Influence Of Students Research Articles

Mealtime and food provision environments in primary schools – an opportunity for nutrition intervention?

Mealtime environments and food provision contexts in primary school influence students’ food behaviours(1) and are an opportunity for nutrition intervention(2). This study aims to explore primary school food provision contexts including eating environments and food provision models and policies. A quantitative cross-sectional online survey of Australian primary school teachers undertaken between August 2022-July 2023 collected data about: (1) designated eating times and locations for lunch and snacks; (2) teacher use of mealtimes for food and nutrition education; and(3) presence of food services and food-related policies. Descriptive statistics were generated using Stata 17.0 statistical software. Participants were 239 teachers recruited via social media advertising and education/nutrition networks. The majority of teachers reported their school provided allocated time for children to eat a morning snack (n = 201, 84%) and lunch (n = 234, 98%). Around three quarters of teachers reported an allocated eating time of 10 minutes or less for morning snack (n = 146, 73%) and 15 minutes or less for lunch (n = 174, 74%). Teachers stated lunch was most commonly eaten in the classroom with time to finish in the yard (n = 90, 38%) or in the yard as a group (n = 70, 30%). It was most common for morning snack to be eaten in the classroom (n = 119, 59%). Most teachers stated they had the opportunity to eat lunch with their students at least sometimes (n = 159, 67%). Of these teachers, 31% (n = 50) reported they used this time to teach students about food and nutrition, for example, in a pedagogical lunch. Of 109 teachers who did not use lunch time to teach students about food and nutrition, 43% (n = 69) stated they would be interested in doing this in the future. When asked about the availability of food services at their school, 62% (n = 147) of teachers reported their school had a canteen, 28% (n = 67) reported their school offered lunch orders via an external food outlet and 35% (n = 83) reported their school had a breakfast program. Only 34% of teachers reported their school had policies about the foods available from school food services. From these findings we conclude that a variety of mealtime and food provision contexts exist within Australian primary schools, and that there is opportunity to leverage eating occasions and food provision models and policies for nutrition intervention. This includes the opportunity to utilise mealtimes for delivering food and nutrition education, for example, through the concept of a pedagogical lunch.

Beyond performance, competence, and recognition: forging a science researcher identity in the context of research training

BackgroundStudying science identity has been useful for understanding students’ continuation in science-related education and career paths. Yet knowledge and theory related to science identity among students on the path to becoming a professional science researcher, such as students engaged in research at the undergraduate, postbaccalaureate, and graduate level, is still developing. It is not yet clear from existing science identity theory how particular science contexts, such as research training experiences, influence students’ science identities. Here we leverage existing science identity and professional identity theories to investigate how research training shapes science identity. We conducted a qualitative investigation of 30 early career researchers—undergraduates, postbaccalaureates, and doctoral students in a variety of natural science fields—to characterize how they recognized themselves as science researchers.ResultsEarly career researchers (ECRs) recognized themselves as either science students or science researchers, which they distinguished from being a career researcher. ECRs made judgments, which we refer to as “science identity assessments”, in the context of interconnected work-learning and identity-learning cycles. Work-learning cycles referred to ECRs’ conceptions of the work they did in their research training experience. ECRs weighed the extent to which they perceived the work they did in their research training to show authenticity, offer room for autonomy, and afford opportunities for epistemic involvement. Identity-learning cycles encompassed ECRs’ conceptions of science researchers. ECRs considered the roles they fill in their research training experiences and if these roles aligned with their perceptions of the tasks and traits of perceived researchers. ECRs’ identity-learning cycles were further shaped by recognition from others. ECRs spoke of how recognition from others embedded within their research training experiences and from others removed from their research training experiences influenced how they see themselves as science researchers.ConclusionsWe synthesized our findings to form a revised conceptual model of science researcher identity, which offers enhanced theoretical precision to study science identity in the future. We hypothesize relationships among constructs related to science identity and professional identity development that can be tested in further research. Our results also offer practical implications to foster the science researcher identity of ECRs.

