Student Beliefs Research Articles

Evaluation of the self-care needs in knowledge, belief and behavior in male students regarding protection against HIV

ENWEndNote BIBJabRef, Mendeley RISPapers, Reference Manager, RefWorks, Zotero AMA Naraghi MH, Ataei B, Mirzazadeh A, Boroumandfar Z. Evaluation of the self-care needs in knowledge, belief and behavior in male students regarding protection against HIV. HIV & AIDS Review. International Journal of HIV-Related Problems. 2022:297-302. doi:10.5114/hivar.2022.120212. APA Naraghi, M. H., Ataei, B., Mirzazadeh, A., & Boroumandfar, Z. (2022). Evaluation of the self-care needs in knowledge, belief and behavior in male students regarding protection against HIV. HIV & AIDS Review. International Journal of HIV-Related Problems, 297-302. https://doi.org/10.5114/hivar.2022.120212 Chicago Naraghi, Mohamad H, Behrooz Ataei, Ali Mirzazadeh, and Zahra Boroumandfar. 2022. "Evaluation of the self-care needs in knowledge, belief and behavior in male students regarding protection against HIV". HIV & AIDS Review. International Journal of HIV-Related Problems: 297-302. doi:10.5114/hivar.2022.120212. Harvard Naraghi, M., Ataei, B., Mirzazadeh, A., and Boroumandfar, Z. (2022). Evaluation of the self-care needs in knowledge, belief and behavior in male students regarding protection against HIV. HIV & AIDS Review. International Journal of HIV-Related Problems, pp.297-302. https://doi.org/10.5114/hivar.2022.120212 MLA Naraghi, Mohamad et al. "Evaluation of the self-care needs in knowledge, belief and behavior in male students regarding protection against HIV." HIV & AIDS Review. International Journal of HIV-Related Problems, 2022, pp. 297-302. doi:10.5114/hivar.2022.120212. Vancouver Naraghi M, Ataei B, Mirzazadeh A, Boroumandfar Z. Evaluation of the self-care needs in knowledge, belief and behavior in male students regarding protection against HIV. HIV & AIDS Review. International Journal of HIV-Related Problems. 2022:297-302. doi:10.5114/hivar.2022.120212.

Вплив міжособистісних відносин на формування міжкультурної компетентності майбутніх фахівців соціономічних професій

The article provides a theoretical analysis of the problem of interpersonal relationships and interactions, which are considered in the context of the study as factors influencing the process of formation of intercultural competence of future professionals of socionomic professions. The authors conclude that the effectiveness of intercultural education directly depends not only on the formalized methods and tools used in the educational process in higher education, but also on psychological factors, motivation and encouragement, activity and belief of students in the need for intercultural competence and the formation of intercultural competence as important components of future professional activity, as well as the psychological components that accompany the implementation of the system of formation of intercultural competence, in particular such as interpersonal relationships and interactions; psychological climate, psychological atmosphere, general emotional state of future specialists of socionomic professions. Complementing the content of intercultural education with subjective interpersonal relationships between teachers and students, as well as with representatives of different ethnocultural communities and groups, allows us to characterize them as important factors in the process of forming intercultural competencies. Psychological attitude to intercultural education determines the motivation and activity of students, which involves internal approval of the need for this education, the formation of attitudes towards it as a professional necessity. Accordingly, learning activity is manifested in the form of psychological involvement in the process of intercultural education.

ЕФЕКТИВНЕ СПІЛКУВАННЯ ЯК НЕОБХІДНА НАВИЧКА XXI СТОЛІТТЯ: ПЛАНУВАННЯ ОСВІТНЬОЇ ДІЯЛЬНОСТІ ТА МОЖЛИВОСТІ ІНОЗЕМНОЇ МОВИ ПРОФЕСІЙНОГО СПРЯМУВАННЯ

