Academic Attitudes Research Articles

A systematic analysis of literature on academic writings, attitude, and excellence in the literary world as published in Scopus-indexed journals from 1991 to 2020.

Objective: To assess the role of excellence and competencies in academic writing and how these have evolved, particularly in light of changes in the education system and technological advances.Methodology: A comprehensive search was conducted to gather literature published across ten formats, which was subsequently downloaded from journals indexed in the Scopus database in a comma-separated values (CSV) file for systematic analysis. The search utilized the terms "Academic Writings," "Academic Attitude," and "Academic Excellence," and was restricted to the timeframe from 1991 to 2020.Results: The available data encompasses ten distinct publication formats, which include articles (1820, 76.5%), books (30, 1.2%), book chapters (198, 8.3%), conference papers (119, 5%), editorials (39, 1.6%), errata (6, 0.2%), letters (13, 0.5%), notes (32, 1.3%), reviews (111, 4.6%), and short surveys (10, 0.4%). This information is derived from a total of 2378 documents collected for analysis. In the second decade, there was a 14% increase in the literature ratio compared to the first decade, while the third decade saw a 51.8% rise in the publication ratio relative to the first decade, based on the same total of 2378 publications. Specifically, the first decade accounted for 6.7% of the documents, the second decade for 20.6%, and the third decade for 72.5%.Conclusion: Excellence in academic writing can be achieved by several means. It involves developing a positive attitude towards academic writing, which includes a commitment to producing high-quality work. By adopting these qualities, writers striving for academic excellence can create work that meets the highest academic writing standards and significantly advance knowledge. Keywords: Academic writings, academic attitude, academic excellence, higher education, plagiarism, literary world, andacademic performance.

An Analysis of the Academic Attitudes and ICT Utilization of the Students in Uzbekistan: Based on PISA 2022

An Analysis of the Academic Attitudes and ICT Utilization of the Students in Uzbekistan: Based on PISA 2022

코로나19 팬데믹 상황에서 초기 청소년의 가정에서의 경험과 변화에 대한 개념도 연구

Purpose: The purpose of this study was to explore the conceptual structure of early adolescents' experiences and changes at home in the context of the COVID-19 pandemic. Methods: For this purpose, focusing questions were developed to generate ideas from 20 male and female students in the first and second grades of middle school, and ultimately 62 statements were derived. Research participants rated the similarity classification of the final statements and the degree to which they matched their own experiences and changes, and based on the results, multidimensional scaling and hierarchical cluster analysis were performed to derive a concept map. Results: As a result of the study, the concept map was classified six clusters and composed of two dimensions : ‘the experience of living with family members’ vs. ‘personal life experience (x-axis)’and ‘class and academic attitude vs personal activities (Y-axis)’. Six clusters were ‘increased worries and conflicts about family members’, ‘as family members spent more time together, intimacy increase’, ‘changes in personal life patterns at home and opportunities for personal growth’, ‘changes in personal life patterns and increased negative emotional experiences’, ‘increased personal activities at home’, ‘changes in (online/offline) class and academic attitudes during the COVID era’. Second, as a result of evaluating the degree of agreement, the research participants recognized the ‘increased personal activity at home’ cluster as most consistent with their own experiences and changes. Conclusion: Based on these research results, implications regarding educational intervention and support plan for the healthy growth of early adolescents who experienced COVID-19 were discussed.

