Influence Learning Behavior Research Articles

The influence of e-learning on the study life and psychology of medical freshmen

Abstract Background Following the COVID-19 outbreak, people have been fighting the pandemic for 2 years. Throughout the course of civilization, human beings are never the party of compromise. After a period of exploration, people's lives began to undergo adaptive changes. At the same time, the exposed problems are also becoming increasingly serious. The new virus has forced people to adopt quarantine and control to avoid its spread in the population. As is known, medical studies are notoriously difficult and challenging; therefore, whether such a situation would have an impact on medical freshmen led to the study. Methods Based on the literature review, factor analysis, and structural equation model, we explore the relationship between learning cognition, learning behavior, and learning environment during online learning for medical freshmen. Learning behaviors include interactive communication, self-discipline mechanism, and learning in class and after class. The learning environment includes the learning environment and the network environment. Findings It was found that learning behavior has a significant positive influence on learning cognition. Although the direct influence of the learning environment on learning cognition is not significant, it can positively influence learning behavior and then promote learning cognition through the masking effect. Suggestions This paper suggests strengthening the platform construction and network support, improving the online teaching ability of college teachers, and standardizing the corresponding teaching reward and punishment system. The medical information 'learning environment' should be improved, which will then stimulate the learning enthusiasm of the medical freshmen. The monitoring and improvement of students' psychological conditions should be strengthened. In this way, online teaching can be carried out steadily under a more perfect system.

Determinants of Learners’ Self-Directed Learning and Online Learning Attitudes in Online Learning

The global COVID-19 pandemic has disrupted traditional learning methods, leading to a surge in online learning. It has been found that the low course completion and performance are associated with online learning. There has been increasing and urgent necessity to identify effective and decisive ways to address these challenges. Self-directed learning and online learning attitudes are key factors that influence learning behavior and outcomes, while the general traditional statistical method often does not perform well in identifying those categories. To fill the gap, this study applies the fuzzy Delphi method and the fuzzy decision-making trial and evaluation laboratory (DEMATEL) method to clarify and analyze the relationship of influence among indicators of self-directed learning and online learning attitudes, develop a cause–effect model, and ultimately identify an effective and decisive strategy for improving online learning. According to the cause–effect relationship among indictors, the computer/smartphone and internet confidence, computer/smartphone usage, and computer/smartphone preference are the three decisive strategical ways for online learning. To improve learners’ attitudes towards online learning, teachers need to develop or improve students’ computer/smartphone and internet confidence, computer/smartphone usage skills, and develop their self-directed learning abilities to inspire and increase their willingness and ability to participate effectively in online courses. Moreover, this study first applies the fuzzy DEMATEL method to assess, analyze and develop a causal model of self-directed learning and online learning attitudes for academics to further explore and confirm the complex interrelationships among the key learning behaviors of online learners.

Review Faktor Pembentuk Perilaku Belajar Siswa Generasi Z Dalam Ruang Kelas

Classroom has a significant role in student learning performance. So, its procurement becomes a concern. Nowdays, classrooms have not gained much attention. The preponderances of classroom conditions are old. They exist based on the preferences of prior generations. It is reputed to be less relevant for the current age. Generation Z has different learning behavior from the preceding cohort. From this phenomenon, it is crucial to develop an ideal classroom. Thus, the first step could conduct a study related to user learning behavior in the classroom. It is important to understand their wants and needs. This study reviewed nine previous inquiries related to student learning behavior through systematic literature review method. It provides an overview of student's experiences while learning in the classroom. The study concludes several factors that influenced Generation Z's learning behavior. They are classroom physical elements, self-uplifting, institutions support, and social affection. This result becomes useful information for education principals. Also, the next study can use it as an instrument to test on college students. This selection of college students is the absence of this topic research. It is because previous studies have focused on secondary or higher school students. So, it will enrich research on the factors that influence learning behavior

Students’ perceptions of the peer-feedback experience in MOOCs

ABSTRACT Various studies advocate training students prior to a peer-feedback activity to ensure high quality of feedback. Next to investing in students’ peer-feedback skills, it is important to focus on the underlying perceptions since perceptions influence learning behavior. We implemented an online peer-feedback training session in a massive open online course and examined students’ perceptions of peer-feedback and training focusing on their willingness, perceived usefulness, perceived preparedness, and general attitude; and students’ peer-feedback experience and its relation to their perception. Analysis of a perception survey from 259 students revealed that the amount of prior experience results in significant differences in students’ perception. Students without prior peer-feedback experience scored higher on willingness, usefulness, preparedness, and general attitude compared to students with some prior experience. Those with a lot of experience showed the strongest positive perception scores. No significant differences for the effect of training on perception could be measured with the available data.

