Classroom Attitudes Research Articles

초등학생의 내재적 조절동기에 영향을 미치는 학생 및 학교 특성 변인 간의 구조적 관계 분석

Objectives This study aimed to examine multilevel structural relationships between student and school characteristic variables affecting intrinsic regulatory motivation in sixth-grade elementary school students. At the student level, teacher-student relationships and peer relationships were set as influencing factors, while at the school level, teacher enthusiasm and teacher pressure for achievement were set as influencing factors, with academic self-concept as a mediator. Methods The second-year data from the Korea Education Longitudinal Study 2013 (6th grade of elementary school) was analyzed using multi-level path analysis, which takes into account the hierarchical attributes of students and schools. To verify the goodness-of-fit of the research model, the partially-saturated model method was applied, and the mediating effects of academic self-concept were tested using a Monte Carlo 95% confidence interval. Results At the student level, students' academic self-concept increased with better teacher-student and peer relationships, and higher academic self-concept led to higher levels of intrinsic regulatory motivation. At the school level, higher teacher enthusiasm was associated with higher overall academic self-concept among students, and higher academic self-concept positively influenced intrinsic regulatory motivation. The results of the mediation analysis showed that at the student level, academic self-concept partially mediated the relationships between teacher-student relationships and peer relationships and classroom attitudes, while at the school level, academic self-concept played a fully mediating role in the influence of teacher enthusiasm on intrinsic regulatory motivation. Conclusions Based on the analysis results of this study, specific strategies for enhancing intrinsic regulatory motivation in elementary school students were discussed in detail.

Impact of flipped classroom on EFL learners’ self- regulated learning and higher-order thinking skills during the Covid19 pandemic

The advent of innovative online tools has ushered in new possibilities for enhancing the quality of language learning. This study delved into the influence of the flipped classroom approach on augmenting the cognitive and meta-cognitive competence of EFL learners. Two distinct participant groups were enlisted for the study's sequential phases, necessitating varying sample sizes to compare the effects of the flipped classroom against traditional instructional modes on the improvement of EFL learners' self-regulated learning strategies and higher-order thinking. Homogeneous groups of language learners were essential for addressing the research inquiries, and participants were selected from two private language institutes in Arak, Iran. Multiple data sources, including a language proficiency test, the Self-Regulation Questionnaire, a flipped classroom attitude questionnaire, and the Higher-Order Thinking Skills Test, were employed to gather the necessary data. The results demonstrated a significant impact of flipped classrooms on learners' utilization of cognitive self-regulated learning strategies, indicating that the flipped classroom approach fosters students' development as self-directed learners. Concerning the influence of the flipped classroom on enhancing EFL learners' higher-order thinking skills, it was deduced that the flipped classroom significantly affected the learners' engagement in evaluating, analyzing, and creating. The implications of these findings underscore the potential of the flipped classroom approach to positively shape EFL learners' self-regulated learning and higher-order thinking skills, advocating for its incorporation into language education practices.

Effects of Basic Psychological Needs on Physical Self-Efficacy and Attitudes toward PE in Korean Middle-School Physical Education.

This study explored the effect of basic psychological needs in secondary physical education (PE) classes in South Korea on physical self-efficacy and attitudes toward PE. Data from 296 middle-school students were collected from May to June 2022 in Seoul or Gyeonggi-do. Participants were surveyed via simple random sampling. Confirmatory factor, correlation, and multiple regression analyses were conducted, and reliability was assessed with Cronbach's α. Basic psychological needs had a significant positive effect on physical self-efficacy. Competence and autonomy positively and significantly affected perceived physical competence (β = 0.535 and 0.320, respectively). Basic psychological needs had a significant positive effect on classroom attitudes toward PE. Autonomy and relatedness positively and significantly affected basic attitudes (β = 0.317 and 0.388, respectively) and social attitudes (β = 0.3498 and 0.213, respectively). Physical self-efficacy had a significant positive effect on PE classroom attitudes. Perceived physical competence and physical self-presentation confidence had a positive and significant effect on basic attitudes (β = 0.258 and 0.166, respectively). The results implied that attitudes toward school life can be improved through physical activity in secondary PE classes.

