Student Gender Research Articles

The relationships of personality traits on perceptions and attitudes of dentistry students towards AI

IntroductionArtificial intelligence (AI) has gained significant attention in dentistry due to its potential to revolutionize practice and improve patient outcomes. However, dentists’ views and attitudes toward technology can affect the application of AI. This perception and attitude can be affected by the personality traits of individuals. This study aims to evaluate the perceptions and attitudes of dentistry students toward AI.MethodsThis cross-sectional study was conducted on dental students at Ordu University Faculty of Dentistry, involving a sample of 83 students. The study utilized the Big Five 50 Test to evaluate personality traits and a 5-point Likert scale to gather data on 20 statements regarding AI in dentistry. Data were analyzed using IBM SPSS Statistics software, and a chi-square test was employed to assess the relationship between the personality traits of dental students and their attitudes towards artificial intelligence, as well as the relationship between the gender of dental students and their attitudes towards artificial intelligence. Statistical significance was set at P < 0.05.ResultsThe study involved 83 participants, with 29 male and 54 female participants. The most common personality traits were Openness and Agreeableness, whereas the least common was Extraversion. Participants found AI useful and believed it could help dentists evaluate radiographs. However, the least agreed statement was that they would trust AI more than a dentist in evaluating radiograph results. A statistically significant difference was found between personal traits of dental students and in expressions comparing dentists and AI. Males were more familiar with AI than females.ConclusionThis study found that attitudes towards AI in dentistry vary based on personality traits. Developing educational strategies tailored to these traits can help foster more positive attitudes and improve AI integration into dental practice.

Adolescent students’ perceptions on parental supervision: Profiles and influences of student gender

Adolescent students’ perceptions on parental supervision: Profiles and influences of student gender

CAN ECO-ENGINEERING MINDS BE ENHANCED? A STUDY OF MALAYSIAN POLYTECHNIC STUDENTS IN GREEN ENTREPRENEURSHIP EDUCATION

The imperative for sustainable development has heightened focus on eco-engineering and green entrepreneurship. It investigates the role of the KAP Model in shaping students' eco-consciousness and entrepreneurial mindset. While environmental awareness is rising, there continues to be a dearth of developing effective eco-engineering minds, especially in entrepreneurship. As such, this study examines whether Malaysian Polytechnic students' eco-engineering mindset can be enhanced through targeted green entrepreneurship education. This paper addresses this gap by examining how cognitive, affective, and behavioural factors nurture sustainable attitudes of Polytechnic students. This quantitative research method used an online questionnaire to 155 students from 12 Polytechnics in Peninsular Malaysia. The data analysis conducted includes descriptive and inferential statistics for data using Statistical Package for Social Science (SPSS) Version 26. The data from a diverse sample of Polytechnic students in entrepreneurship courses allowed us to provide real-world insights into the impact of education on nurturing eco-engineering minds. The results revealed that the Knowledge, Attitudes, and Practices (KAP) Model was not significantly different in gender and Cumulative Grade Point Average (CGPA) scores of students on the KAP of green entrepreneurship. The study highlighted the opportunity for targeted pedagogical interventions to nurture eco-entrepreneurs among Malaysian and global students.

Student Gender, Self-Beliefs, and Mathematics Performance for Adolescents in Aotearoa New Zealand: The Mediation Role of Mathematics Self-Concept

Student Gender, Self-Beliefs, and Mathematics Performance for Adolescents in Aotearoa New Zealand: The Mediation Role of Mathematics Self-Concept

Relación entre autoestima positiva, género y ansiedad social en estudiantes universitarios en tiempos de pandemia

Objective: This study aimed to analyze the association between positive self-esteem, gen-der, and social anxiety levels of college students during the second year of the COVID-19 pandemic.Materials and methods: The research was developed based on a quantitative paradigm, through a cross-sectional, correlational–causal, and non-experimental design. The sample consisted of 212 university students who were assessed using the Rosenberg Self-esteem Scale and the Social Anxiety Questionnaire for Adults. Descriptive analyses of the study variables were performed, and the results were compared according to the gender of the participants. Furthermore, binary logistic regression was employed to assess the associa-tion between positive self-esteem, gender, and social anxiety levels.Results: There was a significant negative association between positive self-esteem and anxiety. Two indicators of positive self-esteem significantly and negatively predicted eleva-ted levels of social anxiety. Additionally, being female was associated with a higher risk of elevated levels of social anxiety. This model explained 16.4 % (Cox and Snell R2) and 28 % (Nagelkerke R2) of the total variance, respectively.Conclusion: These results highlight the importance of promoting positive self-esteem as a protective factor for mental health during crisis situations. This finding has practical im-plications for higher education institutions. By identifying the factors that contribute to positive self-esteem and reduced social anxiety among college students, institutions can develop targeted interventions and support programs to enhance students’ well-being and academic success. Moreover, they revealed the need to address the development of support strategies in educational settings from the gender perspective.

