Differences In Attitudes Of Students Research Articles

Subjective assessment of social status and socio-psychological attitudes of student youth

The problem of accompanying talented youth is closely related to the phenomenon of social status, including the individual psychological characteristics of the perception of their own social status. This article examines the quantitative characteristics of the subjective assessment of the real and ideal social status by students of different levels of education, as well as the relationship between socio-psychological attitudes and the semantic space of the social status of student youth. The study involved 169 students aged 16 to 47 years (M = 20.6, SD = 4.4 (56.4% men). Methods were used: semantic differential, survey - methodology for diagnosing socio-psychological attitudes of personality by Potemkina O.F., World assumptions scale (WAS) R. Janoff-Bulman (adapted and re-standardized by Padun M.A., Kotelnikova A.V.); statistical methods. The study established differences in factor Evaluation, factor Potency and factor Activity, real and ideal status of students at different levels of education, differences in the socio-psychological attitudes of students at different levels of education, as well as the relationship of subjective assessment of real and ideal social status with socio-psychological attitudes. Research prospects are aimed at studying the content characteristics of the subjective assessment of the real and ideal social status of student youth.

VEX Robotics Competitions: Gender Differences in Student Attitudes and Experiences

Aim/Purpose: Educational robotics competitions are a popular way to increase students’ interest in science and engineering during their K-12 years. However, female students are typically underrepresented in these competitions. The goal of this study is to determine differences in the experiences of male and female robotics competition students in order to better support female students and increase their representation in competition leagues. Background: VEX Robotics Competitions are one of the fastest-growing educational robotics competitions available to middle school and high school students around the world. Despite growing numbers of participants, VEX programs have a notice-able lack of female participants. In order to create a more diverse and representative program, it is important to investigate why fewer female students participate in the competitions and what can be done to better support female students. Methodology: Qualitative and quantitative data were collected from VEX mentors and students through online surveys. A total sample of N=675 VEX mentors and students participated (n=47 students and n=628 mentors). The surveys asked scaled, multiple choice, and free response questions. Through these surveys, the following research questions are answered: 1) What (if any) are the differences between male and female student experiences with VEX? 2) What (if any) are the differences in male and female students’ confidence in their technical ability? and 3) What (if any) are the differences in male and female students’ performance on VEX related robotics team tasks? Contribution: This study contributes to the growing body of work on engaging female students, and other underrepresented students, in STEM fields such as programming, engineering, and robotics. Findings: Results demonstrate the male students outnumber female students and male mentors also outnumber female mentors in this sample. Male students are significantly more confident in their general technical ability and their ability to put things together (p<.05) and students of both genders generally wished to have more female students on their teams. Results also indicate that mentors generally perceive their female students as requiring more help and that they are less engaged with construction tasks as compared to male students. Recommendations for Practitioners: VEX mentors should focus on enhancing female students’ confidence with the construction and building aspects of robotics and ensuring they get the same experience with these tasks as male students. They should consider providing supplemental hands-on training sessions, within or outside of regular team sessions, for students who wish to build confidence and experience in these areas. Recommendation for Researchers: Researchers should continue to explore the experiences of female students in robotics competitions, including differences based on grade level, mentor gender, and more. Researchers should additionally look at female students who are not a part of robotics teams (or who have left a robotics team) to understand why these teams do not appeal to them. Impact on Society: Women are still underrepresented in engineering and computer science professions. In order to bridge this gap, it is critical to find effective ways to reach girls in their K-12 years to build their confidence and interest in these fields before they reach college. This study points out critical areas where robotics competition teams should focus on building female students’ confidence. Future Research: The findings in this paper present research from year 1 of a multi-year longitudinal study. Future research will continue to track the mentors and students in this study in order to gain information on retention and change over time.

Occupational Exposure Risk for Swine Workers in Confined Housing Facilities.