장애학생들의 랩을 활용한 음악공연(랩 교가, 퓨전 합창) 경험에 관한 사례연구

Objectives This study aims to conduct a qualitative case study exploring the experiences of students with disabilities in musical performances utilizing rap.
 Methods At the ○○ Special School in Chungnam, a total of 38 participants engaged in the musical performance, which included four teachers covering roles such as accompanists, drummers, and vocals, alongside students from middle school to specialized courses. Rehearsals took place twice a week for two hours from April 16th to 27th, 2018. The primary participants in the study were six students with developmental disabilities, and secondary participants included seven individuals: administrators, educators, school superintendents, and local community members. Using a qualitative case study approach, the research delves into the students’ experiences with a learner-centered program that featured a rap school song and a fusion choral performance. Data collection mainly consisted of in-depth interviews conducted over eight sessions during the music performance preparation phase, supplemented with participant observations. To ensure the credibility and validity of the qualitative research, techniques such as peer reviews, expert meetings, and the triangulation method were employed.
 Results The findings are as follows. First, the introduction of rap through a rap school song and fusion choral signaled a turning point in education. Initially, administrators and faculty exhibited skepticism, deeming it unfeasible. However, students displayed a mix of unfamiliarity, curiosity, and preconceived notions about traditional music education, hinting at an impending challenge. Second, the dual concerto of empathy and tailored instruction served as a motivating factor to unleash the potential of students with disabilities. Significant changes were observed in trust and class participation levels when the teacher-student relationship harmonized (師弟同行). This musical reinforcement brought about improvements in autonomy, classroom attitude, expressiveness, prejudice reduction, enhanced interaction, and improved articulation skills, thereby demonstrating the possible within the impossible. Tailored, learner-centered education showcased its potential to transform negative aspects into positive elements for students, educators, and stakeholders alike. Third, through the bond of musical understanding, everyone came together in harmony, leaving a lasting warmth and fragrance. This became an opportunity to shift perceptions on disabilities from bias to equality. The music performance surpassed the expectations of all participants, marking a time of new challenges and achievements, leaving an indelible impact on the educational landscape.
 Conclusions The utilization of rap in the musical experiences of students with disabilities revealed the potential to bring about positive effects, showcasing the harmony of empathy and tailored instruction. Therefore, this study can provide a foundation and play a pivotal role in implementing learner-centered music education.

Primary school teachers’ perceptions of using STEM in the classroom attitudes, obstacles, and suggestions: A literature review

The present study aims to capture the perceptions of primary education teachers about the possibilities of applying STEM education. It refers to teachers’ attitudes towards science, technology, engineering & technology (STEM), which arise before and after the implementation of STEM education as well as the contribution of STEM to students and teachers. The difficulties faced by teachers in the application of STEM in the daily life of their classroom are also recorded, as well as the reasons that lead to the creation of this difficult situation. In addition, ways to deal with the obstacles to the application of STEM in educational practice are proposed.

Developing an inclusive culture through Unified Champion Schools programs: a pilot study on school awareness and attitudes toward students with intellectual disabilities among general students in Taiwan

