Affective Characteristics Of Students Research Articles

The Effect of the Educational Game, Reading-Writing-Game and Reading-Writing-Application Methods on Students' Social Skills, Attitudes Towards Science Course and School

Research in the literature predominantly focuses on the academic development of students. However, the affective characteristics of students and their ability to work in different ways impact their learning. Therefore, it is crucial to examine the effects of various teaching methods on the development of affective factors. This study aims to investigate the impact of educational game (eg), reading-writing-games (rwg), and reading-writing-application (rwa) methods on students’ attitudes towards science lesson, social skills, and attitudes towards school. A quasi-experimental design with pretest-posttest comparison groups was employed. The research involved 163 5th-grade students from middle school. Data collection utilized science course attitude scale, social skills scale, and attitude scale towards school. Dependent groups t-test and one-way anova were employed for the analysis. The results indicated that eg, rwg, and rwa methods are statistically significant enhancing students’ social skills, attitudes towards science courses, and attitudes towards school. eg, rwg, and rwa methods can be applied to improve the social skills and attitudes of students with low social skills and negative attitudes towards the course or school.

A generic architecture of an affective recommender system for e-learning environments

Personalization of suggestions of contents plays a key role in adaptive virtual learning environments. Good recommendations can raise the interest of students in the learning process, while, on the other hand, bad recommendations can have catastrophic results for the learning process. The affective state of the student is a very influential factor in the learning process. In this work, a generic architecture of an affective recommender system for e-learning environments is developed, to serve as a guide for future implementations of this kind of recommender system. Here, the affective characteristics of students are represented by their personalities, learning styles, emotional states, and expertise levels. Thus, the main contribution is the proposition of a generic architecture of an affective recommendation system for the educational field. The architecture is completely modular, which gives it great flexibility because the emotion engine is separated from the personal characteristics engine, and is not based on specific models of emotions. This work finishes with examples of use cases of the architecture. According to the results in these examples, our architecture is capable of analyzing the polarity of academic documents based on their content, determining the personal characteristics of students (including their emotions), and from there, recommending learning resources to students considering emotions as the main element of the process.

Student and School Factor’s Influencing the Mathematics Achievement: An HLM Analysis of Indonesian Data in TIMSS 2015

Indonesia continues to participate in Trends in International Mathematics and Science Studies (TIMSS) to increase understanding of academic performance in mathematics and science. This study aims to examine the determinants of the mathematics achievement of fourth-grade students in Indonesia from student-level variables and school-level variables. Two-level hierarchical linear modeling was used to analyze data of 4025 students from 230 schools in Indonesia who had participated in the TIMSS 2015 study. The result indicated schools resource shortage has a negative direct effect on mathematics performance, while literacy and numeracy skill when the student enters the school has a positive direct effect. In student level, home resources, parents' education, self-efficacy and students' interest in mathematics have a positive direct effect. The model also revealed a cross-level interaction between school level and student level. It is the economic background of student in one school that had a moderating effect on home resource toward mathematics performance. Variance explained from students and school levels were 17% and 44%, whereas total variance explained were 28%. The results were sizeable to make some recommendation for policy consideration which social economic background and affective characteristics of students are the main determinants of mathematics performance among Indonesian Students.

고등학교 학생야구선수의 학업성취 수준 및 정의적 특성 분석

The purpose of this study was to explore the different academic achievement levels and different affective characteristics of high school baseball players. 52 high school baseball players were selected from high school “A” in city “S” for this study. Researcher used the program called iNAEA which is provided from KICE (Korea Institute of Curriculum & Evaluation) to create different levels of elementary and junior high schools’ test reports in Korean, English and Mathematics subjects; The level of academic achievement and definitive characteristics of baseball players students’ were measured based on the research and questionnaires on the affective characteristics in national level. The study results and comparison showed that the levels of academic achievement of high school baseball players were following: low junior high school students (grade7) in Korean subject, high elementary school students (grade 4 to grade 6) in Mathematics, and between low and high junior high school (grade 7 to 9) in English. In addition, there was no relationship found among academic achievement, students’ backgrounds and affective characteristics of students; yet there was relationship between school happiness and other affective characteristics was confirmed.

