Influence Of Students Research Articles

Factors that Influence Student's Decisions in Choosing a Management Study Program at Buana Perjuangan University Karawang (Case Study of Students Class of 2023)

This research aims to determine the factors influencing students' choice of management study program at Buana Perjuangan University, Karawang. Data was collected by distributing a questionnaire in the form of a Google form to 2023 Management Study Program students via the WhatsApp group, the data collected was 232 respondents. The design used in this research is Confirmatory Factor Analysis and Exploratory, which is a quantitative type of research. The research results were that 5 factors influenced students in choosing a management study program: interest and talent factors, with a variance value of 36.926%. The second is the career opportunity at 8.737%, the third is the study program quality at 7.363%, the fourth is the economy at 5.320%, and the fifth is the support of parents, friends, and the environment at 5.024%. With a total variance, the influence is 63.37% on students' decisions in choosing the Management Study Program. The factors with the highest contribution are interest and talent factors with an eigenvalue of 11.078. This can be a reference for management study programs to provide supportive facilities and infrastructure so students can optimally develop their interests and talents.

Exploring how course social and cultural environmental features influence student engagement in STEM active learning courses: a control–value theory approach

BackgroundActive learning, on average, increases student performance in STEM courses. Yet, there is also large variation in the effectiveness of these implementations. A consistent goal of active learning is moving students towards becoming active constructors of their knowledge. This emphasis means student engagement is of central importance. Thus, variation in student engagement could help explain variation in outcomes from active learning. In this study, we employ Pekrun’s Control–Value Theory to examine the impact of four aspects of course social and cultural environments on student engagement. This theory posits that social and cultural features of the course environment influence students’ appraisals of their ability to control their academic outcomes from the course and the value they see in those outcomes. Control and value in turn influence the emotions students experience in the course and their behaviors. We selected four features of the course environment suggested in the literature to be important in active learning courses: course goal structure, relevance of course content, students’ trust in their instructor, and perceived course competition.ResultsWe surveyed students in 13 introductory STEM courses. We used structural equation modeling to map how features of the course environment related to control, value, and academic emotions, as well as how control, value, and academic emotions influenced engagement. We found engagement was positively related to control and value as well as the emotion of curiosity. Engagement was negatively related to the emotion of boredom. Importantly, features of the course environment influenced these four variables. All features influenced control: goal structure, relevance, and instructor trust increased it, while competition decreased it. All features except competition were related positively to value. Relevance and instructor trust increased curiosity. Goal structure, relevance, and instructor trust all reduced boredom, while competition increased it.ConclusionOverall, our study suggests that the way instructors structure the social and cultural environment in active learning courses can impact engagement. Building positive instructor–student relationships, reducing course competition, emphasizing mastery and the relevance of the course to students can all increase engagement in course activities.

PENGARUH CITRA MEREK DAN BIAYA PENDIDIKAN TERHADAP KEPUTUSAN MAHASISWA BARU TAHUN AKADEMIK 2024/2025 DALAM MEMILIH INSTITUT RAHMANIYAH SEKAYU

ABSTRACT This research aims to determine: (1) the influence of brand image and educational costs partially on new students' decisions in choosing the Rahmaniyah Sekayu Institute, (2) the influence of brand image and educational costs simultaneously on new students' decisions in choosing the Rahmaniyah Sekayu Institute. This research is causality research. The population of this research is 145 new students for academic year of 2024/2025. The sample size of 107 people was determined using the Slovin formula with a margin of error of 10%. The sample was selected using purposive sampling technique. Data was collected using a questionnaire method and analyzed using multiple linear regression analysis. The results of the research show that (1) brand image influences new students' decisions with a value of t count (2.511) > t table (1.982), (2) educational costs new influence students' decisions with a value of t count (8.047) > t table (1.982), (3) image brand and education costs influence decisions with a value of F count (134.276) > F table (3.084). Keywords: brand image, cost of education, student decisions

Can The Roles of Universities, Families, and Self-Efficacy Influence Students’ Interest in Entrepreneurship in East Java?