Impact of Socioeconomic and Demographic Variables on Student Engagement in Gambling Activities: Insights from Mkuranga District, Tanzania

This study investigated the socioeconomic and demographic factors influencing students' gambling participation. The research design was a cross-sectional survey to collect primary and secondary data. The study used quantitative and qualitative approaches and involved eighty-seven (87) participants, including gamblers and non-gamblers from Tambani Secondary School. The logistic regression model was used as a technique for data analysis. The results indicate that 37 (42.5%) of the gambling students preferred slot gambling over other forms. The quantitative analysis revealed that four out of six socioeconomic and demographic factors were significantly associated with the probability of students participating in gambling activities. School students' gambling participation is influenced by several factors, including the number of gambling facilities, distance from home to school, monthly income, and parents' or carers' carelessness about the school. The significance of these factors was checked based on a coefficient of P-value of less than 5% (p<0.05). The study concludes that the number of gambling facilities, parents' carelessness, class of the study, gender, place of residence, monthly income, and distance from home to school all influence students' gambling participation. The study suggests that the Ward Executive Officer (WEO) should encourage community members to construct school hostels and ensure strict enforcement of laws and policies for bet owners. Additionally, Community Development Officers (CDOs) could implement educational programmes to inform the community about the impact of gambling on secondary school students who have completed primary education.

Self-Efficacy, Computer Anxiety, Trait Anxiety, and Cognitive Distortions Influence Students' Interest in Learning Mind Your Own Business

Self-Efficacy, Computer Anxiety, Trait Anxiety, and Cognitive Distortions Influence Students' Interest in Learning Mind Your Own Business

The Perceived Complexity of Learning Tasks Influences Students’ Collaborative Interactions in Immersive Virtual Reality

This study investigated how different learning tasks influence students’ collaborative interactions in immersive Virtual Reality (iVR). A set of chemistry learning activities was designed with iVR, and 35 pairs of undergraduate students went through the activities. Videos of students’ interactions were analysed to identify patterns in students’ physical, conceptual, and social interactions. When students were manipulating conceptually familiar virtual objects (several water molecules), they perceived the tasks as a simple extension of prior knowledge and did not attempt to explore the 3D visualisation much. They did not move around to take different perspectives, and conceptual discussions were brief. Their prior power relations (leader–follower) carried over in iVR environments. In contrast, when conceptually unfamiliar chemical structures (protein enzyme) were displayed, students perceived the tasks as complex, demanding a new mode of learning. They spontaneously moved around to explore and appreciate the 3D visualisation of iVR. Walking to different positions to observe the virtual objects from multiple angles, students engaged in more collaborative, exploratory conceptual discussions. As the perceived complexity of learning tasks or virtual objects triggers different collaborative interactions amongst students, careful considerations need to be placed on the design of iVR tasks to encourage productive collaborative learning.

Study of positive value attitude of university students to patriotism

Introduction. In modern conditions, in connection with the active process of integration of states and the internationalization of education, the issues of patriotic education of youth are becoming increasingly important. Patriotism is the main aspect of the sociocultural sphere. It becomes a priority to deeply understand how patriotism is perceived by young people, and how these views can influence the formation of young people’s civic, national identity, their willingness to participate in world initiatives and overcome global challenges. The purpose of the study is to study aspects of the positive value attitude of university students to patriotism and to determine the main levels and criteria for the formation of patriotic values. Materials and methods. The study involved university students in Petrozavodsk (Russia) in the areas of training “Pedagogical education (with two profiles of training) Life Safety and Physical Culture” and “Musicology and Musical Applied Arts” (n=99). Research methods: literature analysis, questionnaires, analysis of student works (essays), methods of descriptive statistics using MS Excel. Results. Within the framework of this study, key aspects are identified that influence students’ positive value attitude towards patriotism, such as: education, family upbringing, socio-cultural environment of the university and regional characteristics. The prevalence of a high level of positive-value attitude towards patriotism with a pronounced socially significant component among students-musicians and a focus on personal significance in the realization of life goals among student teachers is shown. Analysis of the data, according to the general indicator, showed that 61.8% of respondents have a high level of positive value attitude towards patriotism; average – 27.7%; emotional passivity and a low level of attitude towards patriotism are characteristic of 10.5% of respondents. Discussion of results and conclusion. The positive value attitude of university students to patriotism is of great importance in the formation of civic activity, national consciousness and identity. The results of the study confirmed that this is manifested through a positive attitude towards one’s country and its values, promotes active participation in public life, political processes, volunteer events, as well as an understanding of one’s cultural and historical affiliation for the preservation and promotion of cultural heritage and traditions. The scientific novelty of the study lies in the development of diagnostic tools for assessing, forming and adjusting the positive value attitude of students to patriotism in the educational space of the university