The roles of generic and domain-specific mindsets in learning graphic design principles

ABSTRACT It is possible that individuals do not endorse a general mindset or theory of intelligence and that their mindset is specific to particular domains. There is currently a dearth of evidence to support this possibility. It is also not known how these two types of mindset influence learning behaviors and outcomes. This study investigates the roles of generic mindsets (i.e. beliefs about general ability) and domain-specific mindsets (i.e. beliefs about domain-specific abilities) in students’ learning of graphic design principles. Pre-service teachers (n = 107) played an online assessment game in which they designed three posters. For each poster, they had three chances to seek critical (i.e. constructive) feedback and one chance to revise their posters. Students’ poster performance was measured by the game, whereas their learning of graphic design principles was measured by a post-test. Results show that critical feedback-seeking moderated the relation between generic and domain-specific growth mindsets. Critical feedback-seeking improved learning outcomes only when students endorsed a weak fixed generic mindset. Theoretical implications suggest that generic and domain-specific mindsets are distinct psychological constructs, and that generic mindsets seem to be more important than domain-specific mindsets in predicting learning of graphic design principles.

Learning in Context: A Structural Equation Modeling Approach to Analyze Knowledge Acquisition at Trade Fairs

AbstractConceptualizations of trade fairs as temporary clusters have identified important learning processes at such events, particularly at leading international trade fairs – both in developed and developing countries. However, little attention has been paid to the home contexts of participating firms that may affect knowledge acquisition patterns. In particular, it is unclear which contextual factors may influence learning behavior. This paper aims to investigate the role of geographical context conditions at the exhibitors’ permanent locations and whether their knowledge acquisition behavior during trade fairs varies systematically with aspects, such as city scale, peripherality, growth dynamics and connectivity. Our analysis is based on a survey of 211 firms conducted between 2014 and 2018 at the China International Industry Fair (CIIF) in Shanghai – one of Asia’s most important manufacturing fairs. Using structural equation modeling (SEM), the study identifies significant pathways of knowledge acquisition and how these differ with geographical context.

Factors Influencing Learning Behavior and Its Implications for Guidance and Counseling Services

Learning behavior is influenced by internal factors and external factors. This research is motivated by the phenomenon of students who have poor learning behavior. This study aims to describe internal and external factors that influence student learning behavior. This type of descriptive research using quantitative methods. The research population of students of SMA Negeri 5 Padang was 1,025 students, and the research sample of 273 students were selected by proportional stratified random sampling technique. Data collection uses a questionnaire about the factors that influence the learning behavior of the Likert Scale model. Data were analyzed using descriptive statistical techniques. The results of this study describe (1) internal factors that influence learning behavior namely physiological aspects are in the high category (50%), and psychological aspects are in the high category (49%), (2) external factors that influence learning behavior namely the social environment in the high category (68%), and the nonsocial environment is in the high category (63%). Based on the research findings, it is suggested to BK teachers to be able to provide Guidance and Counseling services in the form of information services, content mastery services, individual counseling services, group guidance services, and group counseling services to students, so that students can overcome the problems or obstacles they experience.

Positive emotions, learning behavior and teacher support in self-directed learning during adolescence: Do age and gender matter?

IntroductionIt has already been shown that positive emotions can positively influence learning behavior. However, what is less known is whether teacher support mediates this relationship in adolescents of varying ages and genders in self-directed learning (SDL) at school. MethodsData gathered with questionnaires given to 754 German students (Mage = 13.56; SD = 1.2; 49,4% female students) at two measurement times is used as the empirical basis of this study. To control for possible gender and age-based differences in the interplay and extent of the variables, a multigroup structural equation model and latent mean comparison (LMC) were carried out, whereby four groups [female 6th/7th graders, male 6th/7th graders (earlier adolescence), female 8th/9th graders, male 8th/9th graders (middle adolescence)] were examined. ResultsAcross from the female 8th/9th graders as the reference group, the LMC showed that all other groups have significantly higher mean values for positive emotions. In addition, female 6th/7th graders report a significantly higher level of volition. Teacher support partly mediates all relations. Group differences in the interplay of the variables were excluded. ConclusionThe results of the study highlight the importance of teacher support when SDL is carried out in school. Thus, teacher support reduces the effects between positive emotions and learning behavior. This means that in self-directed learning, even those students who develop weaker positive emotions are supported.