This ponder looks at the impact of college bolster, family back, and self-efficacy on the entrepreneurial intrigued of East Java PMW beneficiary understudies. A quantitative strategy was utilized in this think-about. The investigation test comprised 248 PMW beneficiaries. Coincidental Inspecting carried out test determination. Information investigation was carried out utilizing SEM-PLS through the SmartPLS 3.2.9 program. The study shows that (1) College back has no critical impact on entrepreneurial intrigue. (2) Family bolster encompasses a positive impact on entrepreneurial intrigue. (3) Self-efficacy incorporates a positive impact on entrepreneurial intrigue. The study shows that superior colleges cultivate students' entrepreneurial curiosity. Family back and self-efficacy are imperative components in empowering entrepreneurial intrigue among understudies. Suggestions and headings for future investigation are also discussed.

Motivating tones to enhance education: The effects of vocal awareness on teachers' voices.

Effective classroom communication is key to shaping the learning environment and inspiring student engagement. And, it's not just what is said, but how it's said, that influences students. Yet, few (current or future) teachers receive education on vocal pedagogy. This study examined the impact of raising vocal awareness in teachers on their voice production through delivering a voice training program. Specifically, we explored how primary school teacher trainees produced motivational (either soft, warm, and encouraging, or harsh, pressuring, and controlling) and neutral communications before and after the delivery of a voice education program that concentrated on raising voice awareness, vocal anatomy, exercise techniques (e.g. breath control, voice modulation), and voice care. We hypothesised that trainees' voice production would change over the course of the program and lead to more 'prototypical' displays of motivational prosody (e.g. softly spoken encouraging intentions vs. harshly spoken controlling intentions). Results indicated a noticeable difference when communicating motivational intentions between pre- and post-training voice samples: post training, trainees spoke more slowly and with reduced vocal effort irrespective of motivational intention, suggesting that raising vocal awareness can alter classroom communications. The results underscore the importance of vocal awareness training to create a supportive and autonomy-enhancing learning environment.

How Generative AI Influences Students’ Self-Regulated Learning and Critical Thinking Skills? A Systematic Review

How Generative AI Influences Students’ Self-Regulated Learning and Critical Thinking Skills? A Systematic Review

"Do My Friends Only Like the School Me or the True Me?": School Belonging, Camouflaging, and Anxiety in Autistic Students.

The current research explores whether the relationship between school belonging and anxiety in secondary-aged autistic students is mediated by camouflaging. An anonymous online survey was completed by 72 autistic students attending mainstream schools in the UK and Ireland. The survey included questionnaires about school belonging (simple sense of belonging scale), anxiety (ASC-ASD) and camouflaging traits (CAT-Q). Further, the survey included open-ended questions about environmental factors related to school belonging and camouflaging. Qualitative content analysis was used to interpret answers to open ended questions. The results found that, as predicted, camouflaging did mediate the relationship between school belonging and anxiety. Categories were created for each question, for example, 'the school environment' and 'acceptance and understanding'. Social relationships; individual factors; the environment and adaptations, and acceptance and understanding, influence students' sense of belonging.

Research-Based Learning About Nature Conservation Influences Students’ Attitudes and Knowledge

(1) Background: A successful teaching practice and a proper understanding of environmental conservation require developed research abilities and a positive attitude toward nature. Nineteen female students at the Faculty of Humanities and Social Sciences spent ten days in one national park and participated in project activities related to nature conservation. This study aimed to investigate how the stay in nature and the active involvement of students will contribute to their attitudes and knowledge acquisition. (2) Methods: A questionnaire was used to assess the students’ attitudes and knowledge about protected areas before and after the project activities in the national park. The Wilcoxon test was used to determine the statistical significance of differences in attitudes, while the Chi-square test was used to examine the differences in their acquired knowledge. (3) Results: The research showed that students had positive attitudes towards nature protection before and after the project activities. The positive attitudes were confirmed after the project activities were carried out even among those students who did not have them initially. A significant increase in students’ knowledge after the ten-day stay in the national park was noticed. (4) Conclusions: The study results have provided insight into the ability of future teachers to promote sustainable lifestyles and ecological activities. Hands-on nature-based learning significantly foster future teachers’ ecological awareness, their environmental knowledge, attitudes, and behavior.