Limited research exists on the implementation of Unified Champion Schools (UCS) programs in Taiwanese schools, particularly regarding school-wide implementation and attitudes towards students with intellectual disabilities (IDs). The ecological approach to disability awareness has gained prominence in recent years. This cross-sectional mixed-methods study aimed to investigate the relationship between school awareness of inclusion and attitudes toward students with IDs after a UCS program. After completing the UCS program, 164 secondary school students (79 boys and 85 girls; mean age = 14.9 ± 1.7 years) completed three questionnaires related to school awareness, classroom attitudes, and cognitive attitudes toward peers with IDs. Reflective writing from school project reports was also collected to explore students’ perspectives and experiences. The results from stepwise linear regression showed that school awareness was predicted by classroom attitude and gender. Classroom attitude was predicted by school awareness and cognitive attitude. Cognitive attitude was predicted by classroom attitude, gender, and age. Positive correlations were found between school awareness and attitudes toward students with IDs. Qualitative findings indicated that UCS programs may have psychosocial benefits, encourage inclusion, and foster meaningful interactions between students with and without IDs. In conclusion, the results highlight the need for various approaches, such as training for general peers and grouping strategies, to effectively implement UCS programs and foster a culture of inclusivity within educational settings. Intervention studies are warranted to further support effective inclusion in schools.

Effects of Physical Education Playfulness on Academic Grit and Attitude toward Physical Education in Middle School Students in The Republic of Korea.

The purpose of this study was to explore the effect of playability in secondary physical education classes in Korea on academic grit and attitudes toward physical education. A total of 296 middle school students located in Seoul and Gyeonggi-do, Korea were surveyed via simple random sampling. Data were analyzed via descriptive statistical analysis, confirmatory factor analysis, reliability analysis, correlation analysis, and standard multiple regression analysis. Three primary results were obtained. First, playfulness was found to have a significant positive effect on academic grit. Specifically, mental spontaneity positively and significantly affected academic passion (β = 0.400), academic perseverance (β = 0.298), and consistency of academic interest (β = 0.297). Additionally, among the sub-variables of playfulness, humorous perspective was found to have a positive significant effect on maintaining consistency of academic interest (β = 0.255). The second primary finding was that playfulness had a significant positive effect on classroom attitudes to physical education. Specifically, physical animation and emotional fluidity were found to positively and significantly affect basic attitudes (β = 0.290 and 0.330, respectively) and social attitudes (β = 0.398 and 0.297, respectively). Third, academic grit was found to have a significant positive effect on PE classroom attitudes. Specifically, academic passion was found to have a positive and significant effect on basic attitudes (β = 0.427) and social attitude (β = 0.358). The results imply that attitude toward school life can be improved through physical activity in secondary physical education classes.

Mathematics Anxiety and its Relationship with Mathematics Achievement Among Secondary School Students

: Mathematics attainment has taken on a global focus for the furtherance of economic advancement, thus, magnetizing for the appraisal of mathematical edification among school students. However, evidence suggests that mathematics anxiety is a salient contributing factor that obstructs success in mathematics. Drawing upon the evidence, this investigation explores the relationship between mathematics anxiety, performance and strategies that students perceived that could attenuate mathematics anxiety. Data from this study was collected using the mixed method approach of a survey and interview from forty-two Form One students with different levels of academic achievements from one school in Alor Setar, Kedah, Malaysia. All participants demonstrated a moderate level of mathematics anxiety. However, students from the low performance level displayed inverse and strong relationship between mathematics anxiety and mathematics performance. This indicates that mathematics performance declines with augmented mathematics anxiety. The linear regression revealed that all the three factors of emotion, assessment, and environment are not statistically significant predictors of mathematics achievement. Regardless, emotion has been discerned as a significant predictor of mathematics anxiety for high performance group of students. The interview revealed that students perceive games, cooperative groups, teaching aids, demonstration, rewards, and teachers with positive classroom attitude have contributed to overcoming mathematics anxiety. Results from this study suggest a strong relationship between anxiety and mathematics performance among low performing students which further indicated the importance for mathematics teachers to vary their teaching and learning activities in assisting students to cope with mathematics anxiety.