The influence of managerial optimism and self-regulation on learning and business growth expectations within an emerging economic context

This paper examines psychological and behavioral mechanisms that underlie business growth expectations by examining how managerial optimism and self-regulatory focus influence learning behaviors. To empirically examine these relationships, the study situates in a resource-constrained business context by studying managers in two Pacific Island economies. Results indicate that a positive view toward gains encourages exploratory learning in unknown situations; whereas, a less optimistic disposition and avoidance are related to exploitative learning. This finding is consequential as managerial learning that leans toward development of new insights and possibilities is associated with greater business growth expectations versus learning that adheres to familiar and proven ideas and alternatives. The study results have implications for both practice and theory.

Exploring connections between environmental learning and behavior through four everyday-life case studies

Decades of research emphasize that information alone rarely influences environmental behavior. We addressed the question of, “what, then, does influence environmental behavior?” by asking more specifically: what factors mediate the relationship between learning about environmentally related issues and engaging in environmentally related behaviors? Following Yin’s case study approach, we designed a California (USA)-based case study focused on four everyday-life activities: purchasing food, commuting, engaging in leisure activities, and interacting with mobile technology. We grounded the study in four propositions that previous sociological, psychological, and learning sciences research suggested might influence learning–behavior connections in complex everyday-life contexts. To address the propositions across the four cases, we conducted 197 short, semi-structured interviews grounded in a narrative, relational frame. Using thematic content analysis, we found support for three of our propositions as mediators of learning–behavior connections; we also uncovered two emergent themes. Our findings suggest a web of elements that affect learning–behavior connections; those elements offer insights for environmentally related programming.

KAJIAN EMPIRIS ATAS PERILAKU BELAJAR, KECERDASAN EMOSIONAL, EFIKASI DIRI TERHADAP STRES KULIAH MAHASISWA AKUNTANSI PADA UNIVERSITAS DI DAERAH ISTIMEWA YOGYAKARTA

Learning behavior, emotional intelligence and self-efficacy is a trait that is on the individual in achieving success. This research study repair Marita et al (2007), in his research stated behavioral variables affect learning and emotional intelligence to the stress of college. This study adds efficacy variables influencing stress in college. This research was conducted with the aim of analyzing whether there is influence learning behavior, emotional intelligence and self-efficacy accounting students against college stress. This study is a survey research on accounting students in Yogyakarta Special Region. The population in this study were students in accounting at the University of DIY and using convenience sampling sample criteria. In this study, using a sample of 294 students. Analysis of the indigenous is used factor analysis, multiple regression, F-test and t-test. The results showed behavioral variables studied, emotional intelligence and selfefficacy variables affect the college stress.

The Impact of Inattention, Hyperactivity/Impulsivity Symptoms, and Executive Functions on Learning Behaviors of Children with ADHD.

Children diagnosed with attention deficit/hyperactivity disorder (ADHD) are at risk of experiencing lower academic achievement compared to their peers without ADHD. However, we have a limited understanding of the mechanisms underlying this association. Both the symptoms of the disorder and the executive functions can negatively influence learning behaviors, including motivation, attitude toward learning, or persistence, key aspects of the learning process. The first objective of this study was to compare different components of learning behaviors in children diagnosed with ADHD and typically developing (TD) children. The second objective was to analyze the relationships among learning behaviors, executive functioning, and symptoms of hyperactivity/impulsivity in both groups. Participants were 35 children diagnosed with ADHD and 37 with TD (7–11 years old), matched on age and IQ. The teachers filled out the Behavior Rating Inventory of Executive Function (BRIEF) and the Learning Behaviors Scale, which evaluates Competence/motivation, Attitude toward learning, Attention/persistence, and Strategy/flexibility. In addition, parents and teachers filled out the DSM-5 diagnostic criteria for ADHD. ANOVAs showed significant differences between children with ADHD and TD children on all the learning behaviors. Moreover, in both the ADHD and TD groups, the behavioral regulation index of the BRIEF predicted the search for strategies, and the metacognition index was a good predictor of motivation. However, attitude toward learning was predicted by metacognition only in the group with ADHD. Therefore, the executive functions had greater power than the typical symptoms of inattention and hyperactivity/impulsivity in predicting learning behaviors of children with ADHD. The findings are in line with other studies that support the influence of the executive functions on performance, highlighting the importance of including their development as a top priority from early ages in the school setting in order to strengthen learning behaviors.

