Different Groups Of Students Research Articles

Features of mental self-regulation of students of different groups of adaptive abilities

Features of mental self-regulation of students of different groups of adaptive abilities

The Influence of Educational Technologies and Students‘ Academic Disposition on Their Study Success in the First Year at University

The paper presents the results of the research on student success in the first year at Faculty of Transport Engineering, University of Pardubice, Czech Republic. The research focused on the issue of students and their academic disposition as well as on the educational technologies used within the framework of teaching mathematics in the first semester at the university. The research included both full-time and part-time students. During the semester, the students had the opportunity to attend lectures, seminars and one additional seminar. The available study aids were in the form of printed textbooks supplemented by compact discs, which included video recordings of the procedures used to solve the problems and exercises discussed. Additionally, the video recording of the current lecture was published using the university intranet after every lecture. The research aimed to find out which educational technologies are convenient for different groups of students and how they affect the student attendance at lectures and seminars. The research was conducted using a questionnaire. The obtained data were statistically evaluated. The research proved that full-time students use their notes from lectures and especially from seminars to study. Part-time students use the multimedia textbooks and the video recordings of lectures the most. The publication of the lecture video recordings has a slightly negative effect on the student attendance, but they are beneficial for the majority of students.

Students’ Relative Attitudes and Relative Intentions to Use E-Learning Systems

Students’ Relative Attitudes and Relative Intentions to Use E-Learning Systems

School refusal and school-related differences among students with and without diagnoses

School refusal is an increasing concern in the Nordic countries. In Norway, public recommendations to combat school refusal sometimes include making life at home less desirable, which reflects the notion that children choose to stay at home out of convenience. However, the mechanisms behind absenteeism are not trivial. A largely unaddressed topic is the compatibility of Nordic mainstream schools for students with neurodevelopmental or psychological diagnoses. This paper supports King and Bernstein’s definition of school refusal as related mainly to anxiety and emotional discomfort. We ask: Are there school-related differences between different groups of students who struggle with school refusal? The paper discusses the results of a web-based survey that included 256 guardians of children with substantial undocumented school absences. We found school-related differences between students with ADHD, autism, and psychological challenges and students without diagnoses who also struggle with school refusal. Compared to students without a diagnosis, autistic students strived socially more and had higher risk of being without friends at school, and students with ADHD were more exposed to bullying, strived socially more, and fewer of them had good relations to the teachers.

Equity in high school computer science: Beyond access

Little is known about the extent to which expansions of K-12 computer science (CS) have been equitable for students of different racial backgrounds and gender identities. Using longitudinal course-level data from all high schools in California between the 2003–2004 and 2018–2019 school years we find that 79% of high school students in California, including majorities of all racial groups, are enrolled in schools that offer CS, up from 45% in 2003. However, while male and female students are equally likely to attend schools that offer CS courses, CS courses represent a much smaller share of course enrollments for female students than for male students. Non-Asian students enroll in relatively few CS courses, and this is particularly true for Black, Hispanic, and Native American students. Race gaps in CS participation are to a substantial degree explicable in terms of access gaps, but gender gaps in CS participation are not. Different groups of students have access to CS teachers with similar observable qualifications, but CS teachers remain predominantly white and male. Consequently, white and male CS students are much more likely than other students to have same-race or same-gender instructors. Our findings and the implications we draw for practice will be of interest to administrators and policymakers who, over and above needing to ensure equitable access to CS courses for students, need to attend carefully to equity-related course participation and staffing considerations.

School Choice in Chile

In “School Choice in Chile,” Correa et al. describe the design and implementation of the new school admissions system in Chile. The design, based on the celebrated work of Gale, Shapley, and Roth, involves several challenges to comply with the Chilean legislation. For instance, the system includes different priorities and quotas for different groups of students. Moreover, the system operates nationwide and in all grade levels. As a result of the latter, one of the primary goals was to favor the joint assignment of siblings to the same schools. To accomplish this, the authors propose a heuristic approach that dynamically updates preferences, and breaks ties at the family level to increase the probability that siblings are assigned to the same school. The system, introduced in 2016 and still in use today, serves more than half a million students each year.

Mercy Procedure or a Nightmare? Attitude towards Pregnancy Termination among Polish University Students.