Predicting Clinical Dishonesty Among Nursing Students: The Impact of Personal and Contextual Factors.

Numerous studies have examined nursing students' academic dishonesty; however, there is still a gap in understanding the predictors of such behavior. This study aimed to identify personal (intrapersonal and interpersonal) and contextual factors predicting nursing students' dishonesty during clinical training. A two-phase, prospective, predictive study was conducted at a nursing faculty in Croatia. The validated "Mentor Support Evaluation Questionnaire" was used in the first phase to assess students' evaluations of the quality of mentor support during clinical training. The validated instruments "Optimism/Pessimism Scale" and "Nursing Student Perceptions of Dishonesty Scale" were used in the second phase to examine self-reported dishonesty and its contributing factors. The second phase also investigated the students' knowledge of the university's ethical and disciplinary regulations. Of 398 participants, 195 (48.9%) reported engaging in clinical dishonesty. Hierarchical regression analysis identified critical predictors of frequent clinical dishonesty: lack of fear of consequences (β = -0.072), positive attitudes toward dishonesty (β= -0.081), higher incidence of academic dishonesty in the classroom (β = 0.221), lack of knowledge of the university's regulations (β = -0.349), and low quality of mentor support (β = -0.430). The final model explained 60.7% of the variance in participants' clinical dishonesty (p < 0.001). The identified predictors indicate that interpersonal factors, i.e., the quality of mentor support, influence students' clinical dishonesty more than intrapersonal factors (e.g., attitudes or knowledge). Contextual factors (healthcare employment and study overload) were unrelated to clinical dishonesty. This finding can help develop strategies to reduce nursing students' dishonesty and improve patient safety.

The Factors of Contributing to Adademic Misconduct of Engineering Students Survey: Preliminary Results

Academic misconduct is a serious problem in engineering higher education as it undermines student learning as well as the credibly of higher education institutions. The Factors contributing to Academic Misconduct of Engineering Students (FAMES) is a student survey developed to examine students’ perceptions on academic misconduct behaviour and to identify factors that predict self-reported cheating on proctored and unproctored assessments. The survey has been distributed at two Canadian universities. Preliminary results indicate that while students indicate they perceive some academic violations as inappropriate, other behaviours are not reported to be problematic. Students’ attitudes toward misconduct also depends on the assessment type. In addition, the less serious students consider an attitude, the more frequent they reported to engage in that behaviour. As has been reported elsewhere, students perceive academic misconduct among their peers happens at a much higher rate than what is indicated by aggregate self-reports. Future data analysis will include examining which factors related to the Fraud Triangle theory influence students’ decisions to engage in academic misconduct.

Using Artificial Intelligence to Influence Student Engagement in Media Content Creation

Integrating artificial intelligence (AI) into educational environments transforms how students learn and engage in creative activities. The main purpose of this study is to examine how AI-enhanced learning experiences influence students’ engagement in media content creation (MCC). The study identifies key factors that drive or hinder students’ involvement in media-related activities and explores how AI-based tools and technologies can enhance learning outcomes and foster creativity in content creation. The results indicate a positive impact resulting from linking AI application factors to content creation. This study employs a quantitative methodology by distributing a questionnaire to university students. An application was developed as part of the study to help students enhance their media creation skills using AI techniques. The study highlights how AI factors influence and attract students to engage in content creation.

The Key Factors the Influence Student’s Digital Start-Ups: A Study from Malaysian Entrepreneurial University

The Key Factors the Influence Student’s Digital Start-Ups: A Study from Malaysian Entrepreneurial University

COLLECTIVE ARGUMENTATION AND PARTICIPATION IN SOLVING GEOMETRY PROBLEMS IN THE MATHEMATICS CLASSROOM

Collective argumentation is a process in learning that can be used to train communication skills, collaboration, and understanding of mathematical concepts. In this process, both teachers and students play an active role, which is called participation. This study aims to describe the structure of collective argumentation and student participation in solving geometry problems in the classroom. This research method is a qualitative case study. The subjects in this study were a mathematics teacher with 11 years of teaching experience at the junior high school level and six 9th-grade students who had an interest in mathematics from two different classes. The structure of collective argumentation shows that this learning focuses on students while the teacher acts as a facilitator. It can be seen from the more significant number of actions taken by students than teachers. In terms of participation, teachers more often act as ghostee, while students participate more as spokesman. Overall, this study reveals the structure of argumentation in solving geometry problems at each stage of Polya. Questions and explanations given by the teacher influence students' collective argumentation. A teacher must have questioning and communication skills so that students can actively participate in learning in the classroom.