A Cross-National Study of Implicit Theories of a Creative Person

Implicit theories can influence learning behavior, the approaches individuals take to learning and performance situations, and the learning goals individuals set, as well as, indirectly, their accomplishments, intelligence, and creativity. For this cross-cultural study, Kenyan and German students were asked to draw a creative person and rate it on a number of attributes. The data indicated considerable differences among the implicit theories according to students’ gender and nationality. Kenyan girls, in particular, frequently ascribed a gender to their prototypical creative person that differed from their own, whereas the gender of the prototypical creative people drawn by German students was more equally spread. The data offer evidence that implicit theories of a creative person are multifaceted. Kenyan students value diligence as an important attribute of a creative person. In addition, social variables were seen as important, followed by talents in languages and mathematics. By contrast, German students valued imagination and talent in artistic areas, followed by diligence and social components. Their lowest rated attributes for creativity were talents in the domains of languages, mathematics and technical areas. Future studies should further examine the influence of implicit theories on the learning behavior of gifted students.

Should Organizations Be Forgiving or Unforgiving? A Two-Study Replication of How Forgiveness Climate in Hospitality Organizations Drives Employee Attitudes and Behaviors

An organization’s forgiveness climate is pivotal in reducing negative and promoting positive consequences of errors, mistakes, or offenses in the workplace. This study examines the influence of a perceived forgiveness climate on learning behavior, job satisfaction, organizational commitment, and intention to leave. Using quantitative cross-sectional data collected from 128 hotel and lodging managers, Study 1 revealed that a perceived forgiveness climate was significantly positively related to learning behavior and job satisfaction. Furthermore, the results demonstrated the mediating effect of learning behavior between a perceived forgiveness climate and job satisfaction and intention to leave. Study 2 confirmed this finding using 187 hospitality management students who work as frontline employees in various hospitality organizations. A perceived forgiveness climate was again found to significantly influence learning behavior and intention to leave, as well as organizational commitment. The results also confirmed the mediating effect of learning behavior. The findings suggest that organizations should promote a climate of forgiveness to influence employee attitudes and behaviors.

Motivation for Learning: An Implicit Decision-Making Process

Motivation for learning is concerned with the activation of learning behaviors. It has previously been proposed that decision-making models might offer an explanation for how learning behaviors do become activated. The aim of this position paper was to investigate this proposal. The three main decision-making models were described and analyzed. There were problematic aspects common to all the models, so it was argued that some modifications were necessary, in the following way. It was proposed that there are many factors that can influence learning behaviors, and some of these would have a positive influence (e.g., high self-efficacy, high individual interest, supportive peers) whereas others would have a negative influence (e.g., very low self- efficacy, lack of individual interest, disruptive peers, hunger and fatigue). In one particular lesson, a student could experience a combination of positive and negative factors, so this implies that a decision-making event would be necessary in order to determine whether or not learning behaviors become activated. For several reasons, it was concluded that at least part of the process of comparing the factors and making a decision could occur at a subconscious level.

Stability and change in adolescents’ task-specific achievement goals and implications for learning mathematics with intelligent tutors

Individuals’ achievement goals are known to influence learning behaviors and academic achievement. However, prior research also indicates that undergraduates’ achievement goals for psychology coursework vary from assignment to assignment. The effect of stability of achievement goals on learning behaviors and outcomes has yet to be explored. This study examined how adolescents’ achievement goals varied over mathematics units completed in an intelligent tutoring system, and whether strength or variability in achievement goals influenced behavior or achievement. At the group level, achievement goals correlated significantly from unit to unit; mean scores were not significantly different over time. However, individuals’ goal scores changed reliably across units. No relationships were found between the strength of students’ achievement goal scores and learning behaviors or performance. However, students with stable mastery approach goals achieved better grades than those with more variable mastery-approach goals. Students with stable performance-approach goals engaged in fewer help-seeking behaviors than those with variable performance approach goals.

