Characteristics Of Students Research Articles

Study on the Ideological and Behavioral Characteristics and Influencing Factors of Contemporary College Students

As the main force of societys future, the study of contemporary college students ideological and behavioral characteristics and the factors influencing them is of great significance. This paper investigates the ideological and behavioral characteristics and the main influencing factors of contemporary college students through questionnaires and in-depth interviews. The research finds that the ideological and behavioral characteristics of contemporary college students are diversified, with strong self-awareness and innovation consciousness. The main factors influencing their thoughts and behaviors are society, school, family, and personal factors. Based on these characteristics and influencing factors, this paper offers corresponding strategies and recommendations to provide reference for ideological and political education in universities.

Didactic models for active and inquiry-based learning of machines and mechanisms

Didactic models are invaluable resources for teaching Machines and Mechanisms, a crucial subject in the Engineering curriculum. This work investigates the impact of various types of models on learning outcomes across different instructional approaches, from traditional to active and inquiry-based learning methods. We analyzed a range of didactic models used in a second-year Theory of Machines and Mechanism (TMM) course at EUSS School of Engineering in Barcelona over the past decade, including: i) mechanical models built with “Meccano” parts, 3D-printed models, and kits simulating “fairground attractions”, introduced in traditional teaching settings; ii) real machines and student-developed models used in in TMM courses based on the “Study and Research Path” (SRP) approach, and iii) advanced didactic machines, created by fourth-year students. We discuss the educational benefits provided by these models, considering aspects like the theoretical concepts they mobilize, their construction (by teachers or students), design flexibility, materials used, complexity, and realism. Additionally, we examine how these models enrich the Media and Milieu dialectics, promote the development of both technical and transversal skills, and present a range of advantages and challenges in each TMM context. Our findings offer valuable insights into how models enhance the teaching and learning experience in Machines and Mechanisms, guiding instructors in selecting appropriate models and instructional strategies based on course objectives, student characteristics, and contextual constraints.

Lasting benefits of a web-based training in understanding informal arguments

Being able to comprehend informal arguments in scientific texts is important for scientific literacy in higher education. Successful intervention studies demonstrating that these skills can be trained in university students have not yet provided evidence that gains of explicit training can be maintained beyond immediate post-training assessment. In this study, we tested whether the gains in argument structure comprehension achieved using a self-directed, web-based training intervention could be maintained over several weeks as an indication of sustained improvement in scientific literacy. We also explored characteristics of students and their engagement with the training intervention that resulted in significant and sustained improvements of their argument structure comprehension skills. One hundred students took part in a voluntary supplement to their university courses, completing an online pretest, a 45-minute training session, a posttest (n = 88), and a follow-up test (n = 31). Training effects at posttest were compared with an active control group. The results suggest that the training group exhibited significant gains in argument structure comprehension. These gains were maintained across a four-week period. Students with low starting ability profited the most from the training and gains in argument comprehension were greatest for complex arguments. Training results were positively related to student motivation and this effect was fully mediated by their engagement with the training exercises. The results demonstrate that training gains can be maintained after immediate post-training assessment and suggest that training is particularly effective for low-performing students, for complex arguments, and when students are motivated and engage with the training exercises.

Characteristics Associated with Engagement in the Early Detection Cascade of Care for Psychosis at a College Counseling Center.

Using the Cascade of Care framework, we explored the demographic and clinical characteristics of students at six stages in an early psychosis detection program at a college counseling center, with a focus on the transition between stages with the highest disengagement. We detailed and compared the demographic and clinical characteristics of those who (1) completed the Prodromal Questionnaire-Brief (PQ-B, N = 1588); (2) met the PQ-B cutoff score (n = 486); (3) were referred for secondary phone screening (n = 404); (4) completed secondary phone screening (n = 198); (5) completed a Coordinated Specialty Care (CSC) eligibility assessment (n = 51); and (6) were enrolled in CSC (n = 21). Education level and gender identity were associated with engagement at multiple stages of the early detection cascade. Graduate education level, transgender or gender diverse gender identity, alcohol use, and depressive symptoms predicted student follow-through with referral to secondary phone screenings.