Empirical Study of L2 Motivation and Motivational Learning Behaviors among College Students in English for Medicine Class

This study examines the relationship between L2 motivation and motivational learning behaviors among college students enrolled in an English for Medicine course at a university in Zhejiang, China. It aims to help language teachers gain a deeper understanding of the relationship among constructs in the L2 Motivational Self System and how constructs like the Ideal L2 Self, Ought-to L2 Self, and Second Language Learning Experience influence students’ motivational learning behaviors using the L2 Motivational Self System framework. Eighty medical students were included as a sample, and a structured questionnaire was used to gather the quantitative data. Through a quantitative analysis, it is found that the students’ motivational learning behaviors are significantly predicted by both L2 motivation and Second Language Learning Experience, with a moderate influence from the Ideal L2 Self. Additionally, the Ought-to L2 Self had less impact on the students’ learning behaviors. The findings show that fostering intrinsic motivation and providing a supportive learning environment is necessary to improve students’ engagement and effort in English for medicine courses.

How Do Trust on Dayah Leaders Influence Students Taking a Vaccination Against Covid-19 in Aceh?

The emergence of a policy on Covid-199 vaccination received massive rejection from the society. The government collaborated with opinion leaders who may have influence the society perception about the importance of Covid-19 Vaccination to solve the current problems. This study aims to examine the influence of trust on Dayah Leaders towards the level of students’ trust in Covid-19 vaccination. Using survey method, the study involved a sample of 500 students in 5 Dayah in Banda Aceh and Aceh Besar both who had implemented vaccination policies and/or had only suggested vaccination appeals for their students. Conditions in Aceh are unique, namely the distinctiveness of Aceh which is robust with Islamic nuances and religious leaders are believed to be a source of information who are able to foster public trust. Nevertheless, this study confirms that student participation in the Covid-19 Vaccination is not entirely based on the influence of trust on Dayah Leaders. The result suggested that there is an influence of trust on Dayah Leaders on students’ confidence in Covid-19 vaccination, but the correlation and the influence is low at 14 percent. This indicates there are several other factors which have higher influence in convincing vaccination policy for students. This research findings also contradict the assumption that has been believed that the influence of the Dayah leaders is very significant in the students' decision to vaccinate against Covid 19. Hence, it gives recommendation for policy makers particularly in Aceh to properly construct message of the Covid-19 vaccination or other sensitive vaccination in the future.

The Impact of Parental Influence on Students' Music Subject Selection at A-level in Ugandan Secondary Schools

This study investigates the impact of parental influence on students' selection of music as a subject in Ugandan A-Level secondary schools, amid declining enrolment in the music subject field. This research paper aims to understand how parental perceptions and attitudes toward music influence students’ subject choices, focusing on concerns over career viability and societal views on music subjects. A descriptive survey design was employed, involving questionnaires and interviews with 211 participants, including at A-level former music students (those who offered music at O-level and did not continue with it at A-level), their parents, school administrators, and music teachers. Stratified random sampling and purposive techniques were used to select respondents from secondary schools in central Uganda, with data collected through structured questionnaires and a Likert scale. Results indicate that parental discouragement significantly deters students from choosing music as a subject at A-level due to perceived limitations in career prospects and cultural attitudes, aligning with societal preferences for traditionally prestigious subjects. Limited generalizability outside of Ugandan A-level contexts may restrict the broader application of findings. Enhanced parental awareness and school-based counseling are recommended to promote music subject as a viable and valuable field.