Introduction. The 21st century curriculum focuses on innovative teaching and learning practices, on forming and developing skills that will help the younger generation be successful in their future careers. The learning environment of the 21st century is characterized by a problematic nature, active participation of students in the educational process, students’ construction of their knowledge based on their experience under or without the guidance of a mentor, the change of the role of a teacher from the transfer of knowledge to the process of joint construction of knowledge with a student. Purpose. The aim of the study is to review innovative approaches to teaching and learning; to consider the 21st century skills that will contribute to students’ future successful careers, in general, and the skilled communication, in particular; to analyze students’ learning activities aimed at developing the skills of communication according to the rubrics of the project “Innovative teaching and learning” and the experience of the Cherkasy Bohdan Khmelnytsky National University; to determine the possibilities of the discipline “Profession-Oriented Foreign Language” in relation to the development of the skilled communication of students majoring in “Sports Physiology and Rehabilitation”; to design and analyze types of learning activities while studying profession-oriented foreign language in accordance with the codes of rubrics for the development of the skilled communication of students. Methods. We found out the attitude of the teaching staff of the University to the use of educational forms and methods of work that would promote social skill such as the skilled communication, and the attitude of students to the forms and methods of work that contribute to the development of the skilled communication. 98 representatives of the teaching staff and 109 students of various educational programs and learning stages of Cherkasy Bohdan Khmelnytsky National University took part in the survey. Results. The study of the opinion of the scientific and pedagogical staff and students of Cherkasy National University indicates the awareness of teachers and students of the importance of effective communication skills in various spheres of human life. Most teachers plan learning activities that involve more than one means or type of communication or provide students with a choice of means of communicating their ideas, as well as learning activities that encourage students to explain their ideas, support their ideas with facts or examples. Half of the teachers plan educational activities that are designed for a particular audience. The opinions and beliefs of students mostly confirm the opinion of teachers with minor differences, which may be due to insufficient explanation of the purpose and progress of a particular learning activity. Originality. We consider the possibilities of the discipline “Profession-Oriented Foreign Language” in relation to the formation and development of the skilled communication of students majoring in “Sports Physiology and Rehabilitation”. The analysis of types of learning activities aimed at developing the skilled communication of students in the study of profession-oriented foreign language allowed to develop and distribute some forms and types of education in accordance with the rubrics proposed by the project “Innovative teaching and learning”. Conclusions. Nowadays, the educational sector is characterized by innovative approaches, promoting the formation and development of students’ skills that will help them adapt to modern society and be successful in it. The analysis of types of learning activities in the study of a profession-oriented foreign language shows that this discipline has potential opportunities to develop the skilled communication as it allows to develop and distribute some forms and types of learning according to the rubrics proposed by the “Innovative Teaching and Learning” project.

Experiential Physical Education in a Bilingual Japanese University: Implications for Student Physical Activity and Program Development

Participation in compulsory physical education (PE) is a controversial aspect of the Japanese university system. English-language education programs in Japanese universities often incorporate aspects of the traditional curricula, including experiential PE. The purpose of the study was to explore the extent to which compulsory PE in a Tokyo-based global university program contributes to overall physical activity (PA) and to elucidate how experiential PE intersects with student beliefs and motivations. The study sample included 199 domestic and international students attending PE courses in a Top Global University in Tokyo, Japan. All students who undertook compulsory PE classes in English were invited to complete an online survey in 2018-19. Survey measures included scores on a valid and reliable iteration of the Global Physical Activity Questionnaire (GPAQ), self-reports of PA influences, and PA-related health beliefs. Overall PA was high among the cohort, yet there were significant differences based on gender and country of origin, with male and international students reporting higher activity. Most students perceived a positive relationship between PA participation and disease prevention, which reinforced common health motives for activity, particularly weight control and stress reduction. Compulsory and experiential PE within a Japanese global university program potentially contributes to higher PA levels among ethnically diverse undergraduates but should adapt to a more wellness focused curriculum to address behavioral and motivational variations.

Teaching and learning the legacy of residential schools for remembering and reconciliation in Canada

In 2015, the Truth and Reconciliation Commission (TRC) of Canada released a Final Report containing 94 Calls to Action. Included were calls for reform in how history is taught in Canadian schools, so that students may learn to address such difficult topics in Canadian history as Indian Residential Schools, racism and cultural genocide. Operating somewhat in parallel to these reforms, social studies curricula across Canada have undergone substantial revisions. As a result, historical thinking is now firmly embedded within the curricula of most provinces and territories. Coupled with these developments are various academic debates regarding public pedagogy, difficult knowledge and student beliefs about Canada’s colonial past. Such debates require that researchers develop a better understanding of how knowledge related to Truth and Reconciliation is currently presented within Canadian classrooms, and how this may (or may not) relate to historical thinking. In this paper, I explore this debate as it relates to Indian Residential Schools. I then analyse a selection of classroom resources currently available in Canada for teaching about Truth and Reconciliation. In so doing, I consider how these relate to Peter Seixas’s six concepts of historical thinking (Seixas and Morton, 2013), as well as broader discussions within Canada about Indigenous world views, historical empathy and Reconciliation.