Formation of patriotism as a theoretical and practical problem modern Ukrainian education

The publication describes the transformation of scientific views on patriotic upbringing in modern Ukraine (since the beginning of the Russian-Ukrainian war in 2014 and the full-scale invasion of the Russians in 2022. The methods of pedagogical research of modern patriotic upbringing in educational institutions of Ukraine (theoretical, empirical, experimental and mathematical statistics) are outlined. It is indicated that military threats significantly limit it. The principles of modern patriotic upbringing are described (purposefulness, the connection of upbringin with life, the unity of consciousness and behavior, upbringin in work, a comprehensive approach in upbringin, education of the individual in a team, combining pedagogical leadership with the initiative and self-activity of students, the combination of respect for the student's personality with reasonable demands on him, an individual approach to students in education, systematicity, consistency and continuity in upbringing, unity of pedagogical requirements of the school, family and the public). The current periodization of the Russian-Ukrainian war of the 21st century, developed by specialists from the National University of Defense named after I. Chernyakhovsky, specialists from the Military History Research Center of the Armed Forces of Ukraine, the Main Operational Directorate of the General Directorate of the Armed Forces of Ukraine and the Main Intelligence Directorate of the Ministry of Defense of Ukraine, has been characterized. Employees of educational institutions will be able to use this periodization of the war in the process of upbringing and educational activities. It is proposed to work out certain aspects of the theme of the modern Russian-Ukrainian war in the process of patriotic upbringing, as this will contribute to the sublimation of the collective trauma of children and adults. Remarks are given regarding taking into account the age characteristics of students of different classes. The key questions that students will hypothetically ask themselves and to which they will seek answers are presented. By focusing on them, teachers will be able to carry out patriotic upbringing of children and youth of different ages with maximum efficiency (How does this apply to me and those I know personally? What can I do right now? What can I do good? What can I do useful? Who is my place after school?).

Preservice Teachers' Intentions to Use Social Network Sites: Adoption of Unified Theory of Acceptance and Use of Technology Model II

This study aims to verify the application of the UTAUT2 theoretical model in explaining the behavior of early childhood preservice teachers using social networking sites. Participants were first selected first-to-fourth-year, department of education, Northern Border university and college of education, Beni Suef through random sampling. 800 questionnaires were collected, with an effective response rate of 93%. After data recovery, Warp PLS 5.0 statistical software was used for statistical analysis. The results showed that variables such as performance expectations, facilitating conditions, hedonic motivation, price measurement, and usage habits in the UTAUT2 theoretical model have a significant positive impact on the intention of university students to use social networking sites. The explanatory power of website behavior is 13.4%. Gender, age, and experience variables have moderating effects on some influence paths in the model. The above results can be used by future university teachers to understand students' behavior in using social networking sites. They can use the behavioral characteristics of students who like to use social networking sites to change relevant courses or communication and interaction methods with students to social networking sites. This can improve student learning, effectiveness and management efficiency.

R 프로그램을 이용한 허위 정보에 관한 교육 분야 국제 연구 동향 분석

Objectives This study aims to analyze international research trends on misinformation in education using the R programming language. Methods Five hundred fourteen high-quality papers (SCI, SSCI, AHCI) were extracted from the Web of Science database. A big data analysis and literature review were conducted on these papers, focusing on their sources, keywords, and core research. The study was carried out in four stages: data collection, data cleaning, data analysis, and literature review. Results Research on misinformation in education has rapidly increased in recent years. The number of papers published in journals related to educational psychology and medical education was high, while those published in journals related to subject education were relatively few. The keywords related to misinformation appeared in the order of Misinformation, Fake News, and Disinformation. Keywords related to competencies for addressing misinformation appeared in the order of Media Literacy and Digital Literacy. Core research in this field included studies on specific strategies for identifying misinformation, characteristics of students in identifying misinformation, origins of the false memory effect, expansion of the concept of media literacy, and attempts to extend terminology from a science education perspective. Conclusions In Korea, there is a need to diversify international cooperation networks and pay more attention to international-level research on misinformation. Additionally, conducting more active research on dealing with misinformation from various perspectives, including specific perspectives in various subject education fields, is necessary.