In an effort to change unsafe tractor operating behaviors among Appalachian youth resulting from practices and habits learned through a socialization process (termed an "apprenticeship of observation"), this study implemented a four-part intervention in high school agricultural education classes that included implementation of a cost-effective rollover protective structure (CROPS) curriculum. The curriculum included farm safety information, specific NIOSH plans for CROPS construction, and procedures for CROPS installation on unprotected tractors. In this exploratory study, pre- and post-assessments were conducted using theory of planned behavior (TPB) constructs to measure changes in four factors that influence changes in learner behavior: learner attitude, perceived social norms, behavioral control, and perceived behavioral intention. Students' perceived knowledge and skills gained through the intervention were also measured because they are integral components in assessing the effectiveness of a curriculum intervention. Participants (N = 83) were high school students from seven schools in three states in the Appalachian region. Findings revealed statistically significant differences in student attitudes toward the use of life-saving CROPS and in perceived knowledge and skills gained through the curriculum implementation. The CROPS curriculum can be an effective intervention effort for addressing the social and behavioral effects of farm youths' apprenticeships of observation by creating more positive attitudes and learning outcomes among youth at risk for tractor rollover fatalities. Recommendations are provided for expanding the applications of the curriculum intervention and the TPB constructs.

English

This study aims to identify whether the use of popular music in teaching song creates a significant difference in attitudes of middle school students to music lessons. “Pretest-posttest design” from experimental models was used. The experimental and control groups consists of 8 classes of continuing education from four different middle schools in Burdur province which were selected randomly. The music lesson attitude scale was used for both groups by the researchers before the experiment. The “syncopation/off-beat” topic chosen by the researchers was taught to the experiment and control groups for four weeks. While the song teaching related to the topic was taught traditionally to the control group, examples of songs from Turkish pop music chosen by the researchers were taught to the experimental group using prepared karaoke recordings. After the experiment, the music lesson attitude scale was applied to both groups again by the researchers, and an attempt was made to identify whether there was a significant difference in the attitudes of the students to music lessons. The research concluded that the use of popular music examples in song learning caused a general increase in attitudes of students to music lessons. Additionally, when the differences in mean attitude points for items are examined students had more enjoyment from music lessons where pop music samples were used for song learning. It was identified that their motivation for the lesson and their desire to participate in activities in class and outside of class increased. Key words: Popular music, music attitude, music education.

The Effects of Smart Board Applications on Students’ Attitudes in Pattern-Making Teaching

The aim of this study is to determine the effects of Synchronous E-learning Applications and Face-to-face Teaching based on Smart Board on students' attitudes in Pattern-Making Teaching which is one of the fundamental courses in fashion design and clothing education. Hence, this paper seeks to answer the question “Do Synchronous E-learning Applications and Face-to-face Teaching based on Smart Board affect students' attitudes in Pattern-Making Teaching?” In this study, a pretest - posttest control group design was used on 51 students. An attitude scale developed by the researchers was applied. In Pattern-Making teaching, the first Experiment group was taught through Face-to-face Teaching based on Smart Board, while the second Experiment group was taught through Synchronous E-learning based on Smart Board. The Control group was taught through Traditional Teaching methods. The Kruskal Wallis-H Test was applied to identify the difference between the groups. The Mann Whitney-U Test was performed for binary comparisons to test for significant differences according to test results. A significant correlation was found at 0.001 level in the results. Smart Board applications were observed to generate more positive attitudes in the experiment groups. It was found that the attitudes of the students in the Experiment-1 group where the smart board based Face-to-face Teaching was conducted were more positive than those in the Experiment-2 group in which E-learning Applications were conducted. As expected, no significant difference in attitudes of students were found in the Control group since the same teaching approach was used.

Determination of University Student Attitudes Toward Violence

This study aims to determine university student attitudes toward violence with respect to their individual characteristics. The sample group of the study comprised 353 students attending the Department of Child Development and the Department of Nursing at Kirikkale University Faculty of Health Sciences. In the study, the “Adolescents’ Attitudes towards Violence Scale (ATVS)” served as the data collection tool. In data analysis, standard deviation, arithmetic mean, the Mann-Whitney U Test and the Kruskal-Wallis H Test were used. There was statistically significant difference in student attitudes towards violence with respect to age, gender and year at university (p<0.05).More research should be conducted to identify other factors associated with attitudes toward violence than age, gender and year at university.Keywords: Adolescents’ Attitudes towards Violence Scale; attitudes toward violence; university students

Determination of University Student Attitudes Toward Violence

This study aims to determine university student attitudes toward violence with respect to their individual characteristics. The sample group of the study comprised 353 students attending the Department of Child Development and the Department of Nursing at Kirikkale University Faculty of Health Sciences. In the study, the “Adolescents’ Attitudes towards Violence Scale (ATVS)” served as the data collection tool. In data analysis, standard deviation, arithmetic mean, the Mann-Whitney U Test and the Kruskal-Wallis H Test were used. There was statistically significant difference in student attitudes towards violence with respect to age, gender and year at university (p<0.05).More research should be conducted to identify other factors associated with attitudes toward violence than age, gender and year at university.Keywords: Adolescents’ Attitudes towards Violence Scale; attitudes toward violence; university students

Preparing Nurses for Genetic Medicine: Integration of a Brief Education Session in an Undergraduate Nursing Curriculum.

