Cognitive Characteristics Of Students Research Articles

Цифровая грамотность, когнитивный контроль и использование цифровых устройств детьми

<p>There is an idea that modern young people who grew up surrounded by digital devices spontaneously master digital skills, and their formation does not require special attention from the school. Teachers' observations and research results show that this is not the case. Most schoolchildren are not able to effectively solve problems in the digital environment, for example, correctly construct a search query, or ensure their information security. The purpose of the study presented in the article is to assess the relationship of digital literacy, including its individual components (for example, the ability to work with information in a digital environment), with some cognitive characteristics of students. In particular, the relationship of digital literacy with the features of cognitive control of students is considered, taking into account the frequency and specifics of the activity of using digital devices. The study is based on data from the assessment of the level of digital literacy by the developed measurement tool on a sample of 4,700 students in grades 7 and 8 of schools in 5 regions of Russia in the fall of 2022.</p>

Management methods of college students in the new era based on the theory of educational cognition

With the continuous development and progress of society, the reform of higher education is gradually unfolding, and colleges and universities are responsible for the development of education. From the perspective of students' cognition, understanding the law of the occurrence and development of students' cognition is conducive to change the traditional rigid management mode to the development of flexible management mode. In addition, it also meets the requirements of student management to take into account students' cognitive and human needs, and provides guidance for student management in the new era, and enriches the theoretical basis of student management. Based on the educational cognitive theory, this paper conducts a questionnaire survey on College Students' management, and uses SPSS software to analyze the survey data, so as to measure the satisfaction of various management work, and to study the influence of cognitive theory on the management mode of college students in the new period. In the process of design, the questionnaire focuses on students' self-cognition and social cognition, especially the cognition of "the other" in students' social cognition, that is, the cognition of student management work and the cognition of student management workers. The results of the questionnaire survey show that there is a difference between students’ self-perception and the cognition of others, and students’ cognitive characteristics determine how to manage students. Student management workers need to improve the role of “advisors, mentors and helpful friends”. The cognitive characteristics of students determine the changes in student management. The cognitive needs of students determine the content of student management; the cognitive level of students accounts for 34% of the effectiveness of student management.

Design of The Learning Environment Considering the Gender Characteristics of Students

In this study, the motivation and cognitive characteristics of students in the implementation of a gender-based approach to teaching and their consideration in the educational process of boys and girls are presented. The purpose of the study is to verify empirically the effectiveness of the design of the learning environment considering the gender characteristics of students by analyzing the cognitive characteristics of children studying in different types of classes. In the study, the following methods were used: “Amthauer Intelligence Structure Test” adapted by L. A. Yasyukova , “Test for assessing the formation of reading skills”, “Test for assessing the independence of thinking”, test “Determining the level of school motivation and emotional attitude to learning (Spilberg-Andreeva)”, as well as observation, comparison and assessment. It is shown that children studying in same-sex classes show a higher motivation for learning; their cognitive abilities manifest themselves differently than in mixed classes.

Assessing the Mental Health, Physical Activity Levels, and Resilience of Today’s Junior College Students in Self-Financing Institutions

In recent decades, the number of adolescents and young adults with poor mental health has been increasing, particularly among students in tertiary institutions. This study investigates the physical activities, resilience, and mental health status of junior college students in Hong Kong. The questionnaire consisted of demographic characteristics, the Positive Mental Health Scale, the Brief Resilience Scale, and the Godin-Shephard Leisure-Time Physical Activity Questionnaire. Four hundred and sixteen students participated in the study. The results showed a moderate positive correlation (r = 0.485) between resilience and mental health, and a low positive correlation (r = 0.258) between resilience and physical activity. The one-way analysis of variance (ANOVA) with a post hoc test showed that arts students engaged in more physical activity than students from other disciplines. A multiple regression analysis was used to examine the predictors of a positive mental health status. The significant predictors are: resilience (β = 0.704; 95% CI = 0.575–0.833; P < 0.001), physical activity score (β = 0.032; 95% CI = 0.016–0.048; P < 0.001), the male gender (β = 1.035, 95% CI = 0.171–1.900; P < 0.05), and students’ enrollment in a health science discipline (β = 1.052, 95% CI = 0.175–1.930; P < 0.05). Preventive measures, such as strengthening resilience, a broad curriculum and taking note of the demographic and cognitive characteristics of students are essential for improving the mental health of freshmen in colleges.