Do Smartphone Addiction and Self-Regulation Failures Affect Students' Academic Life Satisfaction? The Role of Students' Mind Wandering and Cognitive Failures.

The purpose of this study is to investigate how smartphone addiction and self-regulation failure influence students' academic life satisfaction considering the impacts of students' mind wandering and cognitive failures. It also sought to look at how students' minds wander, and cognitive failures are affected by smartphone addiction and self-regulation failure among university students. The WarpPLS-SEM software was used to analyze the research data retrieved from a sample of 950 undergraduate students from universities in Egypt and the Kingdom of Saudi Arabia (KSA). In both countries, the findings revealed that students' smartphone addiction and self-regulation failures negatively affect students' academic life satisfaction and positively affect students' mind wandering and cognitive failures. Additionally, smartphone addiction is positively related to failures of students' self-regulation. Besides the negative influences of students' cognitive failures on their academic life satisfaction, cognitive failures mediated negatively the relationship between mind wandering and students' academic life satisfaction. Finally, students' mind wandering mediated the relationship between smartphone addiction, self-regulation failure, and academic life satisfaction. The study introduces fresh insights into the study variables that can be used to expand the literature on academic life satisfaction. The study provides theoretical and practical contributions to students, educators, and policymakers of education.

Do Lifestyle, Price and Quality of Goods Influence Muslim Consumers' Used Clothing Purchasing Decisions

The aim of conducting research on the factors that are considered in selecting and purchasing the interest in buying used clothes (thrifting) among IAIN Fattahul Muluk Papua students is to find out and see how important the factors that influence purchasing are to the buying interest of consumers. This research uses quantitative methods. The respondents in this research were IAIN Fattahul Muluk Papua students through a questionnaire, and this research can draw the conclusion that selection and purchasing influence students' interest in buying second-hand clothes (thrifting). Used clothes are very popular, especially in urban areas. Consumers' interest in buying second-hand clothes is very high, this is related to the lifestyle of modern society which is increasingly increasing, with the price range being more affordable and the quality of second-hand clothes still being good. A high lifestyle greatly influences consumers in consuming goods, the lifestyle factor itself will also influence the quality and price of the product. Factors that significantly influence consumers' buying interest in used clothing are price and quality.

Does socioeconomic status influence students’ access to residential college and ameliorate performance discrepancies among them in China?

Education is one of the main prerequisites for a country making economic progress. A well-informed and well-functioning education system should be able to address most kinds of discrimination or privilege, ensuring that all people have equitable access to high quality education, regardless of their socioeconomic status (SES). It is noted that it cannot prevent every discrimination-related issue that arises. Residential colleges (RCs) have evolved over time in higher education. In this era of the United Nations’ Sustainable Development Goals (SDGs), it is crucial to assess whether RCs genuinely promote equal access and good quality education. Focusing on China, this study investigates whether RCs contribute to education equality or simply serve individuals from privileged socioeconomic contexts. Primarily, employing the quantitative research methods, including descriptive and grouped regression analysis, this study analyzes data from 397 RC students nationwide. The results reveal that RCs are accessible to students from different SES backgrounds, but enrollment disparities persist based on SES. Furthermore, SES does not dictate the role of RCs in academic performance among different social groups; RCs help to narrow the performance discrepancy between students from various socioeconomic backgrounds. These findings underscore the constructive role of RCs in advancing sustainable education and provide valuable insights for decision-makers aiming to get RCs to reduce education disparities.

