partner violence (IPV). Previous studies confirm this education is highly variable and IPV-related content remains marginalised in undergraduate nursing, midwifery and paramedicine curricula. Aim: To investigate frontline academics’ attitudes and beliefs in relation to the inclusion of IPV-related content in the aforementioned degrees. Design: A large multi-phase mixed methods Australian case study of Australian undergraduate nursing, midwifery and paramedicine degrees. In this paper, components of the survey and interviews from this study will be reported on. Methods: Quantitative comparative analysis of a 51-item on-line survey and qualitative thematic analysis of guided conversational interviews. Results: Across Australian universities IPV remains poorly embedded in nursing, midwifery and paramedicine programmes. Academics report a range of barriers to such inclusion, including an already overcrowded curriculum, a lack of confident and competent academics to teach this content area and a lack of support for this content inclusion. One factor statistically significant in its association with non-inclusion of IPV-related content was academic attitudes of professional role resistance. Gender was also identified as a significant factor associated with non-inclusion and resistant professional attitudes. Qualitative interviews revealed that only six of the 18 participants identified IPV-related care as within their scope of practice, with professional role resistance a common theme identified. Conclusion: Though professional organisation and policy makers now advocate for the inclusion of IPV-related content in the undergraduate preparation of nurses and midwives, work remains to address gendered and resistant attitudes amongst academics.

Why Study Philosophy of Law? Some Thoughts on the Teaching of Philosophy of Law

The question of the relevance of Philosophy of Law continues to influence the perceptions and attitudes of researchers, academics and professionals involved in the development of the academic and practical standards of the legal profession. By reviewing some of the contemporary views on the relevance of Philosophy of Law, the article argues for an understanding of Philosophy of Law in favour of the legal modernity.
 Keywords
 Philosophy of Law, law teaching, legal modernity, law and democracy

IMPLEMENTATION OF INNOVATIVE CHEMISTRY LEARNING MATERIAL WITH GUIDED TASKS TO IMPROVE STUDENTS’ COMPETENCE

This research aimed to provide an innovative chemistry learning material with guided tasks to improve students’ competence in Chemistry. It involved 180 students enrolled in the Analytical Chemistry course at State University of Medan in academic year of 2016/2017. The samples were purposively selected and divided into two groups. The research consisted of several steps including enrichment, innovation and standardization of learning material, followed by implementation of the developed learning material in class. A set of good quality learning material equipped with the guided task for Gravimetry topic has been provided. It contained relevant contextual examples, laboratory works, students’ activities, multimedia, and hyperlink to trustworthy websites. Implementation of innovative learning material has been conducted by using a set of developed learning material in the experimental class while the existing textbook was used in the control class. The research findings highlighted several points: (1) well-implemented innovative learning material was effective to improve the students’ competence; (2) learning outcome in experimental class was found higher than that in control class; (3) the guided task in the learning package facilitated the students to learn the selected chemistry topic independently which in turn shifted student learning style from lecturer-oriented to student-oriented; (4) the guided task not only made the students be familiar with searching for scientific documents to complete the given tasks but also improved the students’ ability to write and organize their assignments; (5) students’ academic attitudes, observed during the learning activities, were categorized as very good. Keyword: innovative learning material, guided tasks, independent learning, students’ competence.