IMPROVING VISUAL MEMORY OF PRIMARY SCHOOL STUDENT WITH MATHEMATICS LEARNING DIFFICULTIES: AN ACTION RESEARCH

Students with dyscalculia often face significant challenges in visual memory, which is critical for mathematical learning, particularly in recognizing and differentiating geometric shapes and their properties. This study aims to explore the extent to which an action plan, tailored to the unique learning characteristics of students with dyscalculia, can enhance their visual memory. This study was applied to the visual memory of a second-grade student with learning difficulties in mathematics. Action research, one of the qualitative research designs, was used in the study. The study was conducted over five weeks with unable to read and write student who had received a report of learning difficulties from the Guidance and Research Centre (GRC). A purposive sampling technique was used to identify participant for the study. Pre-test, post-test, action plan, observation notes and records made during the action plan implementation were used as data sources. The data were analysed using descriptive analysis technique. As a result of the implemented action plan, it was observed that the student's visual memory started to improve in the process. It was seen that the student could match the geometric shapes in general but was confused about their names and properties. The student's success rate of 5% in the pre-test reached 40% in the post-test after the action plan was implemented.

The Impact of Elementary School Character Education Programs on Increased Students' Thinking Ability

The study is set back by curiosity about whether or not there is an impact of a student's learning method given by an educator in the development of student characteristics. The primary purpose of student characteristic research is to create an optimum learning environment for each student so that they can reach its maximum potential. To meet these demands we analyzed our curiosity by analyzing and observing some elementary school children and phasing information from various sources. From various sources and observations, it is regained that teachers must provide instruction and methods consistent with the needs of learners.

예비 초등교사의 개인, 대학생활 특성에 따른 집단별 교육성과의 차이 분석

This study aimed to categorize pre-service elementary teachers based on their personal and university life characteristics, analyze differences in their educational outcomes (academic achievement, educational satisfaction, and career development), and propose measures to improve these outcomes. Employing latent class analysis, a statistical method used to identify qualitatively different subgroups within a population that share certain characteristics, the study yielded the following key findings. First, the analysis identified three groups: Group 1 (actively involved in school life and highly satisfied), Group 2 (older with part-time work experience), and Group 3 (less satisfied with university life). Second, the study highlights the need for customized support tailored to individual student characteristics. Third, there is a need to expand programs that promote student bonding. Fourth, the overall system should be improved to enhance university satisfaction.

A Case Study on Teachers' Strategies for Teaching Reading Comprehension in the Context of Emancipated Curriculum

An efficient classroom learning process is typically necessary to produce good lesson outcomes. The purpose of this study was to look into how teachers use the Merdeka Curriculum to teach reading comprehension. This study used a qualitative method with a case study approach, involving two English teachers who were selected as participants through a purposive sampling technique. Data were collected through triangulated with interview, then analyzed thematically. The results showed that the teachers used the following strategies: (1) Think Aloud, (2) Reciprocal Teaching, and (3) SQ3R. This study contributed to provide an overview of the strategies used by teachers to teach reading comprehension and provide a reflection of how English teachers' teaching strategies reflect the implementation of the Emancipated Curriculum. Therefore, teachers need to understand the needs and characteristics of students and relate their teaching strategies to this Emancipated Curriculum.