Predictors of blended learning adoption in higher education institutions in Oman: theory of planned behavior

The shift toward electronic learning due to the COVID-19 pandemic has created many opportunities to shape Oman’s learning styles. This study explores the factors that affect students’ acceptance of blended learning (BL) in higher education institutions in developing countries, focusing on Oman. The study examines the impact of demographic and social factors, attitude, subjective norms, perceived behavioral control, self-efficacy, beliefs, behavioral intention, and actual use of BL among students. The Theory of Planned Behavior (TPB) was used as a theoretical framework to understand the decision-making processes surrounding BL adoption. Hypotheses are formulated and tested using statistical analysis of survey results. The questionnaire was distributed to students from Sultan Qaboos University in Oman. The data collected were analyzed using inferential predictive modeling methods such as multiple regression analysis and Pearson correlation. The findings indicate that students have a positive attitude toward BL and are likely to choose it in the future. The study also reveals that demographic characteristics and various dimensions, such as attitude, subjective norms, perceived behavioral control, self-efficacy, beliefs, behavioral intention, and actual usage, influence students’ acceptance and utilization of BL. The results contribute to the existing literature and provide insights into the factors that affect BL adoption in developing countries.

E-Comic Based on SETS: A Digital Learning Media to Improve Student’s Character and Critical Thinking Skills

This research aims to test the feasibility and effectiveness of electronic science comic learning media based on character education and SETS in improving students' character and critical thinking skills. This research is development research oriented towards testing product effectiveness. The data collection methods employed in this study included observation, tests, and questionnaires. The research findings indicate that, 1) the feasibility of SETS-based e-comics is measured through expert assessments of media and materials with the criteria of a very viable product; 2) The average gain test results show that SETS-based science electronic comic media is effective in improving students' character moderately by 5,04 and students' critical thinking abilities with a score of 4,03 are included in the medium category. This can be interpreted as saying that the use of SETS-based science e-comics is able to improve student behavior and influence students to be more enthusiastic and broad-minded to actively ask scientific questions.

Factors That Influence Students Learning Styles in Mathematics at Ullo Senior High School in the Jirapa Municipality, Ghana

This study sought to investigate the factors that influence students' learning styles in mathematics at Ullo Senior High School. The study hinged on the positivist philosophy and adopted the descriptive survey design. The school was purposively sampled for the study because of the persistent poor performance of the students. Simple random sampling was used to select 82 from two students who were given questionnaires to be filled out. The data was collected and analysed by means of descriptive statistics (percentage, mean, and standard deviation). Findings from the study revealed that generally, students agreed that their home background, teaching method, interest in or motivation towards mathematics, and classroom management are all factors that influence their learning styles. Another finding was that generally, students disagreed that teaching and learning resources influence their learning styles. It was therefore recommended that mathematics teachers at Ullo Senior High School should strive to create a conducive environment to meet the diverse learning needs of their students

Factors That Influence Student Interest in Choosing Private Universities in Bandar Lampung

The number of students in private universities in Bandar Lampung has fluctuated. This study aims to examine the effect of college image on student involvement and student loyalty, then to examine the effect of relationship quality on student involvement and student loyalty, finally to examine the effect of student involvement on student loyalty. This research uses a quantitative approach. Data were collected through an online questionnaire using a Likert scale, a population of 174, purposive sampling technique, the sample determined by the Slovin formula was 63. Data analysis used multiple linear tests with the help of SPPS version 20 and also conducted hypothesis tests such as the t test and F test. The findings show that there is a positive and significant effect of college image and relationship quality on student involvement and there is an effect of relationship quality on student involvement and student loyalty as well as a significant effect of student involvement on student loyalty but image has no significant impact on student loyalty. The results of the mediation variable show that the image mediated by student involvement has an influence on student loyalty while student involvement does not mediate the effect of relationship quality on student loyalty.