Worldwide, there are about 121 million unintended pregnancies per year. The aim of the study was to assess the attitudes in different groups of students from 40 Polish universities towards pregnancy termination. In total, 9686 university students (20.1% male and 79.9% female) took part in our research. Questions about attitudes towards abortion in all possible circumstances were involved in the survey, which also included a socio-demographic questionnaire. Overall, 94.5% of women and 90.7% of men consider that abortion should be legal in the situation of a threat to the mother’s life, while only 52% of women and 38.7% of men accept it in the case of a hard financial situation for the mother. Most students stand for abortion in the situation of a threat to the mother’s life, in the case of rape, or in the case of a mortal fetus defect. Less than half of the students interviewed consider that abortion should be legal in the case of a hard financial situation for the mother or on the mother’s demand. People who declare a religious affiliation more often disagree with abortion, even in the hardest cases such as a danger to the mother’s life or a mortal fetus defect. The factor that influences the strongest on attitudes towards abortion is being an active Roman Catholic. The majority of students have a pro-choice attitude in respect of pregnancy termination.

“I see myself as a STEM person”: Exploring high school students' self‐identification with STEM

AbstractIn the literature, STEM identity tends to be characterized either as students' relationship with the STEM field “as a whole,” or their relationship with a particular STEM area, such as science. With this study, we add to the existing scholarship by characterizing the profiles of students who identified themselves as “STEM people.” A 52‐item questionnaire was administered to 1004 students aged 12–16 from high schools in and around Barcelona, Spain. To profile different groups of students, we performed a hierarchical cluster analysis that included responses relating to participants' interest, competence, self‐efficacy, and aspirations to different STEM and non‐STEM areas. Our analysis generated six different clusters, which we interpreted as ranging from positive to negative self‐identification with STEM. Our particular interest was in the two clusters we interpreted as exhibiting positive STEM identity (C1 and C2). The analysis suggested that there were two different ways of considering oneself as a STEM person. Students who self‐identified as STEM people were either more inclined toward technology and engineering (C1) or science (C2), particularly in terms of their aspirations. These two clusters were also strongly gendered, with C1 being dominated by boys and C2 by girls. Although our findings suggest the existence of a conscious “sense of STEM identity,” we suggest that students who self‐identified as STEM people may have ascribed different meanings to the STEM based on their preferences. As such, this study questions the suitability of studying STEM identity “as a whole” without also considering how students relate to individual STEM and non‐STEM areas.

The complexity of professional identity: Chinese university teachers teaching in physical education teacher education (PETE) programmes

ABSTRACT In this study, we explore how Chinese teachers, who are involved in PETE programmes in universities, understand their professional identity and what specific factors influence their professional identity as teacher educators. Initially, a sample of 15 Chinese university teachers involved in PETE were interviewed and five follow up interviews were conducted. The results expressed that Chinese university teachers lacked an understanding of the term ‘teacher educator’. Noting the diverse responsibilities and teaching to different groups of students, the majority of the participants perceived their professional identity more as university teachers than as teacher educators. One of the most significant factors positively impacting participants’ professional identity as teacher educators was their level of interaction with pre-service teachers. There is a need for future research on the diverse work of university teachers involved in teacher education and how their multifaceted roles and responsibilities may influence professional identity as teacher educators.

National self-identification of students of the Faculty of Orthodox Theology at the University of Warsaw (late 1920s-1930s)

Abstract In the article, the data about national structure of students of Faculty of Orthodox Theology of the University of Warsaw in the late1920s-1930s is analyzed. The features of national self-identification of different groups of students are designated. Conclusions are made about the reasons for the disproportionate representation among future theologians of persons self-identifying as Russian and Orthodox Poles.

Geography Achievement and Opportunity to Learn: A Focus on the Attitudes of Teachers and Students

Student and teacher attitudes toward school subjects are associated with varying levels of achievement in those subjects. This study analyzed data from the 2018 National Assessment of Educational Progress (NAEP) to explore relationships between geography achievement in 8th grade, student attitudes toward geography, and teacher attitudes about their students and profession. There is a significant and positive relationship between geography achievement and attitudes, including a teacher’s job satisfaction and how students perceive the value of geography for understanding the world. However, the significance of these relationships varies for different groups of students.

“The School for the Travellers and the Blacks”: Student and Teacher Perspectives on “Choosing” a Post-Primary School with a High Concentration of Disadvantage