The Effect Of Mastery Learning On Affective Characteristics Of Students A Quantitative Research Synthesis

Many experimental researches have been conducted until recent years to see the effect of mastery learning approach on students’ cognitive behavior and affective characteristics. But the question is how much evidence is there in the existing research results provides scientific conclusions by combining existing experimental results. By treating different experiments of mastery learning as research replications, the experimental results can be combined using a meta-analysis technique. This paper shows how a quantitative research synthesis can effectively be used to combine statistical evidences of researches conducted separately and independently. The effect of mastery learning on affective characteristics of students was selected for this research synthesis. The mastery learning approach to be investigated in this research synthesis is Bloom type of mastery learning strategy. Using 26 independent comparisons, the results of study show that: a) the effect sizes of mastery learning on affective characteristics of students are heterogeneous across studies, b) the source of study, either from dissertation or journal article, does not explain the variability among the effect sizes, c) mastery learning programs using a ≥ 75% mastery criterion seem to have positive affective impact on the students, while those using < 75 % mastery criterion have no impact on the affective characteristics of students, d) the mean effect size shows a decreasing trend as the level of education increases, e) the mean effect size is highly positive for mathematics class and low positive effect for science and social studies, and f) short treatment duration has a much larger positive effect size than the long term treatment duration. DOI: 10.15408/tazkiya.v20i2.9176

The Effect of Mastery Learning on Affective Characteristics of Students a Quantitative Research Synthesis

Many experimental researches have been conducted until recent years to see the effect of mastery learning approach on students’ cognitive behavior and affective characteristics. But the question is how much evidence is there in the existing research results provides scientific conclusions by combining existing experimental results. By treating different experiments of mastery learning as research replications, the experimental results can be combined using a meta-analysis technique. This paper shows how a quantitative research synthesis can effectively be used to combine statistical evidences of researches conducted separately and independently. The effect of mastery learning on affective characteristics of students was selected for this research synthesis. The mastery learning approach to be investigated in this research synthesis is Bloom type of mastery learning strategy.Using 26 independent comparisons, the results of study show that: a) the effect sizes of mastery learning on affective chharacteristics of students are heterogeneous across studies, b) the source of study, either from dissertation or journal article, does not explain the variability among the effect sizes, c) mastery learning programs using a ≥ 75% mastery criterion seem to have positive affective impact on the students, while those using < 75 % mastery criterion have no impact on the affective characteristics of students, d) the mean effect size shows a decreasing trend as the level of education increases, e) the mean effect size is highly positive for mathematics class and low positive effect for science and social studies, and f) short treatment duration has a much larger positive effect size than the long term treatment duration.

The Effect of Case-Based Curriculum on Cognitive and Affective Characteristics of Students

This study aims to determine the effect of case-based curriculum (CBC) on the cognitive and affective characteristics of the pre-service teachers. The case-based curriculum was developed within the scope of the "Introduction to Educational Science" course at the university level. It was applied to experimental groups by two different methods that are CBL1 and CBL2, respectively. The CBL1 was implemented through the presentation of the unit subjects, applying the teaching strategy and using the cases, while CBL2 was implemented by ensuring students to reach information through the cases rather than the presentation of the unit subjects by the instructor. The study used a mixed method approach which employed the semi-experimental methods for data collection using pretest-posttest control group design. The study group consists of 334 freshmen taking the "Introduction to Educational Science" course, of education faculties of two different universities. The purposive sampling technique was used to select these students. The result of the study indicates that there was a significant difference in the course "introduction to educational sciences" in favor of the experimental groups in terms of their learning levels. In interviews with students; it has been found that case-based learning (CBL) techniques have a positive impact on students' socialization and communication skills development, and support cooperation. In addition, a large majority of the students stated that CBL contributes to their interest to the course as well as their awareness towards and adoption of the teaching profession. Therefore, CBL can be taken as a basis for developing curricula and the effectiveness of these curricula can be viewed in terms of improving the cognitive, social and affective skills of students.

Effect of peer-led team learning (PLTL) on student achievement, attitude, and self-concept in college general chemistry in randomized and quasi experimental designs

This study investigated exam achievement and affective characteristics of students in general chemistry in a fully-randomized experimental design, contrasting Peer-Led Team Learning (PLTL) participation with a control group balanced for time-on-task and study activity. This study population included two independent first-semester courses with enrollments of about 600. Achievement was measured by scores on exams written by an instructor blind to student participation. Established instruments were used to assess changes in attitude to chemistry and self-concept as a chemistry learner. No differences were found in achievement, attitude, or self-concept for students who participated in PLTL vs. those who participated in documented alternative study activities. Overall, certain aspects of attitude and self-concept showed a slight but significant decline from beginning to end of semester, consistent with previous studies. Males have higher positive attitude and self-concept than females, and first-year students have higher positive attitude, self-concept, and achievement than non first-year students. In a quasi-experimental comparison of 10 other course sections over seven years, students who self-selected into PLTL showed stronger exam achievement than those who did not choose to participate. These findings suggest that past reports of improved student performance with PLTL may in part be a consequence of attracting students who are already motivated to take advantage of its value. © 2015 Wiley Periodicals, Inc. J Res Sci Teach 52: 319–346, 2015

Investigation of Relationship between Sources of Selfefficacy Beliefs of Secondary School Students and Some Variables