청소년의 스마트폰 의존과 학업태도 관계에서정서문제의 매개효과

This study investigated the relationship between adolescents’ dependence on smartphones, emotional problems, and academic attitudes. In addition, we aimed to explorethe mediating effect of emotional problems in the relationship between adolescents'dependence on smartphones and their academic attitudes (academic enthusiasm and academiclethargy). To achieve this purpose, the 4th year of the Korean Children and Youth PanelSurvey were used. The subjects of the study were 1,390 male and 1,200 female first-year highschool students. The collected data were analyzed using SPSS 18.0 program. The researchresults are as follows. First, there was a significant positive correlation between adolescents'dependence on smartphones and emotional problems, a significant negative correlationbetween dependence on smartphones and academic enthusiasm, and a significant positivecorrelation between dependence on smartphones and academic lethargy. There was asignificant negative correlation between emotional problems and academic enthusiasm, and asignificant positive correlation between emotional problems and academic lethargy. Second,dependence on smartphones was found to be effective when the mediating variable, emotionalproblems, was controlled, and academic attitude (academic enthusiasm, academic lethargy) wasfound to have a partial mediating effect when emotional problems were controlled. Adolescents' dependence on smartphones had a direct effect on their academic attitudes,adolescents' emotional problems had an indirect effect on their academic attitudes throughpartial mediation, and adolescents' emotional problems had a direct effect on their dependenceon smartphones. Therefore, this suggests the importance of research and development ofprograms that can control emotional problems in order to reduce adolescents' dependence onsmartphones and improve their academic attitudes.

Insights Into Mental Health, Lifestyle Patterns, and Academic Attitudes among Medical Students: A Cross-Sectional Analysis

Medical students are more likely to be affected by mental health conditions due to their academic pressure. So, it is very important to have up-to-date information about it. Methods: A descriptive cross-sectional study was conducted with 406 randomly selected medical students. Participants gave informed verbal consent, and data collection was done through face-to-face interviews. Quality control measures were in place, and data confidentiality was ensured. Participants had the right to withdraw without providing a reason. Data analysis was performed using SPSS version 25.0, with results presented using descriptive and inferential statistics. Results: Respondents of the current study were between 18 to 27 years with a mean age of 22.7±1.8 years. The majority 249(61.3%) were Muslim and 349(85.9%) were single. Of the students, 214(52.7%) had psychological distress and a significant 296(72.9%) respondents had a positive attitude towards medical education but 223(54.9%) of them thought that their current study was not enough. Near cent 368(90.7%) had normal mental health before medical admission. Around 191(47.1%) students had no general anxiety disorder and only 27(6.7%) were required to have mental health services. A significant 256(63.1%) respondents consume good food quality and around half 183(45.1%) were non-smokers. Near one-fourth 96(23.6%) had a sedentary lifestyle. The majority 284(69.9%) of respondents maintain a good relationship with their Only 148(36.5%) had a low level of emotional exhaustion. Conclusion: Medical students were suffering from psychological distress. Students' mental health conditions were good before admission to medical college and some of them were required to have mental health services. Students were suffering from different types of mental health conditions. Students usually consume healthy and good-quality food while most of them are non-smokers. The majority of respondents had an active lifestyle and also good relations with their parents. A significant number had low levels of emotional exhaustion.

Attitude and practices of higher education academics on education for sustainable development

This research paper explores the views and perceptions of academics towards embedding Education for Sustainable Development (ESD) into their academic practices and presents study findings on academics’ views on ESD. This study utilized anonymous questionnaires to obtain participant opinions. Participants were encouraged to share personal practices around ESD. This study observed that academics have a diverse perception of the ESD concept, and most academics are aware of ESD to some extent. The results indicate the presence of a statistical relationship between academics’ years of experience in higher education (HE) and their awareness of ESD. Also, early career academics are more likely to be open to incorporating ESD into their teaching practices. In addition to these, this paper discussed that while academics may or may not already be incorporating ESD into their teaching practices, institutional commitment to embedding ESD into policies, staff training, curriculum development, and assessment is critical in ensuring effective integration of ESD into HE. This article was published open access under a CC BY licence: https://creativecommons.org/licences/by/4.0 .

Attitudes towards research and publication among the public University teachers: A case study of Bangladesh

As part of a large research project, the present study reports the attitudes of university academics toward engaging in research and publication. A quantitative research method was employed to collect data from 347 university academics from five public universities in Bangladesh. An attitude survey scale and background questionnaire were administered. The findings revealed that university academics held positive attitudes towards research and publication. Significant variations were found based on gender and overseas qualifications as participants’ background variables. The research findings have promising implications for public universities, particularly in fostering an environment that is conducive to conducting high-quality research and publishing activities. Teacher’s World: Journal of Education and Research, 49 (2),151-172

