Impact Of Background Variables Research Articles

Exploring College Students' Deeper Learning Perceptions in the Blended Learning Environment

With the rapid development of information communication technology (ICT) in teaching, deeper learning has become an essential competency for success in the 21st-century classroom. College students' deeper learning assessments can indicate the degree of technology-enhanced learning effectiveness and inform further instructional design optimization. However, comprehensive measures for assessing college students' deeper learning and the impact of background variables on deeper learning in the low-, medium-, and high-blend learning environments are scarcely mentioned in the literature. This paper proposes a deeper learning self-assessment scale (DLSS) comprising higher-order cognitive, interactive, and reflective learning dimensions, validated through exploratory and confirmatory factor analyses. This paper also examines deeper learning perceptions in three types of blended learning environments with various proportions of online and face-to-face learning and explores perception differences among the students of different genders, school years, and fields of study. Findings indicated positive deeper learning perceptions were higher in the medium-blend courses.

A randomized controlled trial to examine the effect of two teaching methods on preschool children\u2019s language and communication, executive functions, socioemotional comprehension, and early math skills

BackgroundDuring the preschool years, children’s development of skills like language and communication, executive functions, and socioemotional comprehension undergo dramatic development. Still, our knowledge of how these skills are enhanced is limited. The preschool contexts constitute a well-suited arena for investigating these skills and hold the potential for giving children an equal opportunity preparing for the school years to come. The present study compared two pedagogical methods in the Swedish preschool context as to their effect on language and communication, executive functions, socioemotional comprehension, and early math. The study targeted children in the age span four-to-six-year-old, with an additional focus on these children’s backgrounds in terms of socioeconomic status, age, gender, number of languages, time spent at preschool, and preschool start. An additional goal of the study was to add to prior research by aiming at disentangling the relationship between the investigated variables.MethodThe study constitutes a randomized controlled trial including 18 preschools and 29 preschool units, with a total of 431 children, and 98 teachers. The interventions lasted for 6 weeks, preceded by pre-testing and followed by post-testing of the children. Randomization was conducted on the level of preschool unit, to either of the two interventions or to control. The interventions consisted of a socioemotional and material learning paradigm (SEMLA) and a digitally implemented attention and math training paradigm (DIL). The preschools were further evaluated with ECERS-3. The main analysis was a series of univariate mixed regression models, where the nested structure of individuals, preschool units and preschools were modeled using random variables.ResultsThe result of the intervention shows that neither of the two intervention paradigms had measurable effects on the targeted skills. However, there were results as to the follow-up questions, such as executive functions predicting all other variables (language and communication, socioemotional comprehension, and math). Background variables were related to each other in patterns congruent with earlier findings, such as socioeconomic status predicting outcome measures across the board. The results are discussed in relation to intervention fidelity, length of intervention, preschool quality, and the impact of background variables on children’s developmental trajectories and life prospects.

Communication in mental health nursing - Bachelor Students' appraisal of a blended learning training programme - an exploratory study

BackgroundIt is important that mental health nursing students at Bachelor level obtain effective communication skills. Many students dread the fact that in the mental health field they will encounter patients and relatives with various backgrounds and personalities. Large classes and limited teaching resources in nursing education are challenging. To prepare students for mental health nursing practice, a communication skills course based on the blended learning method was developed and carried out at two different campuses.The aim of the study is to explore Bachelor nursing students’ appraisal of blended learning methods for enhancing communication skills in mental health nursing.MethodsThis study employed an exploratory design. Teaching and information materials were available on the learning management system (LMS). Videotaped role play training was carried out in the Simulation Department. Data were collected after the course by means of a questionnaire with closed and open-ended questions. The response rate was 59.2%. Quantitative data were analysed using the Statistical package for the Social Sciences (SPSS) and the Kruskal Wallis test, while qualitative data were analysed by content analysis based on Graneheim and Lundman’s approach.ResultsNo impact of background variables was observed. Students appreciated teachers’ participation in role play and immediate feedback was considered especially important for learning outcomes. The students perceived that their communication skills and knowledge had improved after completing the blended learning programme.ConclusionsAccording to the nursing students, blended learning is an appropriate method for improving communication skills in preparation for mental health nursing. Blended learning makes it possible to build flexible courses with limited resources.