Handling Communication Skills: The Holistic Approach

The three-year study interrogated classroom attitudes toward English and communication skills, using English language learners (ELL), teachers of communication skills and teachers of other subjects. Generally, the study, which highlighted the dominant role of English Language in global relations, was also a teacher’s avenue to improve upon her classroom practice. The specific objective was to help learners develop critical perspectives to strive for effective communication skills, in and out of college, for excellence. The study was guided by two research questions: How could a communications skills instructor explore the most effective classroom approaches to address her students’ needs? How does she balance teaching principles and gentle motivation of students hampered by severe communication handicaps? The study explored the principles of participatory action research to investigate the reasons behind poor communication skills of the participants. It emerged that students’ English grasp was too low, thus, obstructing advanced learning. Participants were persuaded to revisit their position on the subject. It was recommended, among others, that the institution should admit into professional programmes learners who possess the required language proficiency. Additionally, communication skills should be taught throughout a professional programme to help consolidate the communicative skills of speaking, writing, reading, and listening among learners. Keywords: Communication Skills, Language learning/teaching, TVET DOI: 10.7176/JEP/13-30-05 Publication date: October 31 st 2022

1. Cultural Dimensions of Learning - Teachers’ Cultural Skills

Abstract Current demographic changes are increasingly raising the issue of appropriate changes in the educational process as well. This paper brings into question a new imperative in current education: the teaching curriculum and educators must find ways to meet the needs of students with a wide range of experiences, skills and interests. Understanding the ways in which cultural specificity influences the educational context, opens the way for better communication between teachers and students. Teachers need to understand not only how culture influences student behavior, but also how it influences their own perceptions and behaviors. Like students, teachers reflect in their classroom attitudes preferences, perceptions, abilities, and expectations that specifically shape their communication. Teachers often question culture, viewing it as a limitation of the student. Students who overcome their culture succeed. Students who do not want to make this adjustment fail. Teachers rarely reflect on their own prejudices or the limitations of their pedagogical practices. Instead of placing full responsibility on students, we propose that teachers, regardless of their cultural heritage, increase their cultural competence so that they can be better prepared to facilitate students’ learning. This perspective may seem difficult and threatening, but an honest and careful examination can also be rewarding.

University Students’ Classroom Emotional Climate and Attitudes during and after COVID-19 Lockdown

With the advent of COVID-19, universities around the world have been forced to move to a fully online mode of delivery because of lockdown policies. This led to a flurry of studies into issues such as internet access, student attitudes to online learning and mental health during lockdown. However, researchers need a validated survey for assessing the classroom emotional climate and student attitudes towards learning in universities that can be used for online, face-to-face or blended delivery. Such a survey could be used to illuminate students’ perceptions of the experiences that make up learning at university level, in terms of such factors as care from teachers, collaboration and motivation. In this article, we report the validation of a University Classroom Emotional Climate (UCEC) questionnaire and an Attitudes to Learning scale, as well as their use in comparing the classroom emotional climate and attitudes during COVID-19 lockdown (fully online delivery) with post-lockdown (mixed-mode delivery). Female students experienced the post-lockdown condition significantly more positively than during lockdown for all scales except Care, while the only significant difference for males between the during and post-lockdown was their choice to engage with learning (Control) and the degree of Challenge that they found with the learning materials.

Discriminating Behavior: Evidence of Teachers' Grading Bias

Recent evidence has established that non-cognitive skills are key determinants of education and labor outcomes. However, little is known about the mechanisms producing these results. This paper tests a channel that could explain part of the association between some non-cognitive characteristics and educational attainment: teachers' assessment practices that unequally evaluate students on the basis of their classroom behavior rather than their scholastic competence. Evidence is drawn from unique data on middle- and high-school students in Brazilian private schools. Our main empirical strategy is based on the contrasting of teacher-assigned and blindly-assigned scores on achievement tests that are high-stakes and cover the same material. Using detailed data on student classroom behaviors and holding constant performance in exams graded blindly, evidence indicates that teachers inflate test scores of better-behaved students, and deduct points from worse-behaved ones. We also find that, conditional on end-of-year grade, teachers' decision to approve pupils that are bellow the passing cutoff grade is influenced by how these students behaved in class. Back of the envelope calculations suggest that this grading behavior may significantly change the proportion of students failing the school year depending on their classroom attitudes.