대학에서 실용음악음향 페다고지 수업의 팀 기반 동료교수법 적용 연구

The purpose of this study is to present an application case of the team-based peer teaching method in the four-year 'Practical Music Sound Pedagogy' class at K University in Korea. To this end, 17 students of this lecture opened in Department A in the first semester of 2023 were applied to team activities for 16 weeks by applying the peer teaching method. The researcher developed a team-based peer teaching-learning model with three steps and five lower steps of introduction, development, and conclusion so that the peer teaching method can be meaningfully performed and applied in the practical music pedagogical class. In addition, a weekly class plan was developed to enable team-centered self-directed and active teaching-learning through instructional planning and exploration, pedagogical team activities, mini-peer teaching activities, and extended peer teaching activities. In-depth interviews were conducted with a total of 9 students, consisting of 3 people per team, for peer teaching activities applied in the course of class. As a result, it was found that students' self-directed learning, academic attitude and achievement, and peer professor-learner interaction improved through the application of the team-based peer teaching method. This study will serve as basic data for attempting team-based peer teaching methods in related department major subjects.

ACADEMIC CULTURE INSYEKH ABDUL HALIM HASAN BINJAI INSTITUTE

This research aims to analyze (1) the Implementation of Lecturer and Student Academic Ethics at the Syekh Abdul Halim Hasan Binjai Institute, (2) the Implementation of Lecturer and Student Academic Activities at the Syekh Abdul Halim Hasan Binjai Institute, (3) the Implementation of Lecturer and Student Academic Work at the Sheikh Institute Abdul Halim Hasan Binjai. This type of research is qualitative research with a phenomenological approach: the research data collection instrument used observation, interviews, and documentation techniques. The results of the discussion of research data obtained the following conclusions: (1) Implementing academic ethics for lecturers and students on the Syekh Abdul Halim Hasan Binjai Institute campus applies various forms of sound and correct academic attitudes and behavior values. (2) Implementation of academic activities for lecturers and students on the Syekh Abdul Halim Hasan Binjai Institute campus has implemented all activities while in the campus academic environment, starting from learning activities, research, service, and other activities that support the tri dharma of higher education. (3) Implementing the academic work of lecturers and students on the Syekh Abdul Halim Hasan Binjai Institute campus has produced scientific essays based on facts and written according to the applicable writing methodology.

Brief Mindset Intervention Changes Attitudes but Does Not Improve Working Memory Capacity or Standardized Test Performance

There has been extensive research conducted on mindset and grit, involving both experimental and observational methods. However, the findings in the literature remain mixed. This should give educators and researchers pause from an intervention perspective—if we still do not have a good understanding of how mindset works, then more research is needed. We implemented a mindset intervention with undergraduate women to improve cognitive performance measures relevant to academic performance—working memory capacity and standardized test performance in math. To better understand how mindset interventions work, we also examined self-report measures (e.g., pertaining to academic attitudes and belonging) as well as post-intervention behavior. We expected the growth mindset intervention to significantly improve cognitive performance and to cause more positive academic attitudes and attitudinal change. The mindset intervention did change students’ beliefs about ability and also caused students to report higher grit overall (no condition difference), and to feel less belonging in terms of connection to their university—which was not in line with our hypotheses. We also found that the growth mindset intervention had no significant effects on improving WMC or standardized test performance. We discuss the implications of these findings and make suggestions for future work in this area.

아동에 대한 정서적 학대행위의 형사처벌에 관한 소고

Recently, teachers' disciplinary behavior at the school site has been recognized as emotional abuse, and criminal justice cases have occurred repeatedly, raising the question of how to distinguish between discipline and abuse. This is because, in the case of emotional abuse, even if it is conducted for the purpose of discipline with the fundamental ambiguity and abstraction of the term, the teacher's words or actions toward the child can be regarded as emotional abuse because they affect the child emotionally in some form. This confusion is being raised because the law does not clearly define the concept of child abuse and does not even describe examples of detailed types of abuse. Moreover, this phenomenon is intensified by 「Act on Special Cases Concerning the Punishment of Child Abuse Crimes」 enacted on January 28, 2014, which considers prohibited acts under 「Child Welfare Act」 as child abuse crimes. In particular, in the case of emotional abuse, unlike in the case of physical and sexual abuse, the limitations of neglect are not clear due to its own ambiguity and abstraction, and this phenomenon is more prominent.
 Accordingly, this paper first examined precedents, academic attitudes, and major foreign legislation on the standards of criminal punishment for emotional abuse as a type of child abuse crime. And based on this, a concrete plan for reorganization of criminal punishment regulations on emotional abuse was proposed to reasonably cope with emotional abuse. Also, in relation to the protection of teaching rights, the requirements for exemption from the discipline and guidance of guardians such as parents and teachers, which have recently been controversial, were presented.