Factors that Influence Student Interest in Participating in Usimar Campus UKM Activities

Factors that influence students' interest in participating in Student Activity Unit (UKM) activities at the Islamic Science University (USIMAR). This study uses qualitative research methods by conducting interviews with students in various faculties. The results of the interviews show that student interests and factors are closely related to each other. Supportive factors from the environment, such as encouragement from peers and family support, have a positive influence on students' interest in participating in UKM activities. Apart from that, the benefits obtained from participation in UKM are also an important factor that motivates students. This research provides in-depth insight into the dynamics of student interest in participating in UKM activities on the USIMAR campus environment. The implications of these findings can be used by campuses and UKM managers to increase student participation and strengthen the sustainability of UKM as a means of developing student potential outside academic activities

Factors that Influence Student Discipline at Saengarun Anusorn School Narathiwat Thailand

Discipline is an inseparable part of the goals of education itself, so that discipline becomes the main element driving education in the realm of student character formation, so that discipline becomes the main element driving education in the realm of student character formation. In this journal, the author will discuss several factors that influence student discipline in elementary schools, namely Saengarun Anusorn, located in Narathiwat Province, Southern Thailand. Apart from being a benchmark for cultural differences between Indonesia and Thailand, this journal will also share the author's experiences while teaching at the Saengarun Anusorn elementary school. Hopefully this journal will be an inspiration and source of motivation about how a teacher should be able to foster a sense of discipline in students at the elementary school level, both at home and abroad.

How to motivate students to learn – four motivational styles and how to support each of them

In the dynamically changing educational reality, with the ongoing evolution of teaching methods and the growing role of technology, the role of teachers is no longer limited to merely providing information. Currently, the key element influencing students’ success is their motivation to learn. Another aspect is the common practice of working in a diverse group and the resulting consequences of teaching interactions. They assume the implementation of the principles of Universal Design for Learning (UDL), which recognise the intellectual and cognitive differences of all students, as well as their diverse interests and learning styles, including various ways of motivating students to work. The article raises the issue of motivation while referring to the key principles of UDL. It describes four motivational styles that support differentiated learning, namely: the MASTERY style, emphasising the development of student memory; SELF-EXPRESSIVE style, stimulating students’ imagination and creativity; UNDERSTANDING style, designed to expand students’ ability to reason and explain; and the INTERPERSONAL style, emphasising the importance of relationships in motivating students. The article also provides practical methodological tips for describing various motivational styles. The proposed practical and methodological solutions have been adapted to different age groups of students and refer to various subjects. Thanks to this, recipients have the opportunity to individually adapt them to the specificity of their work.

Drinking, Diversity, and Discrimination: Campus-Level Factors that Influence Students' Risk of Experiencing Sexual Assault.

College students' individual-level risk factors for sexual assault victimization have been studied for decades, but fewer studies have looked at whether and how campus-level factors, such as campus-level rates of discrimination and campus diversity, might also influence student victimization risk. Identifying these broader factors can inform efforts to develop more effective campus-level sexual assault preventive interventions. We conducted a secondary analysis of data from a large, multi-campus health and well-being survey (N = 309,171 students across 474 US campuses) to explore how campus-level factors shape students' risk of experiencing sexual assault after accounting for students' individual-level risk factors. Using mixed-effects logistic regression, we examined the influence of campus-level factors (e.g., campus sexual orientation demographics and gender diversity) on students' odds of experiencing sexual assault, after accounting for individual risk factors (e.g., sexual and gender minority status). Although some campus characteristics, such as enrollment size, had small significant effects on students' odds of experiencing sexual assault, we found larger significant effects from aggregated campus-level rates of binge drinking, campus diversity (particularly regarding sexual orientation and gender), and discrimination. These findings suggest that comprehensive campus sexual violence prevention would benefit from strategies that promote safe and inclusive campuses, especially for students with marginalized sexual and gender identities.