AbstractThe purpose of this study was to investigate the relationship between students' opinions about the sources of self-efficacy belief and their gender, academic achievement, the grade level, Socio-Economic Status (SES), and learning style. The study was conducted on 984 secondary school students in the fall semester of the 2011-2012 academic year. The data were collected by the scale of determining sources of self-efficacy belief, the scale of learning styles, the scale of self-efficacy belief related learning and performance which is subscale of MSLQ and personel information form. The results of the study indicated that there were significant relationships between students' opinions about sources of self-efficacy related learning and performance and their gender, academic achievement, SES, the grade level, and learning style.Key WordsSources of Self-efficacy, Self-efficacy Belief, Secondary School, Academic Achievement, SES, Learning Style, Gender.One of the affective characteristics of students that mediate their cognitive and psychomotor learning processes is self-efficacy belief. Self-efficacy is the belief that individuals can control their behavior in attaining the goals that they set for themselves (Bandura, 1997).Bandura (1994) contended that four factors increase self-efficacy. Mastery experiences is past performances of students and the factor that provides the most realistic information to individuals on being able to deal with new encountered situations. While students' successful performances increase their self-efficacy beliefs, the unsuccessful performances decrease their self-efficacy beliefs. Vicarious experience is observation of students their classmates. While students' observation of their friends' successful performances increases their self-efficacy belief; observation of their failures causes them to think that they are going to be unsuccessful. According to social learning theory, students who observe models are expected to acquire their emotions. In this respect, their friends' low or high self-efficacy beliefs affect students' self-efficacy beliefs as well. Social persuasion is to inform students explicitly that they can achieve the tasks assigned by their social environment. Emotional state is perceived class environment. While class environments where students do not feel comfortable decrease their self-efficacy belief, class environments that are collaborative and support learning increase students' self-efficacy belief (Bandura, 1994).The purpose of this study was to investigate the relationship between students' opinions about the sources of their self-efficacy beliefs and their gender, academic achievement, the grade level, SES, and their learning styles. It is necessary that we know the factors that increase self-efficacy belief to regulate educational setting accordingly. The factors affecting self-efficacy belief can vary among individuals. Identification of the most effective factors that have effects on the self-efficacy belief of students is important for teachers to organize instructional activities. So, teachers can behave to students accordingly for increasing their self-efficacy. In below, it was examined relationship between self-efficacy and academic achievement, gender, SES and learning style.Academic AchievementOne of the learning outcomes is the academic achievement. Academic achievement and self-efficacy reciprocally effect each other. Self-efficacy is an important predictor of academic achievement (Multon, Brown, & Lent, 1991). Likewise, academic achievement (enactive mastery experience) is the most powerful source of self-efficacy (Arslan, 2012; Bandura, 1997; Britner & Pajares, 2006; Hampton, 1998; Usher & Pajares, 2006b). The relationship between gender differences and the sources of self-efficacy have been examined in many studies. While it was found there wasn't relationship gender and the sources of self-efficacy. …

Social Competence and Affective Characteristics of Students With Mild Disabilities

Empirical research examining the social competence and affective functioning of children with mild disabilities was reviewed. Mild-disability groups included children variously classified as having specific learning disabilities, mild mental retardation, behavior disorders, and attention deficit-hyperactivity disorder. Social competence was conceptualized as a multidimensional construct that included social skills, adaptive behavior, and peer relationship variables. Children with mild disabilities were shown to have difficulties in negotiating both peer-related and teacher-related adjustments in school settings. Consistent with previous reviews, this review showed that children with mild disabilities had poorer social skills, exhibited more interfering problem behaviors, and were poorly accepted or rejected by peers. Conflicting evidence in the literature exists as it relates to the general self-esteem levels of various groups of students with mild disabilities. These findings were interpreted in terms of social comparison theory. The review concludes with a discussion of the methodological issues that should be addressed before the social competence and affective characteristics of children with mild disabilities can be understood more fully. These issues include sampling designs, heterogeneity of samples, influences of demographic variables, nosological error, and the paucity of available longitudinal research on these and related questions.

Social Competence and Affective Characteristics of Students with Mild Disabilities

Social Competence and Affective Characteristics of Students with Mild Disabilities

Relationship of Affective Characteristics of Students to Their Evaluations of Instructors

This research was designed to assess the relationships between each of four measures of student affective characteristics and students' evaluations of college instructors. Sixty-six students completed measures of locus of control, achievement motivation, anxiety, and social desirability as well as provided end-of-term evaluations of their instructors. A significant relationship (p < .01) occurred between the locus of control measure and instructor evaluations. No significant differences were observed between students' sex and instructor evaluations. Although only one of four affective variables was found to relate to students' evaluations of instructors, this study supports the need for further research in this area.