On the Phenomenological Reality of Monsters

On the Phenomenological Reality of Monsters

Exploration of an Innovative Model of Higher Education Management and Student Training Mechanism Based on Cognitive Mapping

Abstract In this paper, we use cognitive mapping for four-parameter Logistics model fitting computation and obtain personalized learning resource paths incorporating learners’ fuzzy cognitive mapping after eliminating the influence of blunders and guessing factors on learners’ cognitive assessment. After calculating peer similarity based on the cognitive map, the cognitive change trajectory is tracked, and learning resources are recommended iteratively until students become proficient. Based on the cognitive objective function and knowledge relevance, the cognitive mapping of education management of college students is constructed. The research on the mechanism of higher education management and student cultivation is analyzed from the goal of talent cultivation in colleges and universities. Statistical analysis is utilized to analyze the research on the mechanism of higher education management and student cultivation. The results show that the t-value of the regression results are all greater than 2, the regression results are significant, and its regression coefficient is 0.87, which means that all dimensions of the cultivation mechanism of colleges and universities have a positive impact on external employability. In terms of academic attitude, moral cultivation and academic norms, the supervisor has a greater role in influencing postgraduates, and its percentage values are 49.2%, 52.1% and 46.5%, respectively, and the mean values of the three dimensions are above 4.1, while the standard deviation values are above 1.0. This study provides basic references and effective suggestions to promote the continuous improvement of graduate student training quality and is of great significance to the innovation of educational management and student training mechanisms.

Predictive influence of locus of control on adult learners’ academic attitude and engagement

Purpose: The primary purpose of this study was to empirically examine the predictive influence of locus of control (internal and external) on adult learners’ academic attitude and engagement using the theory of andragogy.
 Design/Methodology/Approach: The study adopted a quantitative research approach and data were collected from 216 adult learners participating in literacy programmes in Oyo State, Southwest Nigeria. The study's data collection tool was a structured questionnaire that focused on four domains: demographic parameters, locus of control (internal and external), academic attitude and academic engagement. A partial Least Square-Structural Equation Modelling (PLS-SEM) analysis with SmartPLS software was used to analyze the collected data.
 Findings: The findings of the study indicated that adult learners' academic attitude significantly influenced their academic engagement. It was revealed that the internal locus of control had a significant positive impact on the academic attitude and engagement of the adult learners. Furthermore, the relationship between academic attitude and engagement was moderated by internal locus of control. However, the external locus of control had no significant effect on the academic attitude and engagement of adult learners.
 Conclusion: Interventions aimed at improving adult learners' academic attitude and engagement should take into account the role of the internal locus of control. Strategies such as goal-setting and self-reflection critical to developing a stronger internal locus of control may be effective in promoting positive academic attitudes and engagement among adult learners.
 Practical Implications: This study’s results have implications for both literacy organizers and facilitators regarding support strategies to maximize learners’ engagement, motivation and effective learning.

간호대학생을 위한 플립러닝을 활용한 맞춤형 학습활동 프로그램 개발 및 효과

Objectives The purposes of this study were to validate the effects of customized learning activities using flipped learning on the self-directed learning ability, self-efficacy, and learning attitude of nursing students.
 Methods This is a quasi-experimental study, using a single-group pretest-posttest design, to confirm the effects of customized learning activities. The study was conducted for 13 weeks, from February to June 2022, among 141 pediatric nursing students. Based on the ADDIE model, customized learning activities using flipped learning were developed.
 Results Self-directed learning (t = 4.89, p <.001), self-efficacy (t = 9.70, p <.001), and learning attitude (t = 2.70, p =.008) improved after education. Significant positive correlations were observed between self-directed learning ability, self-efficacy, academic attitude, and educational satisfaction.
 Conclusions Customized learning activities using flipped learning are an effective approach for improving stu-dents’ self-directed learning, self-efficacy, and learning attitude. We believe that the competency of nursing stu-dents can be effectively improved by considering the generation and subject characteristics.