Few studies have focused on the genetic competencies of undergraduate nursing students. The aims of this study include measuring undergraduate nursing students' knowledge, perceived comfort, and attitude toward genetics, and gauging the effectiveness of a brief genetics education session. Undergraduate nursing students (N = 32) were recruited to participate in a survey. A subset (n = 6) then participated in a 1-hour review of basic genetic concepts and activities, with applications to clinical scenarios. Both groups repeated the survey and their results were compared. Students attending the education session had higher knowledge scores than the control group and reported higher levels of comfort with genetics-related tasks. No differences in student attitudes exist. This pilot study suggests that a brief but focused education session can increase the level of genetics knowledge and comfort in undergraduate nursing students. [J Nurs Educ. 2017;56(3):170-173.].

A comparative study of effectiveness of cadaver dissection versus computer assisted dissection

IntroductionThe aim of this study was to compare the effectiveness of computer assisted virtual dissection with that of actual dissection as analyzed through students’ achievements and attitudes. MethodsWe conducted a prospective inferential study with fifty 1st year medical students who undertook dissection classes through computer – assisted dissection, actual dissection on cadavers and combination of both in three different sessions. The students’ scores in the assessment tests after undergoing these dissection schedules were analyzed using paired t-tests. Students’ attitudes regarding these two methodologies were assessed by a set of questionnaire. ResultsStudents who participated in the actual cadaver dissection, supplemented by computer assisted virtual dissection scored significantly higher (p=0.004) as compared to any of dissection methods used alone on post-dissection assessment tests. The proportion of students achieving more than 50% marks was also significantly higher with the combination method. Analysis of the survey questionnaire indicated differences in attitudes of students for actual dissection and computer-simulated virtual dissection. Vast majority of students (97.6%, n = 48) stated that computer assisted dissection cannot replace the actual dissection of cadavers, but were in the favor of incorporating the computer assisted virtual dissection as an integral part of teaching of human anatomy as a complementary tool to the actual dissection.

What Can We Learn from Student Attitudes for International Achievement Tests?

This study looks at whether differences in student attitudes towards mathematics and science between Victorian students and those in selected other countries can explain differences in student achievement between them. We find that they cannot. In general, in the 2011 Trends in Mathematics and Science Study (TIMSS) data used here, Victorian school students have more positive attitudes towards mathematics and science than students in high achievement countries. These results also hold where we remove any language effects from the way people respond to attitudinal questions, or any cultural or social-desirability induced elements of the responses. Further, the most reliable estimates of the relationship between attitudes and achievement point to quite small effects, suggesting any increase in achievement associated with improved student attitudes could only be small.

Attitudes of Students at a US Medical School Toward Mental Illness and Its Causes

Stigma among health care providers toward people with mental illness is a worldwide problem. This study at a large US university examined medical student attitudes toward mental illness and its causes, and whether student attitudes change as they progress in their education. An electronic questionnaire focusing on attitudes toward people with mental illness, causes of mental illness, and treatment efficacy was used to survey medical students at all levels of training. Exploratory factor analysis was used to establish attitudinal factors, and analysis of variance was used to identify differences in student attitudes among these factors. Independent-samples t tests were used to assess attitudes toward efficacy of treatments for six common psychiatric and medical conditions. The study response rate was 42.6% (n = 289). Exploratory factor analysis identified three factors reflecting social acceptance of mental illness, belief in supernatural causes, and belief in biopsychosocial causes. Stages of student education did not differ across these factors. Students who had completed the psychiatry clerkship were more likely to believe that anxiety disorders and diabetes could be treated effectively. Students reporting personal experiences with mental illness showed significantly more social acceptance, and people born outside the USA were more likely to endorse supernatural causes of mental illness. Sociocultural influences and personal experience with mental illness have a greater effect than medical education on attitudes toward people with mental illness. Psychiatric education appears to have a small but significant effect on student attitudes regarding treatment efficacy.