Tren Perjudian Online di Kalangan Mahasiswa: Dampak, dan Upaya Pencegahannya

Online gambling has become a prominent phenomenon among students because it is considered a fast way to earn money instantly, even becoming the main source of income for some students to meet their daily needs. However, serious attention to this phenomenon arises because it is considered detrimental to the future of Indonesia's young generation, changing mindsets in earning a living and forming less productive personalities. Some cases involve students using money from their tuition fees to gamble without considering the risks, potentially threatening their ability to pay off educational costs. Therefore, this research aims to identify the factors driving students to engage in online gambling. Factors such as social, economic, situational aspects, learning environment, perception of winning, and perception of addiction influence students' tendencies in online gambling, while secretive attitudes, difficulty accepting advice, stubbornness, and reluctance to admit or avoid potential dangers are obstacles in dealing with this phenomenon.

Self-efficacy in educational contexts: a comparative analysis of global perspectives

This comprehensive research explores the pivotal role of self-efficacy in the educational experiences of students, particularly emphasizing its significance in the context of increasing global mobility and diverse educational settings. The paper's primary focus is on understanding how different educational environments, ranging from liberal democracies to more controlled societal structures, shape and influence students' self-efficacy. The study posits that self-efficacy, defined as an individual's belief in their ability to succeed in specific situations or tasks, is a critical determinant of how students engage with their educational environment, confront challenges, and achieve both academic and personal goals.Through a detailed analysis of recent research in educational psychology and sociology, the paper synthesizes pioneering studies and theories, notably Albert Bandura's social cognitive theory, to provide a comprehensive framework for understanding the development of beliefs in one's capabilities. The research underscores the intricate relationship between self-efficacy and academic achievement, highlighting how self-efficacy impacts not only academic performance but also students' motivation and persistence, especially in foreign academic settings. Methodologically, the study employs a systematic comparative approach, integrating both qualitative and quantitative methods. Qualitative methods such as in-depth interviews and content analysis of educational literature provide insights into students' subjective experiences and perceptions. Quantitative methods, including surveys and statistical analysis, measure and compare levels of self-efficacy among students in different educational settings. Additionally, structural-analytical and comparative-historical methods are utilized to examine the impact of educational systems and historical and cultural factors on student self-efficacy.The findings reveal that educational environments significantly influence the development of student self-efficacy. Students in more open and supportive educational practices, typical of liberal democracies, often exhibit higher levels of self-efficacy. In contrast, those in more controlled educational systems face challenges in developing self-efficacy due to restrictive academic environments. The study further demonstrates the vital role of cultural, social, and educational structures in shaping students' beliefs about their abilitie.Conclusively, the paper advocates for educational practices that recognize and support the diverse needs of students. It emphasizes the need for educational systems to foster a sense of autonomy, competence, and resilience in students, preparing them to navigate complex global challenges with confidence and skill. The research contributes significantly to the discourse on student development and success in international education, offering valuable insights for enhancing educational practices and policies in a globalized world.

THE STUDY ON ADOPTION OF CASHLESS PAYMENT AMONG OFFICE SYSTEMS MANAGEMENT STUDENTS AT UITM PAHANG BRANCH, CAMPUS JENGKA

This study aimed to identify the relationship between the factors of intention to use cashless payment and adoption of cashless payment among students in semesters four and five of Office Systems Management students at UiTM Pahang Branch, Campus Jengka. This study was conducted using the correlation survey research approach with three research objectives, three research questions, and two research hypotheses that involved 134 students in semesters four and five of Office Systems Management program. By using the simple random sampling method, 97 students have been selected to be the sample in this study. To collect data from the respondents, researchers used two types of scales that consist of Category Scale and Likert Scale. For section A titled: Demographic Profile, the researchers used the Category Scale on that section. Section B titled: Factors of Intention to Use Cashless Payment and Section, C titled: Adoption of Cashless Payment used the four-point Likert Scales on each section of the questionnaire. This investigation employed the Statistical Package for Social Sciences (SPSS, version 29) to interpret the acquired data, utilizing correlation analysis to evaluate the three research objectives. The study's findings indicate that there is a significant positive correlation between the intention to use cashless payment and the adoption of contactless payment among students enrolled in the Office Systems Management program at UiTM Pahang Branch, Campus Jengka. The researchers confirmed that a variety of factors, including performance expectancy, effort expectancy, social influence, facilitating conditions, and perceived trust, influence students' strong predisposition to accept digital compensation.