Radicalism Early Detection and Driving Factors: A Mix Method Study on Islamic University Students in West Java

This research is motivated by the issue of religious universities in West Java exposed to radicalism. The purpose of this study was to find indicators of radicalism among students as a measuring tool for potential acts of radicalism among students. The research method used in this research is a qualitative method and a case study with in-depth interviews and participatory radicalism combined with quantitative data to collect data on the magnitude or statistical description of the percentage of students exposed to radicalism. From the results of the research conducted, it was found that the indicators of radicalism can be seen based on the attitude of the tendency to take radical actions based on four things, namely: (1) Intolerance, (2) Fanaticism, (3) Exclusivity, and (4) Revolutionary. The four attitudes show that students with these attitudes are included in the categorization of students who have the potential to act radically. Then the pattern of dissemination can occur through, (1) the spread of radicalism by means of direct meetings. This distribution is done through closed recitations with a limited number of participants. With the aim of conveying doctrine and preventing rejection (refutation) from other people who have wider religious knowledge and can reject the arguments of the proponent of doctrine. (2) Using technology by uploading videos and photos of their activities to invite movements they believe to be the most correct actions. (3) By doing propaganda through the news media which is spread through the telegram. This research has an impact on early detection of attitudes and characteristics of students who have the potential to carry out radical attitudes and actions. Then this research has an impact on strengthening and anticipating the possibility of radical actions in Islamic Religious Colleges in West Java.

Analysis of English Course Program Management at the BBC Stabat English Course Institute

The purpose of this study is to analyze the management of the English course program at the BBC Stabat institution, to describe and interpret the factors that influence the management of the English course program at the BBC Stabat course institution. This study uses a qualitative research method. The subjects of this study were the head of the institution, the English coordinator, the English tutor, and one of the English course students at the BBC Stabat English course. Determination of subjects was carried out using purposive sampling techniques. Data collection was carried out using observation, interview and documentation techniques. The techniques used in data analysis are data reduction, data presentation and drawing conclusions. The technique used to explain the validity of the data is by using triangulation of sources and techniques. The results of this study indicate that: (1) The management of the English course program carried out by the BBC Stabat English course goes through several stages, namely planning which is carried out by planning administration and learning programs; organizing by creating an organizational structure and division of labor; implementing an English course program through a staged test of ability tests to increase the level of the student's ability class; supervision through meetings and accountability reports and evaluating the program. (2) Supporting factors are: (a) Quality of teaching; (b) Flexibility in learning; (c) Strong management support; (d) Effective team communication. (3) Inhibiting factors that affect management are disruption of technological infrastructure and differences in student characteristics.

Education students’ readiness for academic mobility: A study of characteristics features

Introduction. The main research problem of the article is to obtain up-to-date knowledge about the trends in the development of readiness of Russian pedagogical universities students for academic mobility within the country. The purpose of the article is to identify the features of Education students’ readiness for academic mobility. Materials and Methods. The research methodology is based on the ideas of axiological, competence-based and system-activity approaches. Theoretical and empirical methods employed in this research include: theoretical analysis, synthesis, classification; online testing aimed at identifying various aspects of pedagogical university students’ readiness for academic mobility within the country; mathematical methods of data processing. Results. The research findings include the following: – the characteristics of pedagogical university students’ readiness for academic mobility are considered with the focus on the degree programme and as an important academic and professional quality of a future teacher, which has its own structure consisting of value-motivational, cognitive, activity, reflexive, and communicative components, and determines the development of the student’s personality; – specific features of the structure of students' readiness for academic mobility are identified and it is proven that the communicative component is presented most clearly, whereas the cognitive component is expressed to the least extent. It was found that students who took part in academic mobility programmes are characterized by a significantly higher level of all components within academic mobility readiness; – the study identifies the role of readiness for academic mobility in the general structure of the student’s personality and reveals no significant differences between male and female students in terms of readiness for academic mobility. Conclusions. The authors conclude that it is necessary to take into account the content and structure of students’ readiness for academic mobility as their educationally important personal quality when organizing the educational process in a pedagogical university, as well as emphasize the importance of attracting students - future teachers to domestic academic mobility in order to develop their civic identity.