Successes with Reversing the Negative Student Attitudes Developed in Typical Biology Classes for 8th and 10th Grade Students

The purpose of this study is to compare changes in attitudes of students about their study of biology in the classes thought by five biology teachers who experienced an Iowa Chautauqua workshop with and two non-Chautauqua teachers who had no experience with any professional development program. The results indicated that there are significant differences in student attitudes in favor with students of the five biology teachers who experienced of a full year of experiences an Iowa Chautauqua workshop.

Promotion of Influenza Prevention Beliefs and Behaviors through Primary School Science Education.

School-based campaigns to improve student health have demonstrated short-term success across various health topics. However, evidence of the effectiveness of programs in promoting healthy beliefs and behaviors is limited. We hypothesized that educational curricula teaching the science behind health promotion would increase student knowledge, beliefs and adherence to healthy behaviors, in this case related to influenza. Integrated Science Education Outreach is a successful education intervention in Rochester, Minnesota public schools that has demonstrated improvements in student learning. Within this program, we designed novel curricula and assessments to determine if gains in knowledge extended to influenza prevention. Further, we coupled InSciEd Out programming with a clinical intervention, Influenza Prevention Prescription Education (IPPE), to compare students' attitudes, intentions and healthy behaviors utilizing surveys and hand hygiene monitoring equipment. 95 students participated in (IPPE) in the intervention school. Talking drawings captured improvement in influenza prevention understanding related to hand washing [pre n=17(43%); post n=30(77%)] and vaccination [pre n=2(5%); post n=15(38%)]. Findings from 1024 surveys from 566 students revealed strong baseline understanding and attitudes related to hand washing and cough etiquette (74% or greater positive responses). Automated hand hygiene monitoring in school bathrooms and classrooms estimated compliance for both soap (overall median 63%, IQR 38% to 100%) and hand sanitizer use (0.04 to 0.24 uses per student per day) but did not show significant pre/ post IPPE differences. Student understanding of principles of influenza prevention was reasonably high. Even with this baseline, InSciEd Out and IPPE improved students' unprompted knowledge of behaviors to prevent influenza, as reflected by talking drawings. This novel metric may be more sensitive in capturing knowledge among students than traditional assessment methods. However, IPPE did not produce further significant differences in student attitudes and behaviors regarding the flu.

Does Special Care Dentistry undergraduate teaching improve dental student attitudes towards people with disabilities?

Undergraduate dental curricula increasingly aim to address student attitudes towards people with disabilities. This study reports the effectiveness of a comprehensive, blended learning Special Care Dentistry undergraduate programme to change attitudes towards people with disabilities. A validated psychometric instrument (ATDP-Form 0) was given as a course evaluation to third-year dental students in the Dublin Dental University Hospital over 3years from 2010 to 2013, immediately before and after the delivery of a brief comprehensive curriculum in Special Care Dentistry. From a population of 109 students, 100 (91.7%) pre-test and 83 (76.1%) retest responses were analysed. Mean score before the course, for all years, was 74.8 (SD=14.7), compared with 76.8 (SD=14.0) for all years after the course. Dental students in our study had neither particularly positive, or negative attitudes towards people with disabilities. There was no statistically significant difference in student attitudes before and after the educational intervention. This study, therefore, shows that a comprehensive undergraduate blended learning module, which aimed to improve attitudes towards people with disabilities, did not do so, using the described measures within the selected timeframe.

장애인치과학 수업 전후의 치의학 전문대학원 학생들의 장애인에 대한 인식 변화 연구

Patients with disabilities are a significant segment of Korea population. However, they encounter more challenges when seeking dental care. So, dentists and students who are future dental providers should have a responsibility to provide oral care services for them. In this study, we hypothesize that the education of special care dentistry may influence positive attitudes of the disabled. The attitudes are influenced by demographic variables such as gender, religion, experience of volunteer activities and marital status. Therefore, the objective of this study was to explore the change of attitudes of students towards people with disabilities between before and after class of special care dentistry. 72 students enrolled at the Kyung Hee University were surveyed. All participants attended class of Special Care dentistry in the third grade. The survey was conducted two times, just before class and after class. The attitudes of students were assessed using the well-documented ATDP (Attitude Toward Disabled Person)-O(Original) scale and MAS (Multidimensional Attitudes Scales Toward Persons with Disabilities) scale through the methodology of questionnaires. The results indicated that gender, experience of volunteer activities and marital status did not affect their ATDP and MAS score. In religious affiliation, only, there were statistically significant difference in student attitudes between before and after class of Special care dentistry. It means that habitual religious activity may offer stronger effects on student`s attitude than short-term education. Therefore, long-term and specific educational experiences are needed to promote positive attitudes for people with disability.