The impacts of network centrality and self‐regulation on an e‐learning environment with the support of social network awareness

AbstractAn e‐learning environment that supports social network awareness (SNA) is a highly effective means of increasing peer interaction and assisting student learning by raising awareness of social and learning contexts of peers. Network centrality profoundly impacts student learning in an SNA‐related e‐learning environment. Additionally, self‐regulation behavior significantly influences online learning of students. However, exactly how network centrality and self‐regulation influence learning behavior and effectiveness in an e‐learning environment remains unclear. Therefore, this study investigates how both variables (ie, network centrality and self‐regulation) impact student learning in an SNA‐related e‐learning environment. Analytical results indicate that the student group with high‐level centrality and low‐level self‐regulation more significantly progresses in learning achievement than the other groups. The second finding shows the group also has the highest number of students asking for help, revealing they have the highest system utilization rate.

Effect of 1-desamino-D-arginine vasopressin, ACTH 4-10 and adrenaline on acquisition of active avoidance response in prenatally ethanol-treated rats.

The acquisition of active avoidance response was studied in 45 to 50-day old rats exposed to ethanol during pregnancy. The offsprings showed no retardation in somatic development although there was a marked deficit in learning of avoidance response. Daily administration of 1-desamino-D-arginine vasopressin (0.1 to 5 micrograms/100 g b.w.), ACTH 4-10 (0.1 to 2 micrograms/100 g b.w.) and adrenaline (0.2 to 2.0 micrograms/100 g b.w.) facilitated the learning performance in a dose-dependent manner. The retention of responding was tested after the interruption of training for 7 days. The prenatally ethanol-exposed rats with DDAVP pretreatment during the 5-day training procedure showed a better performance than that of the vehicle-treated ethanol-exposed rats but they were inferior to the controls. The present data indicate a complexity of biochemical changes due to the prenatal exposure to ethanol and the learning deficit can be modified by either neuropeptides or catecholamines, by such humoral mediators which are known to influence learning behavior and memory consolidation under different experimental conditions and due to different noxious stimuli from noxious stimuli from either external or internal environment.

Pain threshold, learning and formation of brain edema in mice lacking the angiotensin II type 2 receptor

The main biological role of angiotensin II type 2 receptor (AT 2) has not been established. We made use of targeted disruption of the mouse AT 2 gene to examine the functional role of the AT 2 receptor in the central nervous system (CNS). We have previously shown that AT 2-deficient mice displayed anxiety-like behavior in comparisons with wild-type mice. In the present study, we analyzed the pain threshold, learning behavior and brain edema formation using the tail-flick test, the tail-pinch test, the passive avoidance task and cold injury, respectively. In the passive avoidance task and cold injury, no differences were found between wild-type mice and AT 2-deficient mice. In contrast, the pain threshold was significantly lower in AT 2-deficient mice, compared with findings in wild-type mice. The immunohistochemical distribution of β-endorphin in the brain was analyzed quantitatively in AT 2-deficient mice and wild-type mice, using microphotometry. The fluorescence intensity of β-endorphin in the arcuate nucleus of the medial basal hypothalamus (ARC) was significantly lower in AT 2-deficient mice, compared with findings in wild-type mice. We found that the AT 2 receptor does not influence learning behavior and brain edema formation. As AT 2-deficient mice have increased sensitivity to pain and decreased levels of brain β-endorphin, AT 2 receptors may perhaps mediate regulation of the pain threshold.

Isolichenan, an α-glucan isolated from lichen <i>Cetrariella islandica</i>, repaires impaired learning behaviors and facilitates hippocampal synaptic plasticity

The acute effects of isolichenan, a homologous α-glucan (1-3)(1-4) (3:2) isolated from lichen Cetrariella islandica, on the hippocampal synaptic plasticity were investigated in rats in vivo. Isolichenan (1mg /kg, intravenous treatment) significantly enhanced short-term potentiation evoked by a subthreshold tetanus, without any effect on the basal synaptic excitability (no tetanus stimulation). No effects on a supra-threshold tetanus-evoked potentiation were found. Isolichenan did not influence learning behaviors of intact mice in passive-avoidance tests and of intact rats in the Morris water maze test. When the learning ability of mice was impaired by 30% ethanol pre-treatment, isolichenan (>100mg/kg, oral treatment) significantly improved memory acquisition in passive-avoidance tests. Similarly, isolichenan (100 mg/kg, oral treatment) repaired memory-impairment induced by β-amyloid peptide (fraction 25-35) in the Morris water maze test in rats. These results suggest positive effects of isolichenan on spatial memory formation in rodents.