Since the formation of the Irish State, the participation and attainment in education of members of the Irish Traveller community have been low. In terms of school-related factors, research points to Travellers perceiving the curriculum as irrelevant, experiencing problematic relationships with peers and teachers, a strong sense of not belonging, and low teacher expectations. This paper draws on the findings of a wider study which explored how an intercultural approach to education was conceptualised and enacted, with particular reference to Travellers, in one urban DEIS (disadvantaged) post-primary school in the West of Ireland (St. Greg’s) with a highly diverse student population. Located in the interpretivist/constructivist paradigm, and informed by critical race theory, an in-depth qualitative case study research design was employed. Data collection involved twenty-eight semi-structured interviews with teacher and student participants, including Traveller and “other” minority ethnic students, as well as White settled Irish students. Data analysis involved several coding stages, and the development of categories. In this paper, we examine one of the categories, the participants’ perceptions of the school as being a school “for the Travellers and the Blacks” and its “reputation” in this regard, as well as the factors impacting the “choice” of the school by different groups of students. Both teacher and student participants were aware of the school’s negative reputation and how this was associated with the socio-demographic composition of its student population. Regarded as the school “for the Travellers and the Blacks”, it was seen as a “tough” school and one in which academic expectations were low. Choosing St. Greg’s was perceived as being related to having a family history of attending the school, not being able to access other schools, and the school providing supports and “freebies”. The findings are discussed in the context of previous research, focusing in particular on critical issues of school socio-demographics, reputation, and choice. The paper concludes with observations about the problematic nature of Ireland’s increasingly segregated schooling system and recommendations about how the education system might better work to include and support Traveller and other minority ethnic students in post-primary education.

A probability problem suitable for Problem-Based Learning

We propose a simple probability problem for undergraduate level. This problem involves different branches of Mathematics, such as Graph Theory, Linear Algebra or hypergeometric sums, hence it is quite suitable to be used as Problem-Based Learning. In addition, the problem allows several variations so that it may be proposed to different groups of students at the same time.

Geography Achievement and Opportunity to Learn: A Focus on Teacher Quality

The relationship between teacher quality and student achievement is often at the heart of educational debates about student success. In this study, we leverage data from the National Assessment of Educational Progress (NAEP) to explore relationships between geography achievement in the 8th grade and various indicators of teacher quality. We found positive associations between achievement, years of teaching experience, and teacher participation in workshops, curriculum committees, and other forms of training and professional development. However, the benefits of teaching experience, training, and professional development are not uniformly experienced by different groups of students.

Ways to Success in Education: Students’ Behavioral Strategies in Regional Universities of Russia

The article discusses the behavioral strategies of students of regional Russian universities, focused on achieving educational success. The situation of uncertainty in modern higher education is shown as a social context that determines the variability of students’ behavioral strategies. A factor that has a significant impact on the phenomenon under study is the change in the views of the main educational communities (teachers and students) about educational success: the expansion of the range of its components, differentiation among different groups of students, orientation to non-educational benefits and values that can be obtained by university graduates in the future at the expense of educational capital. Based on the data of an empirical study conducted in the universities of the Sverdlovsk region in 2019-2021, the characteristic of behavioral strategies for achieving educational success implemented by students of Ural universities is given. It is noted that strategies for achieving success in education begin to be formed in the pre-university period, as part of the transition from school to university. It is concluded that during the university period, in response to new goals and learning difficulties, different groups of students develop four types of behavioral strategies – traditional, innovative, imitation, and «withdrawal» strategies.

Cluster analysis on survey of sexual health characteristics and health education demands in young students

Objective: To explore the difference of sexual health characteristics and demands in students in different groups, and provide the basis for targeted sexual health eduction for AIDS prevention in young students. Methods: A survey was conducted based on the requirement of health education about sexual health and AIDS prevention in young students by the education department of Guangdong province. A two-step cluster analysis was performed on the survey data obtained by convenient sampling, the variables and number of clusters included were determined by combination of analysis results and professional knowledge. The demographic characteristics, the content and form of sexual health education needed were compared among different groups. Results: Survey data of 3 884 students were collected, and six variables were used for classification: cognition or occurrence masturbation, sexual behavior, frequency of sexual information acquisition, number of acceptable sex partners and AIDS knowledge awareness rate. By these variables, the students were classified into three levels of risk groups: high risk group (46.6%), medium risk group (39.9%) and low risk group (13.5%). As for demographic characteristics, high risk group, with a median age of 19 years, had the highest proportions of boys (65.9%), students with non-heterosexuality orientation (15.2%), urban residents (58.2%), only children (30.8%) and undergraduates (54.7%). Medium risk group, with a median age of 19 years, had the highest proportions of girls (82.7%) and vocational college students (34.0%). Low risk group, with a median age of 18 years, had the highest proportions of rural residents (52.4%), non-only child (80.6%), senior high school students (41.3%), non-boarding students (17.5%) and students without internship and part-time job experience (43.2%). In terms of health education demands, high risk group had a higher demand of information about self-identity, sexual safety, sexual decision making, contraception, abortion, and sexually transmitted disease or AIDS prevention. Medium risk group paid more attention to value on love and marriage, sexual assault. Low risk group showed a higher demand of adolescent physiology knowledge. Compared with low risk group, high risk group had a higher demand of peer education, Internet/multimedia, anonymous counseling and other forms of sexual health education. The differences were significant. Conclusion: The characteristics, sexual knowledge awareness, attitude and behavior, and health education demands of young students in different groups are different, so health education materials and methods should be developed according to the characteristics of different groups to enhance the acceptance and enthusiasm of students and improve the quality of sexual health education.