Influence of an Environmental Studies Course on Attitudes of Undergraduates at an Engineering University

Studies suggest that at engineering universities, where the percentage of males and engineering majors is high, pro-environmental attitudes are likely to be weak and may not change. The 15-item New Ecological Paradigm (NEP) scale was used to measure differences in student attitudes before and after an environmental studies course. Results revealed students held more pro-environmental attitudes about the validity of the ecological crisis, the existence of resource constraints, and the delicacy of nature's balance after the course. Students did not shift their views regarding the domination of humans over the environment or their belief in human ingenuity to overcome resource limits. Engineering majors showed weaker endorsement of the NEP compared to non-engineering majors, but the increase in their endorsement after the course was statistically significant.

The Examination of a Pullout STEM Program for Urban Upper Elementary Students

The purpose of this study is to determine whether a pullout STEM program (STARBASE) makes reading and math scores decrease and examine its impact on urban fourth, fifth, and sixth grade students’ attitudes and perceptions regarding STEM education and careers. We employed a mixed-methods, case study approach that involved two published and one indigenous instrument composed of Likert scales, semantic differential scales, and open-ended items, along with structured interviews. Results indicate that it is possible for reading, math, and social studies scores to be unaffected when implementing a STEM pullout program, as adjusted trends (for ethnicity and socioeconomic status) are not statistically different from those of non-STARBASE school divisions in the area. Additionally, the Black/White achievement gap, as measured by standardized test scores, was substantially closed over the last decade within STARBASE schools. Quantitative measures revealed few differences in student attitudes from pre- to posttest. Student qualitative responses were overwhelmingly positive. Students wanted more STARBASE time in the regular school year. Students, particularly Black students, also wanted an increase in career education opportunities. Implications regarding curricular changes aimed at STEM education and model adoption are addressed.

Gender differences in student attitudes towards sexual appeals in print advertising

Sexuality is a widely used appeal in advertising today. The aim of this research was to establish whether or not this form of advertising connects with South African students and whether gender differences existed. A triangulated research design with data collected in focus groups, was used. The findings generally indicated negative attitudes towards sexual appeals in advertising. The main difference in gender responses was that males responded more negatively to adverts that contained male models as opposed to female models, whereas, women responded in similar ways regardless of the gender of the model.

Media literacy and culture of the primary school pupils in Nis

This work analyses the relationship between media and education, especially the possibilities of developing the media culture and literacy in institutional education. In the process of developing media culture and literacy, schools have a very important role being the basic educational institutions which are expected to lead a planned and systematic action with the aim of achieving the best effects of media education. In order to find out in which ways schools develop media culture and literacy, what potentials can schools use to develop these processes and if there is a difference in attitudes of students depending on their gender, we have analyzed the attitudes of primary school pupils. The work explains the results of an extensive research implemented on the sample of 142 pupils attending primary schools on the City of Niš territory. The results have confirmed that there is no statistically significant difference between the attitudes of male and female students concerning the school milieu as a favorable environment for development of media culture and literacy, within both teaching process and extracurricular activities.

Attitudes of physical therapy students toward patient-centered care, before and after a course in psychosocial aspects of care

ObjectivePatient-centered care is vital in developing the therapeutic relationship. Attitude may be an important measure of student potential for giving patient-centered care. The purpose of this study was to assess attitudes toward patient-centered care in doctor of physical therapy students before and after completion of a course that addresses communication skills and psychosocial aspects of care. MethodsIn 2009, forty-nine students in the Doctor of Physical Therapy educational program at Duke University took a required course which included recommended elements for teaching patient-centered care. Students completed the Patient–Practitioner Orientation Scale (PPOS) and the Tasks of Medicine Scale (TOMS) twice prior to the course and once at course completion. Demographic data were gathered and students responded to open-ended questions at final survey administration. ResultsThere were statistically significant differences in student attitudes toward patient-centered care after the educational experience on the PPOS and the TOMS, which were supported by students’ written responses. ConclusionChanges in attitudes toward patient-centered care are possible with educational intervention. Practice implicationsThe results of this study may help to inform educators of medical professionals about the education of practitioners to develop patient-centered attitudes.