The relationships between 8th graders’ L1 and L2 reading skills, inductive reasoning and socio-economic status in early English and German as a foreign language programs

Recent studies have examined how individual differences interact with language choice and achievements. This study analyzes how students' cognitive skills and achievements in English and German reading comprehension depend on parents' level of education. In 2015 data were collected in the Hungarian Educational Longitudinal Program from representative samples of 8th graders A total of 1334 students learned English and 609 learned German. Online tests assessed students' reading comprehension in English and German, their L1 reading comprehension, inductive reasoning and SES. Children of more educated parents tend to choose English. However, in contrast with earlier research, no significant difference was found between the aptitude levels of the two groups. The impact of background variables is stronger in the group studying English. Mothers’ education correlates more strongly with reading comprehension achievements in English (r = 0.401) than in German (r = 0.192). Regression analyses indicate that the impact of inductive reasoning is stronger than that of SES. A stronger relationship was found between inductive reasoning and English reading test results (r = 0.570) than with German reading (r = 0.454). Background variables influence development in English and German differently. Inductive reasoning plays a more important role in studying English, whereas L1 reading comprehension achievements more greatly impact reading in German.

Attitudes and Self-Efficacy of Arabic-speaking Physical Education Teachers in Israel toward Including Children with Disabilities

The purpose of this study was to explore the attitudes and self-efficacy (SE) of physical education (PE) teachers in the Arabic-speaking educational sector in Israel toward including children with disability in their classes, utilizing translated questionnaires. The specific goals were (a) to describe the structure and internal consistency of the responses to the Attitudes Toward Inclusion in Physical Education (ATIPE) and Situation Specific Self-Efficacy (SE-ASPE) questionnaires of an Arabic-speaking PE teachers' sample, (b) to assess the effect of selected background variables on attitudes and SE in the study population, (c) to determine the association between SE and attitudes toward including children with disabilities in PE in the study population, and (d) to describe the differences in PE teachers' SE toward including children with different disabilities. The results indicated a bi-dimensional factor structure of the ATIPE and an unidimensional structure of each of the SE-ASPE subscales: intellectual disability (ID), physical disability (PD), and visual impairment (VI), and confirmed an internal reliability. The impact of background variables on attitudes and SE indicated that females had more favorable attitudes and SE than males, age had a small significant impact, training, and experience in inclusion of children with disability had a significant impact. Finally, it was found that the SE toward including children with VI was lower than toward ID and PD. Based on our findings it can be recommended that the training processes be strengthened, and include continuous education workshops on inclusion with an emphasis on VI.

Nutrition as an important mediator of the impact of background variables on outcome in middle childhood

Adequate nutrition is fundamental to the development of a child's full potential. However, the extent to which malnutrition affects developmental and cognitive outcomes in the midst of co-occurring risk factors remains largely understudied. We sought to establish if the effects of nutritional status varied according to diverse background characteristics as well as to compare the relative strength of the effects of poor nutritional status on language skills, motor abilities, and cognitive functioning at school age. This cross-sectional study was conducted among school-age boys and girls resident in Kilifi District in Kenya. We hypothesized that the effects of area of residence, school attendance, household wealth, age and gender on child outcomes are experienced directly and indirectly through child nutritional status. The use of structural equation modeling (SEM) allowed the disaggregation of the total effect of the explanatory variables into direct effects (effects that go directly from one variable to another) and indirect effects. Each of the models tested for the four child outcomes had a good fit. However, the effects on verbal memory apart from being weaker than for the other outcomes, were not mediated through nutritional status. School attendance was the most influential predictor of nutritional status and child outcomes. The estimated models demonstrated the continued importance of child nutritional status at school-age.

Predicting Gender Role Stereotypes among Adolescents in Israel: The Impact of Background Variables, Personality Traits, and Parental Factors

This study examined predictors of gender role stereotypes among a sample of 121 Israeli adolescents aged 13–17. Specifically, the contribution of three sets of variables was tested: background variables, parental factors, and adolescents’ personality traits (self-esteem and tolerance for ambiguity). The findings indicate that background variables contributed most toward predicting adolescents’ gender role types. The adolescent boys expressed more stereotyped gender role perceptions than did the girls. In addition, the older the adolescents, the less stereotyped their perceptions. The contribution of ethnicity was also found to be significant: adolescents of Asian-African background tended to have more stereotyped gender role perceptions than did their counterparts of mixed ethnicity. As for intergenerational transmission of stereotypes, mothers’ gender role stereotypes were found to be more significant predictors than fathers’ stereotypes: mothers transmitted stereotypes equally to sons and daughters, whereas fathers influenced their daughters more than their sons. Finally, adolescents’ personality traits contributed significantly toward predicting their gender role stereotypes: the higher the adolescents’ self-esteem and the greater their tolerance for ambiguity, the less stereotyped their gender role perceptions.