Impact of Google Classroom as an Online Learning Delivery during COVID-19 Pandemic: The Case of a Secondary School in Nigeria

The teaching and learning process is rapidly becoming technology driven with the integration of digital learning using of online learning platforms to facilitate instructional delivery. Google classroom learning platform is one of the effective ways of enhancing student active engagement in an online learning environment. The purpose of this study is to examine the impacts of Google classroom as an online learning delivery platform in secondary school during the COVID-19 pandemic in Nigeria. A mixed method approach was used in the study. Online questionnaire on Google Classroom Attitude Scale (GCAS) was used and online Semi-Structure Interview Guide (SSIG) developed by the researcher for data collection on the students’ perceptions on Google classroom. The researcher used Statistical Package of Social Science programme to calculate and analyse arithmetic mean, standard deviation and t-test. Content analysis was used for analysis of qualitative data. The participants were 140. The results showed that Google classroom platform as an online learning delivery positively affected students' academic achievement, attitudes and their perception during the pandemic in Nigeria’s secondary school. Based on the findings of the study, it was recommended that education stakeholders should effectively prepare students for the use of this platform for their learning activities during the pandemic. The platform is capable of assisting both students and teachers to connect, work together, create assignments, grade students and post learning materials. Likewise, students can also ask questions about the areas they do not understand. Hence, the advantages of the platform can be brought into usage for achieving quality in the teaching and learning process at all levels of education during the pandemic.

Comparing Classroom Competence and Attitude between SESEMAT Trained and Non-SESEMAT Trained Teachers in Eastern Uganda

This paper presents a comparison of professional competence and attitude between teachers trained in Secondary Science and Mathematics Teachers’ (SESEMAT) Programme and those not trained in it in Eastern Uganda. The study was based on a realization that though the government provides facilitation to enable teachers undergo training through the SESEMAT programmes, teachers seem not to keenly use SESEMAT methodologies. The study was guided by two objectives: to establish whether there are differences in professional competences between SESEMAT- and non-SESEMAT- trained teachers in Uganda, and to determine whether there are differences in attitude towards teaching between SESEMAT-trained teachers and other teachers of science and mathematics. The study employed semi-experimental design. Ten secondary schools were sampled and 40 teachers were observed during lessons and also given questionnaires. Data analysis was done using the independent sample t-tests to compare the classroom professional competences and attitudes between SESEMAT-trained and non-SESEMAT-trained teachers. It was concluded that given enough time, teachers would implement SESEMAT competences / skills taught during the INSETS. The study recommended that more teachers should be encouraged to attend the SESEMAT INSETS to be able to understand the competences required during the delivery of lessons. This may help improve on the number of quality passes at Ordinary level in science subjects.

수학 학업성취도 및 정의적 요인과 사교육 참여 간의 관계에 관한 종단적 분석

This study used longitudinal data from the middle school year 2010 (1st grade in middle school) to 2015 (3rd grade in high school) in Seoul Education Longitudinal Study. Using the Potential Growth Mixed Modeling (LGMMs), it looked for patterns that similarly change in math achievement as the school grade goes up, and it divided into groups, and then the Simple Growth Models were compared for each group average. Beginning in the third year of junior high school, in case of the G1 (157 students, 5.83%) group that have low score in study vertical scaling and G2 group that have high score in study vertical scaling, the study vertical scaling scores are reversed after 2nd grade of high school, and in case of G3 group (2,308 students, 85.8%), there was no change in scores over the entire school year. And as a result of promoting Random Slopes to see the impact of the defined factors such as classroom attitude, satisfaction, and atmosphere on the average of study vertical scale scores, it shows that G1 group was not influenced by both classroom attitude, satisfaction and atmosphere and G2 group was influenced by class attitude and G3 group was influenced by class attitude and satisfaction. Based on the results of this study, it would like to explore implications and improvement method that can lead the school education reinforcing and shadow education reduction.