AUTOEFICÁCIA NA EDUCAÇÃO MÉDICA: UMA REVISÃO SISTEMÁTICA DA LITERATURA

ABSTRACT: Self-efficacy is described as an important influencing factor of human behavior, linked to motivation and performance. Thus, its analysis in the educational context is relevant. The study aims to carry out a systematic review of self-efficacy in medical education, nationally and internationally, to analyze the main factors that impact the self-efficacy beliefs of medical professors and students. Therefore, we researched four databases: Virtual Health Library (BVS), Public Medline (PubMed), Brazilian Digital Library of Theses and Dissertations (BDTD), and CAPES Portal, from 2015 to 2020, in Portuguese, Spanish, and English. The descriptors used were: “self-efficacy” and “medicine”, resulting in the selection of 20 studies. Based on the main objectives of the study, we created these categories: 1) self-efficacy and emotional factors, 2) self-efficacy and use of active teaching methodologies, 3) student self-efficacy and different teaching methods, 4) self-efficacy, motivation and self-regulated learning, and 5) student self-efficacy in a specific task and its correlation with performance. We concluded that the studies were consistent in qualifying self-efficacy as an important construct for medical education, associated with good emotional state, the development of teaching/learning strategies, and performance, in addition to pointing out the impact of the feedback type on the formation of student self-efficacy. As for the teaching methodology, it was not possible to confirm, in general, which is more favorable to strengthening self-efficacy, considering that other factors may be involved in the process.

A mixed methods study of the relationships between test anxiety and ability-based beliefs in GCSE students

In 2019, over half a million 16-year-old school students took GCSE examinations. Estimates show one sixth of these students will experience test anxiety severe enough to impair their performance (Putwain et al., 2016). This ‘work in progress’ investigates factors that affect test anxiety to help understand how individual ability-based beliefs may interact with school-based ability grouping practices, and whether ability grouping practices strengthen or weaken the effect of mindset and/or academic self-efficacy on academic achievement. Results are pending. The findings from this study may have important implications for formulating more effective future test anxiety and mindset interventions for school pupils.

Beliefs on Inclusive Education Among Teachers and Students of Pedagogical Faculties in South-Eastern Poland

The values teachers recognise are an important factor in their actions towards a diverse group of learners. Teacher education must systematically develop a conceptual and contextual understanding of inclusive education, and the assessment of teachers’ competencies in this area supports the building of knowledge regarding the direction of their professional development. The results of the research aimed at identifying the beliefs of teachers and students of pedagogical faculties on the values and competencies of teachers that are important in the context of inclusive education. The four core values and areas of competence of an inclusive education teacher are: differences between learners are considered a resource and an asset to education, supporting all learners, working with others, and personal and professional development of teachers. The research results show that in basic teacher education and professional development, attention should be paid to the development of competencies in the concepts of inclusive education and promoting the academic, practical, social and emotional learning of all learners.

Medical students in Karachi and COVID-19: Myths and facts.

Objectives:COVID-19 pandemic brought mortalities, morbidities, fear, and financial despair among people around the world. As it advanced, misinformation and myths about it caught wildfire, contributing to misbelief among the already shocked population. Medical students are the building blocks of the medical community and can provide a pivotal role in combating COVID-19 misinformation by delivering correct knowledge and awareness to the non-medical population of the country. Hence, it is important to assess their knowledge and perception of COVID-19 myths. Therefore, this study evaluates medical student’s knowledge regarding myths and misinformation related to COVID-19 infection and its vaccine. The study also assesses the belief of medical students on various conspiracy theories of COVID-19.Methods:An online cross-sectional survey was conducted among 401 undergraduate medical students of Karachi in June–August 2021. A validated, structured, and self-administrated questionnaire was used for data collection. The data were entered on an open EPI version 3.01 and Statistical Package of Social Science version 26 for analysis. A chi-square test was performed to identify determinant factors. All p-values less than 0.05 were considered significant.Results:Overall knowledge score of participants about myths and misinformation related to COVID-19 and its vaccine was as follows: 166 (28.9) participants possess good knowledge, while 167 (41.6) and 118 (29.4) had moderate to poor knowledge, respectively. Senior students, vaccinated, and participants infected by COVID-19 had good to moderate knowledge. Overall, 139 (34.7) participants strongly disagree and 103 (25.7) participants somewhat disagree with conspiracy theories related to COVID-19. Absence of belief in the conspiracies is associated with vaccinated participants.Conclusion:The study shows that most medical students possess adequate knowledge of misinformation about COVID-19 and its vaccines, and have low belief in conspiracy theories of COVID-19.