Empathy: relationship with family functionality, age, semester and gender in medical students

Objetivo: Determinar la relación entre nivel de empatía y funcionalidad familiar, y entre estas y sexo, nivel de formación y edad, en estudiantes de un programa de medicina. Materiales y métodos: Se realizó una investigación descriptiva mediante un estudio correlacional de acuerdo con la Tipología de Dankhe, trabajándose con una muestra de 493, estudiantes a quienes se les aplicaron dos instrumentos: la Escala de Empatía Médica de Jefferson y el Apgar familiar. La correlación entre las variables se evaluó a partir de una prueba de chi cuadrado (?²). Resultados: No se halló relación entre las variables estudiadas y la empatía, a excepción del sexo, el cual mostró en la población femenina un valor de p = 0,0346. Conclusiones: Se observó en el nivel de Empatía una relación significativa a favor del sexo femenino, comportamiento que no se halló al relacionarla con las variables Apgar Familiar, nivel semestral y edad.

Optimizing dental students' use of feedback: Validation of a theoretical model.

A model describing the factors that influence the use of feedback by dental students from three UK dental schools has been proposed. Seven factors that influence feedback utilization were identified. This project aims to test the validity of this model in a larger student population from two UK dental schools in Newcastle upon Tyne and Cardiff. An electronic questionnaire was created and circulated to two dental schools. Data from schools were combined and analyzed using SPSS software. A total of 304 responses were analyzed using principal component analysis resulting in the extraction of nine components which were identified as "most important." The Kruskal-Wallis test was used to analyze the correlations of these components with the demographic characteristics of participants. The nine components were feedback utility, feedback value, credibility, learning approach, the learner's understanding of the feedback's purpose, and its processes, accessibility, future applicability, and institutional processes. According to the Kruskal-Wallis analysis, seven of the components (but not credibility or institutional processes) were found to be influenced by differences in the gender, nationality, and ethnicity of students as well as their previous educational experience. However, no evidence was found that variables such as age, student year group, or religious beliefs affected any of these components. Some demographic characteristics are more engaged with one or more components than others. Understanding that will help optimizing this model and ultimately benefits students and institutions. The main project's goal was met by the research in validating the previously developed model.

Teacher perceptions about the reputation of technical and vocational education and training in Ghana

PurposeThis study examines the perceptions of technical and vocational education and training (TVET) teachers about the factors that influence the reputation of TVET in Ghana.Design/methodology/approachQuantitative and qualitative data were collected from 680 TVET teachers in Ghana using a survey instrument that included an open-ended section that required participants to provide written comments. The quantitative data gathered were analysed by way of the fuzzy analytic hierarchy process (FAHP), while the written narratives of participants were evaluated using thematic analysis. The quantitative and qualitative data analysed were subsequently integrated using a four-stage pillar integration process (PIP), which included listing, matching, checking and pillar building.FindingsThe findings show that TVET teachers’ perceptions regarding the factors influencing the reputation of TVET in Ghana include investment in infrastructure and learning resources; collaboration between TVET institutions and industries; public perceptions of TVET prospects; occupational standards; testing and certification; pedagogical approaches; students’ academic coping abilities; gender and equity considerations and labour market information requirements. Furthermore, state policies regarding student access, funding models, curriculum reform, investment in TVET teacher education and professional development as well as the remuneration, motivation and working conditions of TVET teachers, significantly influence the reputation of TVET in Ghana.Originality/valueThis study contributes to the scholarly discourse on the reputation of TVET and how the sector could be improved to attract more learners who can contribute meaningfully to the development of Ghana. The findings illustrate how human capital theory and the concept of reputation in its expansive form, which includes social factors, culture, time and space, are jointly linked to skills development, employability, and public acceptance of TVET. To address the issues concerning the reputation of TVET, this study recommends, among others, that issues concerning student access, gender and equity and collaborations between TVET institutions and industry should be improved.