Impact of Background Variables on Attitudes about Family Life: A Comparative Analysis of Parents and Offspring in Israel

INTRODUCTIONThe dramatic changes that life has undergone, and which Dumon (1995) refers to as family mutation, are related to technological, economic, techno-scientific and political changes in post-industrial society since World War II, especially over the last few decades (Kain, 1990). Family values, which until recently were institutionalized (accepted and undisputed), are now open to debate. This is reflected, among other things, in decisions to cohabit or live as a childless couple and in attitudes towards homosexual relationships and divorce. In light of these changes, it is interesting to examine the relation between attitudes of the younger generation of adolescents and their parents. It is commonly assumed that parents play a major role in the socialization process, serving as agents who pass on values and norms regarding life to the next generation.Socialization can occur through social learning (e.g., reinforcement and modeling), or can be influenced by parents' background characteristics. The present research examined attitudes toward three aspects of life - gender roles, homosexuality and divorce - among Israeli adolescents at an average age of 15. The study focused on differences between parents' and adolescents' attitudes and the extent to which parental background variables affect these attitudes. Three types of background variables were analyzed: personal background variables (age, religiosity, ethnic origin), education/job variables (education level, work load, income) and variables (length of marriage, number of children).Personal background variablesThe popular assumption is that adults and people of low socioeconomic status have more traditional attitudes towards issues than adolescents and people of higher socioeconomic status. The reasoning behind this assumption is that the older the individual, the more likely he or she is to have been socialized at a time of more traditional perceptions. This is evidenced, for example, in attitudes towards homosexuality, where older people tend to have more traditional attitudes than younger ones (Britton, 1990; Wellings, Field, Johnson & Wadsworth 1999).In regard to the effect of parents' ethnic origin on attitudes toward life, Israel serves as a particularly interesting setting, as it is an immigrant society characterized by different normative streams, especially with respect to attitudes regarding life. The population of Israel can be divided into two main categories, based on country of origin: Asian-African and European-American. It is commonly believed that people of Asian-African origin have more traditional attitudes than their European-American counterparts. In addition, the study examined the impact of religiosity on attitudes regarding life. Research has found greater religiosityamong adults to be related to traditional attitudes about gender roles (Feltey & Paloma, 1991; Jensen & Jensen, 1993), sexuality (for a review, see Francover, 1997), homosexuality (Herek, 1994), and divorce (Dattner, 1988; Peres and Katz, 1991).Education/job variablesVarious studies have suggested that the higher the level of education, the more liberal the gender-role ideology (e.g., Togeby, 1995). Furthermore, relationships have been found between the mother's level of education and the gender-role atttudes of her children (Corder and Stephan, 1984; Kulik, 2002). In addition, studies indicate that employed women have more liberal attitudes towards gender roles than women who do not work outside the home (Hoff-Ginsberg & Tardiff, 1995; Moore, 1995). It on be assumed that women who work fulltime have already crossed genderrole boundaries. Regarding fathers, studies have found that the more educated they are, the greater their tendency to help around the house, which reflects more liberal attitudes towards gender roles (Brayfield, 1992; Hardesty & Bokemeier, 1989). …

Spousal communication and contraceptive use among the Yoruba of Nigeria.

A noted feature of many less developed societies is that marital partnershardly discuss reproductive issues with the result that decisions on theseissues are usually taken by men and their kinsmen. Because of lack ofspousal communication, negotiation for individual reproductive preferenceshas been limited. Thus, the reproductive preferences of men who desirelarger family sizes and oppose contraceptive use have usually been foundto prevail. The need to encourage husband-wife communication aboutreproductive issues cannot be overemphasized. The present study examinesthe level of spousal communication and its impact on contraceptive useamong Yoruba couples in southwest Nigeria. Data for the study are obtainedfrom a survey on the Role of Men in Family Planning conducted in one of thestates inhabited by the Yoruba of Nigeria – Ondo. The sample for this study consists of 381 monogamously married couples. Multivariate analyses were used to determine the impact of background variables on dependent variables. The study shows that fairly high percentages of men and women perceive that decisions on reproductive issues are taken jointly by both partners. The significantly high proportion of women who perceive that they participate in decision making is particularly worth noting and is an indication that women's voices are heard in the study society. Although the impact decreases on controlling for other variables, spousal communication was found to affect contraceptive use: contraceptive is higher among marital partners who discuss and take joint decisions on contraception. The study also reveals that family planning counseling has a significant impact on contraceptive use.