학교스포츠클럽 참여자들이 지각한 참여 동기와 교사열정, 수업태도의 구조적 관계

학교스포츠클럽 참여자들이 지각한 참여 동기와 교사열정, 수업태도의 구조적 관계

Differential relations of students' perceived instructions to their motivation, classroom attitude, and academic achievement: The moderating role of self-efficacy

Differential relations of students' perceived instructions to their motivation, classroom attitude, and academic achievement: The moderating role of self-efficacy

Attitude Transference Among Adolescents: The Relationship Between Injunctive Classroom Norms and Individual Antisocial Attitudes

Cognition plays a major role in the development of antisocial behavior. The aim of this study was to extend the current state of research regarding the mechanisms of negative peer influence in adolescence by testing whether aggregated classroom attitudes (injunctive norms) predict individual attitudes toward antisocial behavior and vice versa. For that purpose, attitudes toward a broad range of aggressive and delinquent behaviors were assessed in 864 lower secondary school students in Switzerland. The survey took place at 4 measurement points, spanning Grade 7 to Grade 9. The reciprocal influence between group norms and individual attitudes was tested in a lagged multilevel model for change. Results indicated that injunctive classroom norms predicted subsequent individual attitudes but that individual attitudes did not predict subsequent classroom norms, even if student’s social dominance status was included in the model as a moderator.

Using English as a Means of Instruction (EMI) in Teaching Content Subjects

A foreign language will be more effectively learned when integrated with content rather than isolated as a learned subject; thus the language should be more used in contexts than just formally learned. Recent language teaching methods have been geared toward involving both content and language teaching simultaneously, referred as CLIL, CBI, EMI or L2 use. This article is aimed at describing the use of L2 in teaching content subjects by looking at the attitudes of the students and the interaction between students and teachers at a university in Indonesia. Using mixed research method by conducting survey and non-participant observation to obtain the data about the classroom interaction and attitudes of the students in EMI classes, this study reveals that students’ attitude towards EMI classes is at a moderate to high level. The classroom interaction has been mostly done in English. Both the students and the lecturers use English in the classroom when they are involved in activities up to a certain level for content understanding. In addition, it is common to find code mixing or code switching during interaction. This can be due to their awareness of the benefits and advantages of having more English interaction in this program.

A comparison of preservice teachers' beliefs on education and classroom management

The beliefs held by preservice teachers will affect their classroom perceptions and behaviors. Therefore, understanding these beliefs is necessary to better understand preservice teachers, manage educational reforms successfully, and improving their teaching practice. From another perspective, understanding the belief structures of preservice teachers is important to improve their professional readiness and teaching. This study thus aims to explore whether there is a relationship between preservice elementary teachers’ beliefs on education and classroom management. The relational model was used in the study. The study was conducted on 394 third and fourth year students from the Division of Classroom Teaching in the Elementary Education Departments of five public university. The scales used for the data collection are “Beliefs on Education Inventory” and “Attitudes and Beliefs on Classroom Management Survey”. Data analyses were made through descriptive statistics, the Chi-Square Test, One-Way Analysis of Variance (ANOVA), Independent Samples t-Test, and the Kruskall Walls Test. Even though preservice teachers might have different beliefs, it was found that those who adopted the progressive view in the people management dimension of classroom management were less interventionist, those who adopted the eclectic education belief were more interactive than the former, and those who held the transfer belief were more interactive than those in the other groups. This study attempted to determine and compare pre service elementary teachers’ educational and classroom management beliefs. They have various beliefs on education and classroom management. However, it is not clear what beliefs need to be altered or what beliefs are better. Even if we were, we would not have a way of changing these. The beliefs of future teachers will be reflected in their practices; thus, these research results may contribute to teacher education institutions, policy-makers, teachers and school administrators. Key words: Preservice teacher, beliefs on education, progressivism, transfer, classroom management beliefs and attitudes.