STUDENTS’ MATHEMATICAL BELIEFS AND ATTITUDES AS PREDICTORS TO STUDENTS’ MATHEMATICAL ABILITY

This study dealt with the students’ mathematical beliefs and attitudes as predictors to students’ mathematical ability of New Bataan District. The study's main goal is to determine the impact of mathematical beliefs and attitudes on students' mathematical ability in New Bataan District, using a research design that is quantitative and predictive-correlational with regression analysis and a total of 270 respondents among junior high school students from the district's eight secondary schools. The Mean, Pearson r, and Multiple Regression Analysis were the measurable instruments used in this study. The mathematical beliefs of students were discovered to be a strong predictor of their mathematical abilities in the New Bataan district in terms of teacher’s role, relevance, difficulty, and high degree of competence. Furthermore, the results revealed that in terms of confidence, importance, and engagement, students' mathematical attitudes as a predictor of students' mathematical ability in the New Bataan district are quite high. Moreover, the students’ mathematical beliefs and students’ mathematical ability of New Bataan District have a significant relationship. Also, the students’ mathematical attitudes and students’ mathematical ability of New Bataan District have a significant relationship. Only teacher’s role out of four domains of students’ mathematical beliefs predicts students’ mathematical ability. No domains of students’ mathematical attitudes predicts students’ mathematical ability. As a result, the higher a student's mathematical ability, the better his or her mathematical beliefs and attitudes about mathematics are.

Inquiry-based learning. Beliefs of trainee teachers in a physics course

The teaching of physics should be supported by practical or laboratory activities that seek to develop the scientific competencies of the students who study physics, so it is necessary to propose innovative strategies, such as research-based learning, in which students answer research questions through the analysis of data, which increases the interaction between the student and the physical concepts under investigation. Therefore, the objective of the study was to analyze the beliefs of teachers in natural science training at a public university in Colombia who take the subject of physics on research-based learning, to provide information on how to guide the use of innovative strategies. The study responds to a type of quantitative research with a descriptive approach and was based on a field design. On the other hand, the results reflect slightly positive beliefs of students in initial teacher training who study physics about research-based learning as an innovative strategy, although it is recommended to expand the sample to generalize. Finally, the analysis reveals as a conclusion that the implementation of innovative methodologies such as inquiry-based learning for science teaching, especially physics, should be promoted and supported more effectively to foster motivation, skills development, and conceptual understanding. of the scientific contents.

Hemşirelik Lisans Öğrencilerinin Epistemolojik İnançlarını Etkileyen Faktörler: Tanımlayıcı Kesitsel Çalışma

Objective: This research aims to determine the epistemological beliefs of nursing undergraduate students and examine the affecting factors. Material and Methods: This study uses a descriptive cross-sectional design. The study sample consisted of 621 students receiving education in the 2018-2019 academic year. The 'personal information form', consisting of 10 questions developed by the researchers based on the literature, and the 'Epistemological Beliefs Questionnaire' were used to collect the research data. The data were analyzed through the 'SPSS 20.0' using descriptive statistics of the characteristics and epistemological beliefs of the participants. Chi-square Automatic Interaction Detection analysis was used to determine the affecting factors. Results: In the epistemological belief sub-dimensions, the belief that learning depends on effort was 63.47±16.17, the belief that it depends on ability was 22.00±8.49, and the belief in the existence of a single truth was 28.28±8.01. It has been determined that students' epistemological beliefs are affected by gender, where they live, and academic success (p<0.05). Conclusion: The epistemological beliefs can severely impact nursing students' academic behavior; therefore, the epistemological beliefs of students from different socioeconomic backgrounds should be challenged and improved. The findings from this study can contribute to developing strategies for invisible belief barriers that lead students to fail in increasing the quality of care by using accurate and reliable information.