Frequent drug use and average age of initiation, associated with gender, age groups, and family income in university students of Health Sciences in Arequipa, Peru

Frequent drug use and average age of initiation, associated with gender, age groups, and family income in university students of Health Sciences in Arequipa, Peru

Gender Analysis of Santri’s Mental Health in Islamic Boarding Schools

Mental health is a health issue that is often ignored. In fact, 1 in 3 adolescent in Indonesia experience mental health problems. Neglect is caused by unawareness of one's condition. Not to mention the problem of negative stigma in people with mental disorders. The purpose of this study was to determine the relationship between gender and mental health of students in Islamic boarding schools. This research method was quantitative with a cross-sectional design. The number of samples in this study was 357 male and female santri in Islamic boarding schools. The sampling technique used proportional random sampling. Data collection was carried out using the Strength and Difficulties Questionnaire (SDQ) with 25 questions referring to the technical instructions for health screening and periodic examinations of school-age children and adolescents. Data analysis was carried out using the chi square test. The results of the study showed that female santri had greater mental health problems, namely in the abnormal category, higher than male santri. The results of the chi square test showed a Pvalue &lt;0.05, meaning that there is a relationship between gender and mental health on the results of the SDQ difficulties, both in terms of emotional symptoms (&lt;0.001), behavioral problems (0.031), hyperactivity (&lt;0.001) and peers (&lt;0.001) and cumulatively (0.001). However, there is no relationship between gender and mental health on the results of the SDQ strength (0.074).

Does Student and Staff Gender Affect Physician Associate Student Experience on Clinical Rotations?

Physician assistant/associate (PA) courses rely heavily on hands-on experience during clinical placement, and higher education institutes aim to provide students with an equitable experience. This article aims to understand how student gender and supervisor gender affect student experience on clinical placement at 2 PA courses in the United Kingdom, where PAs are known as physician associates. We found no evidence of pedagogical literature that focused on the gender differences in PA experience, so we aim to be the first to provide this research. To assess student experience, student feedback was collected through online qualitative surveys and stratified by student and supervisor gender. 95% confidence intervals were calculated for scaled questions. Qualitative feedback from students shows a clear difference in their clinical placement experiences. Male students report fewer opportunities to observe and assess female patients, while female students report fewer opportunities observe and assess male patients. The most significant difference is seen when male students are seeing female patients. The discrepancy becomes more pronounced when male students are supervised by male supervisors and when female students are supervised by female supervisors. In planning clinical placements for students, programs must understand and recognize the potential for differences in experience based on student and supervisor gender and should take action to ensure a more equitable experience for all students.

The Impact of Learning Strategies on Academic Performance of Junior High School Students

This study explores the impact of various learning strategies on English academic performance among junior high school students at Mindanao Mission Academy during the 2024–2025 school year. The research specifically aims to identify the types of learning strategies used, find out the significant relationship between the types of learning strategies utilized and the English subject academic performance, to state if specific learning strategies predict English subject academic performance among different demographic groups (age, gender, and grade level) of junior high school students at Mindanao Mission Academy. Using a descriptive-correlational design, 482 students responded using the Academic Learning and Cognitive Resource Assessment (ACRA) developed by Román &amp; Gallego (1994) questionnaire to assess the academic learning strategies and cognitive resource of the students. The academic performance was based on their first grading grade in English subject. Furthermore, Albert Bandura’s Social Learning Theory, Alice Eagly’s Social Role Theory, and Wilder Penfield’s Critical Period Hypotheses, including others were used to support the findings. Results indicate that structured study habits show significant correlations with higher academic performance (Estimate = 2.300, SE = 0.523, t = 4.397, p &lt; .001), highlighting study habits as a key contributor to improved English subject academic performance, while other strategies showed limited predictive power. Gender-based differences were observed in the impact of microstrategies (Estimate = -2.612, SE = 1.271, t = -2.055, p = 0.040), suggesting a variation in how these strategies impact academic outcomes. The study also found that demographic factors—such as age, gender, and grade level—do not significantly predict the learning strategies on English performance. These findings emphasize the need for refinement in educational approach of institutions not just in teaching learning strategies but also improving learning environments. Implementing individualized support and collaborative learning opportunities can improve English academic performance. These results have implications for institutions incorporating better programs, tailored to improve English proficiency of students.