Fatores de socialização antecipatória: um estudo com alunos de ciências contábeis

Motivação, percepção do ambiente, envolvimento e compromisso profissional caracterizam-se como elementos sociáveis de um indivíduo. Nesse contexto, este estudo investiga os fatores de socialização antecipatória de estudantes universitários de Contabilidade de duas universidades federais do estado do Paraná, sob a sustentação conceitual e metodológica do modelo de Astin. Os dados foram coletados por meio de um questionário adaptado do estudo de Ahmad, Anantharaman e Ismail (2012), aplicado a 71 alunos concluintes da graduação no ano de 2016, e foram tratados com as técnicas estatísticas de análise descritiva e de Modelagem de Equações Estruturais via Partial Least Square (PLS). Os achados da pesquisa sugerem que os fatores de motivação e de percepção de ambiente não impactam de forma estatisticamente significativa no envolvimento e, por consequência, no compromisso profissional. Contudo, confirmou-se que a motivação afeta de forma positiva e significativa o comprometimento profissional. Com isso, os resultados instigam pesquisas futuras para incluir outras características cognitivas dos alunos, as quais possam influenciá-los frente ao compromisso profissional.

Cognitive Characteristics of Students with Superior Performance in Mathematics

Super-gifted individuals are considered to be very rare. This paper addresses one part of a larger body of research aimed at characterization of super-giftedness in mathematics. The research population consists of three groups of students who excel in mathematics: Super-gifted in mathematics (S-MG), generally gifted students who excel in school mathematics (G-EM) and students who excel in school mathematics but are not identified as generally gifted (NG-EM). Fifty-six male students who comprised these groups performed a battery of cognitive tests: memory, speed of information processing, visual perception, and attention. We found that the between-group differences are task depended and that S-MG students can be characterized by superior performance on Working Memory test (WM – span, WM – total score) and the accuracy of Pattern-recognition, which was an indicator of visual perception.

Effects of Tier 3 Intervention for Students With Persistent Reading Difficulties and Characteristics of Inadequate Responders.

This article describes a randomized controlled trial conducted to evaluate the effects of an intensive, individualized, Tier 3 reading intervention for second grade students who had previously experienced inadequate response to quality first grade classroom reading instruction (Tier 1) and supplemental small-group intervention (Tier 2). Also evaluated were cognitive characteristics of students with inadequate response to intensive Tier 3 intervention. Students were randomized to receive the research intervention (N = 47) or the instruction and intervention typically provided in their schools (N = 25). Results indicated that students who received the research intervention made significantly better growth than those who received typical school instruction on measures of word identification, phonemic decoding, and word reading fluency and on a measure of sentence- and paragraph-level reading comprehension. Treatment effects were smaller and not statistically significant on phonemic decoding efficiency, text reading fluency, and reading comprehension in extended text. Effect sizes for all outcomes except oral reading fluency met criteria for substantive importance; however, many of the students in the intervention continued to struggle. An evaluation of cognitive profiles of adequate and inadequate responders was consistent with a continuum of severity (as opposed to qualitative differences), showing greater language and reading impairment prior to the intervention in students who were inadequate responders.

Analysis of Korean High School Students' Decision-Making Processes in Solving a Problem Involving Biological Knowledge

In this study, the cognitive characteristics of students' decision-making processes centered on phases, difficulties, and strategies are analysed in the personal dailylife context involving biological knowledge. The subjects were first year science and general high school students in Seoul, Korea; 6 female students and 7 male students. The students' decision-making processes were analysed by “think-aloud” and participant observation methods. On the whole, the students' decision-making processes progressed in following order: recognizing a problem, searching for alternatives, evaluating the alternatives, and decision. During the decision-making processes, the above phases were repeated by trial and error. Students preferred noncompensatory rules that did not allow trade offs among alternatives for decisions, rather than compensatory rules of selection. Students had a tendency to have difficulties in analysing the difference between initial state and desirable state of the problem, organising biological knowledge-related problems, and clarifying values as selective criteria. Even students who had high achievement and more positive science-related attitudes did not apply biological knowledge to search for alternatives, and could not utilise scientific values as selective criteria very well. We discuss the implications of these results for teaching of decision-making in respect to scientific literacy.