The Effect of Learning Experiences after University Enrollment on University Student Beliefs About Learning

The Effect of Learning Experiences after University Enrollment on University Student Beliefs About Learning

Knowledge and Beliefs about Organ Donation among Under-Graduate Medical Students at a Teaching Institute of New Delhi

Introduction: Organ shortage is a global issue. As future doctors, role of medical students becomes important in promoting organ donation. Objectives: 1. To study the knowledge of medical students regarding organ donation 2. To study the beliefs of medical students regarding various aspects of organ donation 3.To study their perceptions about the need to have a training on this topic. Method: The study design was cross sectional involving undergraduate medical students from a teaching institute of Delhi. Sample size of 296 was calculated and 60 students were randomly recruited from each year by using random number tables. Data collection was done by using a pre designed pre tested semi structured questionnaire. Data entry and analysis was done by using Microsoft Excel and SPSS version 20 software. Results: A large proportion of 95.3% (286) had heard of ‘organ donation’ but correct knowledge regarding ideal age for donation and brain dead people for donation was very poor. It was significantly poorer in males and those studying in earlier years of graduation (p&lt;0.05). A very small proportion (14.7%) had actually pledged for donation. A large proportion of students were in favour of providing health insurance and financial compensation for live organ donors. Only 27% perceived to have adequate knowledge and 58% felt confident in counselling potential donors for organ donation. Females and senior students were significantly better in this aspect. (p&lt; 0.05). Majority of them (90.3%) felt the need for training. Conclusion: Knowledge and some of the beliefs of medical students regarding organ donation were not found to be appropriate and training about it was desired by them.

Computer-related metacognitive and self-efficacy beliefs of university students: A Japanese case study

Computer-related metacognitive and self-efficacy beliefs of university students: A Japanese case study

A Comparative Analysis of Religiosity among Students of University and Madrassa System in Punjab, Pakistan

The study aimed to analyze the religiosity among students of universities and the madrassas system. It also compares the religiosity of university and madrassa students. The researchers chose a mixed-method research design. The study sample selects through a multi-stage sampling technique. The study participants were 896, including 640 students (320 from universities and 320 from madrassas) and 256 teachers/heads of the departments/institutions. The study used two research instruments to collect data from respondents. To measure the level of student's religious belief (religiosity) self-developed questionnaire was employed. By semi-structured interview schedule, views of teachers and heads of institutions were composed. The data were analyzed using SPSS version 21, means level and Independent Samples T-Test (t-test). The study results show that both university and madrassa students maintain a high level of religiosity. Comparing students by institution displays that there were significant differences in religiosity between them. Madrassa students have a high level of religiosity, while university students are at a moderate level. The study suggests large-scale, in-depth research, including public and private universities and madrassas throughout Punjab.

Grit, motivational belief, self-regulated learning (SRL), and academic achievement of civil engineering students

ABSTRACT The influence of grit on engineering student’s achievement has been understudied. The association between grit, self-regulated learning (SRL), and academic achievement in civil engineering students was investigated using correlation and regression analysis. One hundred and one civil engineering students from various nationalities completed a self-report questionnaire that contained the Grit 12-item scale and the forty-four questions on motivational beliefs and self-regulated learning practices (MSLQ). Four of the five SRL variables were predicted by perseverance of effort: intrinsic value, self-efficacy, cognitive strategy use, and self-regulation. Initially, perseverance of effort predicted the current grade point average (GPA), but it was no longer a predictor after including SRL indicators. Consistency of interest was a predictor of cognitive strategy usage, but it did not affect students’ academic achievement. GPAs were also predicted by student self-efficacy and age. The connection between academic accomplishment and grit is mediated by SRL engagement. Students’ perceived competency and confidence in completing their degree were shown to be major determinants of their GPA. Furthermore, motivational beliefs had a greater effect on students’ GPAs than grit did. In the majority of the study’s constructs, female students outperformed males. GPAs were higher among younger students than among their older peers.

Effectiveness of embodied conversational agents for managing academic stress at an Indian University (ARU) during COVID‐19