Особливості психологічного благополуччя молодших школярів з різними рівнями сприйнятого стресу

The article analyzes the peculiarities of the relationship between the psychological well-being of primary school students and the levels of their perceived stress. The relevance of the research is substantiated, which is due to the expediency of researching the level of perceived stress by primary school students as a significant indicator of their life satisfaction and, as a result, psychological well-being. An analysis of the results of an empirical study of the psychological well-being of elementary school students with different levels of perceived stress is presented, according to which, in particular, it was established that a significant number of primary school students are characterized by an average and high level of such stress, which can negatively affect children's health and their experience of social support This is indirectly evidenced by the differences in the levels of perceived stress depending on the number of children in the families of the studied elementary school students. At the same time, data analysis shows the peculiarities of perceived stress depending on the belonging of primary school students to a new social group, namely internally displaced persons (IDPs), which is associated with their relocation in war conditions, and the modality of relationships in children's families. The results of a study of the levels of perceived stress depending on the gender of primary school students are presented, the analysis of which allowed us to assume the influence of gender stereotypes on the perception of stress. According to the results of variance analysis, statistically significant differences were found in the features of the psychological well-being of primary school students with different levels of perceived stress. As an indicator of such well-being, the indicator of life satisfaction as such, which most closely corresponds to the age characteristics of primary school students, was used. As a result, the hypothesis about the inverse nature of the relationship between perceived stress and psychological well-being of the studied primary school students was confirmed. The expediency of developing and approving a program for developing the ability of primary school students and other participants in the educational process to master perceived stress as an important factor in their psychological well-being has been established

A multilevel analysis of student and school characteristics associated with 15-year-olds’ reading performances: a Southeast Asian perspective

This paper explores student and school level factors associated with 15-year-old students’ reading performance in five Southeast Asian (SEA) countries. It investigates predictors of reading performance, including student gender, economic, social, and cultural status (ESCS), social well-being, and experiences of bullying at the student level. It also explores the school sector, school climate and the proportion of socioeconomically disadvantaged students at the school. Using Hierarchical Linear Modelling (HLM), this study identifies significant relationships between these student-level factors and learning outcomes, illustrating the complex associations that shape academic success. The findings align with prior research, highlighting disparities in reading skills between genders and the negative association of bullying with academic performance. Additionally, the study emphasizes the positive association of ESCS and social well-being on reading achievements, underlining the importance of socioeconomic status and socio-emotional wellbeing in students’ learning success. The associations with school level factors vary across Southeast Asia.

Teaching quality and student achievement inequalities in low- and middle-income countries: A hierarchical linear model analysis

Teaching quality is associated with student achievement, though the strength of this association may vary. This study employs hierarchical linear modeling using PISA-D data to examine the association between teaching quality (teacher support, classroom management, and cognitive support) and mathematics achievement, while disaggregating the analysis by student gender and socioeconomic status (SES). Our findings indicate that cognitive support is negatively associated with student achievement in Ecuador, with no significant association in Cambodia, Guatemala, Honduras, Paraguay, Senegal, or Zambia. Additionally, we found a positive association between classroom management and mathematics in Cambodia, Ecuador, Honduras, and Zambia, but no association in other countries. Similarly, teacher support showed a negative association with mathematics in Ecuador and Honduras, but no significant association in other countries. Beyond these direct associations, our findings suggest that the influence of teaching quality may vary across student gender and SES. We also discuss the policy implications of these findings.

Job Burnout Among Female Teachers in Saudi Primary Schools

This study investigates job burnout among female primary school teachers in Saudi Arabia, a relatively under-researched area in the region. It employs a structured questionnaire focusing on three dimensions: emotional exhaustion, Human relations, and Diminished Personal Accomplishment. The findings highlight a significant prevalence of emotional exhaustion, the most acute form of burnout experienced by these teachers. This high level of emotional fatigue is attributed to the demanding nature of their profession, societal expectations of women, and ongoing changes in the education sector. While diminished personal accomplishment receives a moderate rating, indicating challenges, human relations are managed effectively, likely influenced by cultural and religious norms emphasising respectful interaction. The study also examines the impact of social status and student gender on burnout. It concludes that social status doesn’t significantly affect burnout levels, but there’s notable higher burnout among female teachers who solely teach boys. Additionally, burnout varies with teaching experience, potentially due to differences in workload. This research contributes to understanding job burnout in female primary school teachers, emphasising the need for supportive measures in education.