THE MOTIVATIONAL EFFICACY OF SELF-REGULATED ICT RESOURCES ON INTEREST IN BIOLOGY AMONG HIGH, MEDIUM, AND LOW ACHIEVING SECONDARY SCHOOL STUDENTS

This study examined the impact of technological software on learning from an interactive hypermedia. It explores participants’ learning interest and engagement, analyzing variations based on their score levels. The mixed method study adopted a pretest, posttest, quasi-experimental design using 3x2x3 factorial matrix, a Semi-Structured interview guide, and a Students’ interest inventory, entitled Questionnaire on the effect of ICT Resources on the Interest of Students in Biology (QEIISB) utilized to elicit responses on students’ interest. Post-hoc analysis was used to determine the direction of difference and findings revealed were discussed in the context of perfect understanding across achievement levels, because participants showed better interest and engagement more in the group of medium Scorers. The medium score level students showed significant interest and benefitted most from the software. By evaluating the efficiency of Information and Communication Technological (ICT) tools, influence students with varying performance or achievement levels, the study aims to provide insights into the effective these resources influence achievement and foster better interest in teaching and learning.

Personality Type, Financial Rewards, and Prestige: Factors Influencing Students' Interest in Public Accounting Careers

The increasing number of companies listed on the IDX signifies a growing demand for public accounting services. Despite this, the number of public accountants in Indonesia remains relatively low. This research utilizes the Theory of Planned Behavior and the Big Five Personality Theory to empirically test how personality types, financial rewards, and professional prestige influence students' interest in pursuing a career as public accountants. The study was conducted by the PSSA class of 2020 at Udayana University, using a questionnaire as the research instrument. The sample consisted of 169 respondents, and the data analysis technique employed was Multiple Linear Regression. The findings reveal that personality types, financial rewards, and prestige significantly and positively influence students' interest in a public accounting career. The theoretical implications of this research offer detailed insights into the Theory of Planned Behavior and the Big Five Personality Theory.

Shaping Entrepreneurial Intentions Through Education: An Empirical Study

This study examines the impact of entrepreneurship education on shaping entrepreneurial intentions among business administration students at Tayma University College. Utilizing both the Entrepreneurial Intention Model (EIM) and the Entrepreneurship Education Framework (EEF), this research assesses how content, pedagogical approaches, and the learning environment influence students’ entrepreneurial aspirations. A survey of 135 male and female students was conducted, and Structural Equation Modeling (SEM) was used to analyze the relationships between educational factors and entrepreneurial intentions. The findings show that comprehensive course content, interactive teaching methods, and a supportive educational environment significantly enhance students’ perceived feasibility and desirability of entrepreneurship. Moreover, attitudes towards entrepreneurship mediate the relationship between education and entrepreneurial intentions. This study contributes to the growing literature by providing insights into how targeted entrepreneurship education can foster entrepreneurial intentions, particularly within the context of Saudi Arabia’s Vision 2030 initiative to promote economic diversification and youth empowerment. This study not only explores entrepreneurial education but also highlights its contribution to sustainability. By fostering a mindset that aligns with the socio-economic goals of Vision 2030, entrepreneurship education promotes sustainable economic growth and prepares students to contribute to a diversified and resilient economy.

How Emotional Intelligence Influences Students' Life Satisfaction During University Lockdown: The Chain Mediating Effect of Interpersonal Competence and Anxiety.

Students' life satisfaction is an essential reflection of their well-being, particularly during challenging times. The COVID-19 pandemic, a global catastrophe, has had an immeasurably negative impact on individuals' daily lives. It has also provided an opportunity to investigate the factors contributing to students' life satisfaction during such difficult times. Considering the unique characteristics of these university students, the current study examines the impact of emotional intelligence (EI) on students' life satisfaction, as well as the direct and sequential mediating effects of interpersonal competence and anxiety on this relationship. A total of 297 university students in Shanghai, China, participated in the study. All participants were recruited online during the early phase of the COVID-19 pandemic in 2022. Four well-established questionnaires were utilized to assess students' trait emotional intelligence, interpersonal competence, anxiety, and life satisfaction. The findings indicate that interpersonal competence significantly mediates the relationship between EI and life satisfaction. Although anxiety does not significantly mediate this relationship, it plays a notable role in the sequential mediating effect involving interpersonal competence and anxiety. The study reveals that nurturing students' EI can significantly enhance their interpersonal competence, which can reduce anxiety and ultimately increase their self-reported life satisfaction.