SPECIFICITY OF THE PEDAGOGICAL ENVIRONMENT OF A HIGHER EDUCATIONAL INSTITUTION OF MUSICAL DIRECTION AND PEDAGOGICAL CHARACTERISTICS OF COGNITIVE FEATURES OF HIGHER EDUCATION APPLICANTS

This study examines the pedagogical environment of higher educational institutions in musical directions and the cognitive characteristics of students within such settings. Musical education, characterized by individual-focused pedagogy, deviates significantly from traditional, collective-oriented higher education systems. These differences highlight the necessity for specialized pedagogical approaches. The primary aim is to identify and analyze the specific pedagogical and cognitive characteristics within music education environments. Objectives include assessing the role of intrapsychic and interpsychic factors in shaping pedagogical interactions and exploring the implications for curriculum development and student engagement. The study employed a combination of literature review, pedagogical observation, documentary analysis, testing, experiments, and statistical methods to evaluate the unique aspects of music education environments. The research highlights the distinctiveness of the musical education environment, which prioritizes emotional engagement and individualized learning. Key findings reveal that music students often demonstrate heightened individualism, emotional reliance, and unique cognitive features shaped by their immersive creative environment. However, limited social interaction and conceptual thinking pose challenges to broader cognitive development. Despite this, over 90% of graduates pursue careers aligned with their specialized training. The pedagogical environment significantly influences the formation of cognitive and professional attributes. Interpersonal and environmental factors play a central role, with implications for fostering meaningful values in professional education. Further studies should focus on developing tailored pedagogical technologies that address the specific needs of music education systems. These technologies should integrate cognitive and emotional dimensions to enhance professional training outcomes while addressing identified gaps in social and conceptual development.

Assignment submission patterns and performance in K-12 online STEM courses

ABSTRACT Pacing impacts student achievement in both online and in-person environments. Self-paced online environments offer flexibility where students can submit assignments in any order they wish, but little research has explored the effect on grades. This study addressed this gap by analysing assignment submission patterns and final grades among K-12 students enrolled in online STEM courses through Michigan Virtual. Most students submitted assignments out of order, and this negatively correlated with final grades. A quantile regression suggests that students with higher average magnitude values had lower final grade values. Completing assignments out of order may disrupt the learning process as information and feedback are not properly scaffolded. Other student characteristics may be related to pacing and should be addressed in future work.

Роль школьного театра в развитии коммуникации подростков: результаты лонгитюдного исследования

<p>The article analyzes the influence of theatrical activities on enhancing students' offline communication skills and overall socialization. The authors present the results of a two-year theater project conducted in 2023 and 2024. This project included training in scriptwriting and acting, the production of various digital and creative products, as well as group discussions and reflection sessions. The article provides an analysis of data collected during three testing episodes. The research design incorporated Rozhkov’s test for assessing the socialization levels of adolescents, the Children's Assertive Behavior Scale (CABS) adapted by Y.Z. Gilbukh, and interviews with both teachers and students. A total of 79 adolescents aged 13 to 15 participated in the project, which consisted of two experimental groups with varying levels of educational motivation and skills in independent and creative work, along with one control group. It has been empirically established that specially organized theatrical activities within the framework of Digital Theater pedagogical technology contribute to adolescents internalizing humanistic values, improving indicators such as social adaptation and social activity, and strengthening their competence in communication. The communication skills acquired during the first year of the project proved to be sustainable, as demonstrated by subsequent measurements. The article indicates that the best results were achieved by students in the experimental group who were highly engaged in independently performing all tasks as well as participating in creative and production processes. In contrast, students in the second experimental group required more support and time from adults to develop the necessary skills. In conclusion, it is essential to consider the unique characteristics of students and their groups when implementing theatrical activities.</p>