A Review of Chinese Scholars' Historical Research on the League of Nations

The League of Nations, as the first worldwide political organization in history, holds undeniable significance. It served as a crucial platform for Chinas engagement in international affairs following the First World War and played a pivotal role in Chinas modernization process. This paper provides a comprehensive review of the research conducted by Chinese scholars on the League of Nations since the Republic of China era. It categorizes the prevailing academic attitudes towards the League of Nations, ranging from positive to somewhat one-sidedly positive. However, it is important to note that the historical research on the League of Nations within the Chinese academic community has not been fully exhaustive, with certain aspects still remaining overlooked. The purpose of this paper is to present novel ideas and directions for future studies on this organization.

The Relationship between Online Learning and Digital Media with Students' Academic Attitude

The Relationship between Online Learning and Digital Media with Students' Academic Attitude

Well-being and academic attitudes among secondary school students living in a context of life-threatening collective violence in Northern Nigeria

Collective violence limits well-being and academic achievement among the millions of young people in low- and middle-income countries who are exposed to armed conflict, terrorism, harassment, kidnapping, and other forms of communal violence. Most past research has focused on survivors or witnesses, neglecting the much larger number of young people who live under the prolonged threat of violence. This study addressed this gap by applying the Situated Expectancy-Value Model of adolescent academic achievement. This informed predictions about the relationship between well-being and adolescents’ orientation to formal education in a context of collective violence in which schools are a special target. Over the past decade, Northern Nigeria has experienced recurring terrorist attacks and large-scale abductions of school students. Students attending public secondary schools in Northern Nigeria (n = 371; male = 45.6%, age range = 16–17; mean age = 16.7 years) completed three questionnaires that assessed four domains of well-being (body image, self-esteem, a positive social orientation, and positive emotions), the perceived value of academic learning, and two behaviours strongly related to academic achievement (persistence and engagement). Multiple regression analyses found that the four domains of well-being accounted for 70.5%, 87.3%, and 88.3% of variance in the perceived value of academic learning, academic persistence, and academic engagement, respectively. Subsequent analyses revealed that the associations between multi-dimensional well-being and both persistence and engagement were partially mediated by the perceived value of academic learning. In summary, although the observational research design precluded conclusions about the direction of effect in associations between the variables, the results are consistent with the interpretation that psychological well-being allows students to appreciate the value of academic learning, and this contributes to higher academic engagement and greater persistence on academic tasks.

Gauging student readiness for university education: a transitional journey

Access to higher education in South Africa remains one of the principal components of the transformation agenda, driven by the Department of Higher Education and Training (DHET). During apartheid, access to education was racialised. Despite the massive participation rates by previously marginalised groups in the post-apartheid dispensation, epistemological access remains worrisome. Transformation of the higher education system is a key dimension the democratic government has undertook to use to measure the progress of social transformation, as an enabler for student readiness and smooth transition to university education. In this study, we use distributive analysis in a random sample of 1,940 first time-entering students (FTENs) from diverse population groups and backgrounds to establish readiness and the existence of a coordinated transition from basic to higher education. To establish readiness the study assesses first-year students’ academic attitudes and needs, background, and motivational factors, as well as general well-being. To establish the existence of a planned and coordinated transition, a specific attention is paid to career guidance, qualification choice, as well as background and motivational factors. The findings show that despite the clear theoretical framework for a transformed higher education system, there is still no pronounced and planned coordination between basic and higher education. Secondly, the preuniversity socioeconomic conditions signal a long journey still needing to be travelled to achieve a transformed higher education. This is demonstrated by skills gap, lack of basic academic and motivational support, needed to build a global competitive and ready student.

The Relationship between Online Learning and Digital Media with Students' Academic Attitude

The Relationship between Online Learning and Digital Media with Students' Academic Attitude