AbstractStress has become one of the major reasons for many mental health related issues among students of all age groups, which has resulted in devastating personal losses including suicide. Societal and familial pressure to succeed is high, particularly in developing countries where education is highly valued as a key enabler. As part of stress management during the COVID‐19 pandemic, demand for online intelligent virtual advisors has risen and, consequently, the need for personalised explanation that is culturally sensitive to the user's context is essential to improve the user's understanding of and trust in the recommendations provided by the virtual advisor. This paper presents the mAnaging stRess at University embodied conversational agent (ECA) that has been adapted for Indian university students from an explainable agent that was found to help Western students reduce their stress by providing study tips with explanations based on the student's beliefs and/or goals. We conducted a research study with sixty students which measured the impact of providing three different patterns of tailored explanations (belief‐based, goal‐based, and belief and goal‐based explanation) on the students' intentions to change the recommended behaviours and the relationship built with the ECA. The experimental results indicate that there was stress reduction across all student groups provided with different types of explanations. Further, the students showed trust and a good working alliance with the conversational agent, along with an intention to change behaviour across all types of explanations. However, it was observed that the user context played an important role in behaviour change intention and hence explanations could be tailored further, making them culturally more relevant to Indian students. Practitioner notesWhat is already known about this topic Embodied conversational agents (ECAs) have been mostly developed, applied and shown to be effective in developed countries. Hence, their design and development are mostly guided by the intended user's needs and preferences. In a Western context, ECAs have been found to be beneficial for reducing study stress in university students. There is a pertinent need for use of low cost, effective technology that can aid academic stress reduction in higher educational institutions in developing countries owing to their high youth populations, lack of adequate mental healthcare facilities and associated social stigma. What this paper adds The adaptation and use of ECAs to reduce study stress in higher education students in a developing country is evaluated. The ECA technology is adapted for an Indian context in terms of its physical appearance, colour, speech dialect and dialog content so that it is culturally more aligned to the target population. The ECA engages in an empathic conversation tailored for the Indian students and their COVID‐19 context providing them with explanation‐backed behaviour recommendations that take their beliefs and goals into account. The ECA provides three types of explanation: belief‐only; goal‐only; and both belief and goal. Results of a study carried out in an Indian university with 61 students, randomly assigned to one of the explanation types, to capture their demographics, study stress statistics, behaviour change intentions and trust/working alliance with the conversational agent. The major findings include stress reduction across all explanation groups, development of a positive relationship between the ECA and the students regardless of its explanation pattern, and changes in behaviour intentions across all types of explanations for all recommended behaviours. However, differences in change intentions for certain behaviours indicate further tailoring of explanations is required based on the user context. Implications for practice and/or policy The ECA technology has shown promise in terms of stress reduction amongst Indian students. Higher Education Institutions in developing countries could utilise low‐cost and widely accessible ECAs to overcome lack of access to human‐based support and reluctance to use available services due to stigmatized attitudes to mental health issues. This technology can be further improved and deployed into a larger number of Indian educational institutions leading to a widespread impact on overall student health and wellbeing. Digital technologies to support mental health have become more prominent during the COVID‐19 pandemic, at least in Western countries. The ECA technology evaluated in our study demonstrates its viability and potential value for use in developing countries, with appropriate tailoring.

Statistics Teaching Practice at Czech Universities with Emphasis on Statistical Software

This paper aims to reveal the beliefs of students and fresh university graduates about teaching statistics during their university studies with focus on using statistical software. The objective is to detect the approach of faculties to statistics education and to find out which didactic materials and teaching methods are mainly used. Students’ opinions are captured by means of a questionnaire survey and analysed both quantitatively and qualitatively. The results show the increasing importance of quantitative research and the necessity of improving statistical thinking. Unfortunately, the teaching methods used in various statistical courses are outdated and unattractive for most students. They call for an active and modern approach. Teaching statistics with the statistical software support seems to be the right way to make statistics accessible to students. The recommendation is to take students’ notions into account when preparing statistical courses.

Ageism and Undergraduate Attitudes towards Older Adults during COVID-19

The COVID-19 pandemic has shed light on the far reaches of ageism in our society. The current study sought to better understand ageist beliefs in Canadian undergraduate students during the pandemic. As part of a larger survey on ageism, we conducted a thematic analysis on open-ended responses to the following questions: 1) “Has your relationship with older adults in your life changed as a result of the COVID-19 pandemic?” and 2) “Have you noticed that attitudes or opinions towards older adults in your community have changed as a result of the COVID-19 pandemic?” Students felt that older adults should be treated differently during the pandemic because they are seen as “high risk” or “vulnerable.” Furthermore, students felt that they needed to be more cautious around older adults because older adults need to be taken care of. Students expressed fear about transmitting the virus to older adults in their lives so chose to isolate from grandparents or avoid older adults in the community in an effort to keep them safe. Finally, examples of negative and positive ageism were present in responses. Negative ageism was seen in comments about how older adults were going to die anyway, the assumption that older adults need more help, and the belief that older adults should be staying home during the pandemic. Positive ageism was present where students realized the importance of their relationships with the older adults in their lives. Results are discussed using the framework of implicit and explicit ageism.