MATHEMATICS TEACHERS' PEDAGOGICAL COMPETENCE FROM STUDENTS' PERCEPTIONS: A SURVEY AT SECONDARY SCHOOLS IN WEST SULAWESI

The results of the PISA 2022 assessment, along with preliminary studies conducted in West Sulawesi, indicate that students' proficiency in mathematics remains significantly below expectations. One of the factors contributing to students' limited proficiency in mathematics is associated with the pedagogical competence of their instructors. This study employs a quantitative research design utilizing a survey instrument to describe the level of pedagogical competence of mathematics teachers in secondary schools in West Sulawesi, based on student perceptions, and to identify the specific competencies that require development. The population of this study was all secondary school students in West Sulawesi, with a sample size of 1.051 senior secondary school students and 988 junior secondary school students. The analysis employed was descriptive statistical analysis using a stratified random sampling method. The findings indicate that a considerable proportion of mathematics teachers at both the junior high school and senior high school levels exhibit inadequate proficiency. The pedagogical competence of teachers is still lacking in several key areas, which require further development: (1) The skill to comprehend student characteristics; (2) The capability to select materials that are aligned with the learning experience and learning objectives; (3) The ability to select media and learning resources that are suitable for student needs; (4) The skill to make transactional decisions in response to situations that arise in the classroom; (5) The ability to integrate and utilize technology in learning; (6) The skill to communicate effectively; and (7) The skill to evaluate learning. The results of this study can be used as a guideline for the government, experts, and policymakers to overcome the problem of teacher competency development. In addition, the results can be used to design and determine the direction of policies and programs for developing mathematics teacher pedagogical competencies in West Sulawesi.

Факторы выбора стратегий волевой регуляции у студентов вузов

<p>The article presents the results of a study of volitional regulation strategies in university students. The hypothesis was tested that the choice of strategy is determined by the nature of the tasks facing students related to self-organization of educational activities, as well as individual characteristics of students: volitional, motivational spheres, self-awareness and psychodynamic properties. To test the hypothesis, students of different levels of education studying in full-time and distance learning departments were compared using a single-factor analysis. A total of 698 people took part in the study. The multiple linear regression method was used to test the influence of individual characteristics. The following methods were used: "Action Control Scale", "Questionnaire for identifying the severity of self-control in the emotional sphere, activity and behavior", "Brief Academic Motivation Scale", PIL test, "General Self-Efficacy Scale", a modification of the Dembo-Rubinstein self-assessment technique, "Big Five Short Portrait Questionnaire (B5-10)". To assess the strategies of volitional self-regulation, students were offered a list of ways to solve problems that arise in the course of their studies, which they had to evaluate by the frequency of their use. Then, the students' answers were processed using factor analysis. As a result, six strategies were identified: "planning", "self-regulation", "self-compulsion", "additional classes", "seeking help", "detachment from the problem". It was shown that full-time and distance learning students differ significantly in five of the six strategies. Master's students more often resort to self-regulation, bachelor's students more often seek help, and specialist students more often resort to self-compulsion. It was also shown that the choice of strategies is significantly influenced by the characteristics of volitional regulation and academic motivation of students.</p>

Analysis of The Implementation of Learning Based on Student Characteristics as An Effort to Prevent Undesirable Behavior at al Yusra Abadi Tahfiz School

This research aims to analyze the implementation of learning about student characteristics to prevent undesirable behavior at Al Yusra Abadi Tahfiz School. The research method used is a qualitative approach with data collection techniques through literature review, observation, and interviews. The research results indicate that the application of learning methods based on the Quran and Hadith, such as memorization, talaq, and discussion, has a positive impact on students' character development. In addition, the pesantren environment and the intense interaction between students and teachers also play a crucial role in forming discipline, responsibility, and noble character. Factors that support the implementation of research include the availability of sufficient learning opportunities and the support of quality teachers. At the same time, several inhibiting factors exist, such as a lack of student motivation and challenges in consistently implementing teaching methods. In general, the effective implementation of the Al Yusra Abad Tahfiz learning can prevent negative behaviors and enhance the morals of the students, making them noble individuals who benefit society.