Perceived Parents’ Stigma and Personal Stigma Toward COVID-19 Survivors: A Study Among Emerging Adults in India

The COVID-19 pandemic introduced widespread stigma toward individuals who contracted the virus, impacting social interactions and perceptions within communities. This study aimed to understand personal and perceived parental stigma toward COVID-19 survivors among Indian college students, examining how this stigma varies based on the relationship closeness to the survivor (peer vs. best friend) and whether gender differences influence personal stigma levels. A sample of 650 Indian college students (mean age = 20.01 years, SD = 1.43; 501 males) participated in the study. We assessed both personal stigma and perceived parental stigma toward COVID-19 survivors, with additional comparisons made based on the survivor’s relationship to the student (peer vs. best friend) and participant gender. Findings indicated that personal and perceived parental stigma were significantly higher toward peers than toward best friends who had recovered from COVID-19. Additionally, among perceived parental stigmas, stigma attributed to mothers was highest, followed by that attributed to fathers, with participants’ personal stigma being lowest. Notably, no significant gender differences were found in personal stigma among participants. The results highlight nuanced perceptions of stigma toward COVID-19 survivors, with stigma levels varying by relational closeness and perceived parental attitudes, particularly mothers. These findings underscore the importance of targeting stigma reduction efforts, considering family influence and relational factors. Policymakers and mental health professionals could develop age-specific interventions to mitigate stigma toward COVID-19 survivors, potentially enhancing social support systems within college communities.

Student perspectives on learning transfer from online postgraduate sonography courses to traineeships: A pilot survey

AbstractIntroductionThis survey aims to understand how postgraduate sonography students perceive to apply knowledge from online coursework to traineeships. It also explores the impact of students' age, gender, traineeship duration and geographic location on learning transfer. The ability to apply learnt knowledge is a key factor for student success in higher education and the workplace, yet it is an under‐researched topic.MethodThe Human Research Ethics Committee of an Australian university granted ethical approval. A pilot online survey was sent to 279 medical sonography students enrolled in an online postgraduate program. These students had an industry traineeship as a corequisite to online coursework. The survey was sent via email on Microsoft Forms from October to December 2023. Descriptive, Likert scale and free‐text data were analysed using Microsoft Excel, IBM SPSS Statistics (version 29) and Lumivero NVivo (version 14).ResultsThe response rate was 38% (n = 106). Most respondents agreed that they developed transfer skills from online courses. Practice questions, lectures and interactive sessions emerged as the key online learning activities that helped to facilitate knowledge transfer. With summative assessments, case studies enhanced knowledge transfer. No significant difference was seen in the transfer ability based on geographical location, age and gender.ConclusionIt is challenging for online educators to foster transfer skills to prepare safe, competent, job‐ready graduates. Our study has provided initial insights on enablers of online learning transfer to online educators on students' perspectives of how they see the relevance and how they apply knowledge from online courses to traineeships.

Gender disparities and mental health manifestations in Twitter discourse on student loan debts

ABSTRACT We sought to demonstrate social media’s efficacy as a unique data source to gain insights into people’s perceptions and beliefs. Leveraging Twitter data, we built a model for identifying language markers of mental illness, including depression, anxiety and stress. We explored associations between student loans, gender, and mental health, and investigated gender-specific differences in emotions and sentiments to understand the emotional toll of these disparities. Findings suggest the need for targeted interventions for those experiencing the coexisting burden of student loan and mental illness. This study highlights social media’s potential for studying human emotions and informing social work practices.

The Role of Singing in Piano Teaching: Issues and Solutions

Background and Aim: For coordination and singing abilities, students should practice with children's books, connect sight and feel to piano pitches, use simple accompaniments, and receive feedback. This article explores the role of singing in piano teaching, discussing strategies for improvement, textbook selection, classroom fun, parent communication, sight singing, ear training, and enriching children's music lives. Methodology: This paper is a documentary study that combines descriptive content analysis with goals-oriented thinking. Results: The issues with pitch, coordination, song familiarity, and self-assurance. Solutions include helping students with basic vocalizations, focusing on correct breathing techniques, using children's piano books, and providing motivation and constructive criticism. Sustained instruction and practice can improve coordination and vocal capabilities. Pedagogical approaches should be refined, and tailored to students' age, gender, and individuality, and teachers should enhance their expertise and establish clear teaching objectives. Time allocation and textbook selection should be based on the course schedule, and novel pedagogical approaches like role exchange can enhance student engagement. Consistent communication with parents is crucial for children's piano skills development. Sight singing and ear training can develop children's ability to perceive and use music. Conclusion: The document review addresses issues with the role of singing in piano teaching, focusing on pitch, coordination, song familiarity, and self-assurance. Solutions include basic vocalizations, breathing techniques, using children's books, motivation, and teacher training.