LEVEL OF EMPATHY AND SEVERITY OF PSYCHOPATHIC TRAITS IN MEDICAL, LAW AND PSYCHOLOGY STUDENTS

The aim of this study was to show the differences between groups of medical, law and psychology students in terms of empathy and psychopathy, as well as to show whether there are relationships between these variables in the studied groups. The study involved 70 female and 50 male students, constituting three equal groups of 40 people each, studying Medicine, Law and Psychology respectively. Two standardized tools were used in the study: the Index of Interpersonal Reactivity (IRI) by M.H Davis and the Polish adaptation of I. Pilch and her team's Triarchic Psychopathy Measure (TriPM), the original version of which was developed by Patrick, Fowles and Krueger, as well as a specially designed sociodemographic questionnaire. The study showed an inverse relationship between empathy and psychopathy and that there were differences in both empathy and psychopathy levels between different groups of students. Law students had lower levels of empathy in two di mensions according to the IRI than medical and psychology students. When analyzing the severity of some psychopathic traits and the overall psychopathy score according to TriPM, it was found that law students had the highest levels in the overall psychopathy score and meanness, but no statistically significant differences were observed in other TriPM variables between the groups studied. Law students had the lowest empathy scores of the groups studied, and medical students had slightly lower empathy scores than psychology students. It was also shown that law students had the highest overall psychopathy score of the three groups studied. Negative correlational relationships between empathy and psychopathy were observed in medical and law students – indicating that higher levels of empathy are associated with lower levels of psychopathy.

Strategic Analysis on the Construction of Class Culture in Colleges and Universities

In schools, the basic unit is a class, and each class is composed of different groups of students. In order to strengthen college education and improve the quality of education, it is necessary to conduct a comprehensive analysis and research on classes. A variety of organizations of college students constitute classes. As the manifestation of these organizations, classes carry out ideological and political education for students. In order to promote students’ progress and development, an excellent class culture should be established. On that premise, it is necessary to strengthen ideological and political education for students, ensure more coordination between education and culture, as well as improve students’ cultural literacy, management system, and the safety of campus life. This study focuses on the strategy of building class culture in colleges and universities, hoping that relevant staffs may be able to use this as a reference.

Attitude Towards and Adoption of the Novel Learning Environment Among Undergraduate Medical Students During COVID-19

Higher education has changed significantly since the beginning of the COVID-19 pandemic. Medical education programs with extensive practical and interactive components faced major challenges to protect students, faculty and patients. In response to COVID-19, many medical schools worldwide shut down undergraduate medical education and converted most of their teaching to digital formats. The aim of this paper is to assess the attitude towards and adoption of the novel learning environment among undergraduate medical students during COVID-19. Two studies were conducted to analyze specific aspects of the adaption of digital teaching during the digital summer semester 2020 (study 1), and to compare student satisfaction and their feeling of preparedness for exams in the digital semester compared to traditional semesters (study 2). Results show that there are numerous pros and cons of digital teaching. Pros were the large flexibility and large-scale availability of digital teaching materials. Cons were the lack of interactions with peers, professionals, and patients in practice. Results also show that female students as well as year 1 students seemingly coped better with the digital learning environment. Students with childcare or job obligations also benefited from the large flexibility. While student satisfaction decreased in the digital semester, they did not feel less prepared for exams. Cross-sectional comparisons revealed that student satisfaction and agreement gradually decreased in the comparison of the different cohorts with fourth year students being the least satisfied and showing the least agreement regarding the feeling of preparedness for exams. Altogether, our results indicate that students were able to cope with digital teaching, but clearly, some groups of students were able to better adapt to the novel learning environment. This might demand the introduction of tailored educational support services for different groups of students during COVID-19 as they progress through medical school.

Age and Social Background as Predictors of Dropout in Second Chance Education in Germany

Second chance education (SCE) has been established to offer adults the opportunity to catch up on higher qualifications, for instance the eligibility to study. SCE often suffers from high dropout rates, but little is known about the reasons. This article investigates whether dropout rates depend on family background and age, and if so, why. Data from 3278 students at an institution of SCE in Germany who entered this institution between 2000 and 2016 are analysed using logistic path modelling. The results show that the higher dropout probability of socially disadvantaged students can be traced back completely to poorer academic performance in SCE, partly associated with an unfavourable previous school career. Older students are – irrespective of their family background and despite a better academic performance – more likely to drop out than younger students. If SCE aims to reduce these dropout risks, strategies should vary for different groups of students.