Influence Of Students Research Articles

Determinants Of Digital Entrepreneurship Intention

This research discusses how entrepreneurial knowledge, income expectations, self-efficacy, and family environment can play a role and influence students' interest in entrepreneurship in online- based businesses, especially high school/vocational school students in the Bogor area. The aim of this research is to analyze and test the influence of entrepreneurial knowledge, income expectations, self-efficacy, and family environment in order to find out how big their influence is and how these three variables are able to influence the interest of high school/vocational school students in the Bogor area to become online entrepreneurs. In this study, 4 exogenous variables and 1 endogenous variable were used. The data collection method in this research used a questionnaire with a total of 1 7 9 respondents from SMA/SMK students in the Bogor area. For the data analysis method, use an analysis model with SEM-PLS or Structural Equation Modeling–Partial Least Square. To process the data using an analysis test tool, namely SmartPLS v. 3.2.9. The results of this research show that partially income expectations have a significant effect on interest in online entrepreneurship with a significance value of 0.002 < 0.05. Partially, self-efficacy has a significant effect on interest in online entrepreneurship with a significance value of 0.000 <0.05. And the family environment partially has a significant effect on interest in online entrepreneurship with a significance value of 0.000 <0.05. However, partially entrepreneurial knowledge does not significantly influence interest in online entrepreneurship with a significance value of 0.380 > 0.05. Keywords: entrepreneurship knowledge, income expectations, self-efficacy, family environment, interest in online entrepreneurship

Influence of School Discipline Policies on Students Academic Performance in Rwandan Secondary Schools

The study explores the influence of school discipline policies on students’ academic performance in secondary schools in Rwanda. This research was guided by a broad objective: The research aimed to analyze the impact of school discipline policies on the academic performance of students in selected secondary schools while also directing specific objectives: to examine how the administration of school rules and regulations contributes to students’ academic performance; to examine how the students’ restorative practices and management influence students ‘academic performance; and to interpret the correlation between the secondary school discipline policies and students academic performance. This study was guided by McGregor’s theories x and y. The fundamental concepts in McGregor's Theory X and Y encompass rules and regulations, disciplinary actions, primarily punishments, and time management, particularly in the context of school punishment administration. In applying McGregor’s theory to this study, the main variables were school rules and regulations for efficient management and administration of punishments to students who do not abide by school rules and regulations and time management, which refers to the effective utilization of time allocated to individual activities in an education institution. The study was conducted in secondary schools with a population of 599, including students, teachers, the deputy head in charge of discipline, and head teachers. By using the Slovin formula, a sample size of 239 was used in this study, and stratified sampling was used so that each category would be represented. A descriptive design was used where both qualitative and quantitative data were collected. Secondary data were obtained through documentation, library, and internet research. Primary data were collected using a questionnaire, an interview guide, and documentary analysis. Data were presented in tabulation formats and interpreted using the statistical package for social science (SPSS). The major findings of the study revealed that proper administration and management of school rules and regulations positively influence students' academic performance; restorative practices in schools, such as providing punishment, guidance, and counseling, influence students' academic performances. Finally, the study revealed a significant relationship between school discipline policies and students’ academic performance in secondary schools in Rwanda. Therefore, the study took the following as major recommendations: developing common measures for school discipline policies; enhancing the monitoring and evaluation of the rules and regulations' applicability; and establishing guidance and counseling services in schools.

Students' Attitude Towards Focused Educational Video Sharing Sites for Learning

This study is aimed to analyse the psychological factors, social, technological and institutional that influence students' attitudes to use and accept the focused educational video sharing site. The acceptance factors were studied based on the technology acceptance model (TAM). A series of learning software video tutorials in the form of screencast has been developed and uploaded to focused educational video sharing sites named LearnSoftware to be used in this study. A questionnaire has been used as an instrument to analyse the students' attitudes in acceptance of the site for educational purpose. Quantitative research method was used and data were collected from 294 students of Multimedia studies (major and minor) from 5 Public Higher Learning Institutions. Multiple regression analysis conducted found that psychological factors contributed the main influence towards the use of the focused educational video sharing site. In sum, the findings of this study are beneficial for institutions, students and lecturers, and video-sharing site developers in understanding learners’ behavior towards decision-making in accepting and using new technologies introduced.

The impact of a chatbot working as an assistant in a course for supporting student learning and engagement

AbstractNowadays, many digital learning tools can be integrated into a course to enhance the teaching–learning process. It is a fact that technology is changing how students learn and how professors teach. The growing utilization of AI chatbots in education to support students' learning underscores the importance of identifying critical aspects related to students' acceptance of this technology. Teachers require a deeper understanding of how students perceive and respond to chatbot assistance, as well as methods to measure levels of satisfaction, engagement, and knowledge acquired while using these technological tools. The aim of this study was, on the one hand, to illustrate the integration of a chatbot into a course to assist students in solving specific learning activities. On the other hand, it aimed to analyze the correlation between the factors influencing university students' intention to use chatbots and their perceived usefulness. It is noteworthy that the learning activity integrated two technologies: an Integrated Development Environment and a chatbot, offering additional educational value to students. The Technology Acceptance Model was used to measure the students' perceived usefulness and attitude toward this digital learning tool. The findings of this study provided insights to faculty on how to integrate and use chatbots to enhance students' engagement and motivation. The results revealed that the perceived usefulness of chatbots does, in fact, influence students' intention to use them. Most of the students expressed satisfaction with having a chatbot to assist them in solving exercises. Students highlighted that one of the most significant benefits was the 24/7 chatbot's support availability and its user‐friendly interface.

The Impact of Career Coaching on Intrinsic Motivation of Undergraduate Students of Education Management in Jiangxi China

This study investigates the impact of career coaching on the intrinsic motivation of undergraduate students majoring in education management in Jiangxi, China. With the rapid growth of career guidance services in Jiangxi, understanding how career coaching influences students' intrinsic motivation is crucial for both educational institutions and policymakers. The study employs a descriptive research approach, utilizing questionnaires distributed to 200 undergraduate students across five universities in Jiangxi. Data analysis will be conducted using SPSS software, focusing on Likert scale responses. The research aims to uncover the relationship between self-efficacy, career aspirations, personality traits, and coach capability on students' intrinsic motivation. It also explores the cultural context of Jiangxi and its potential influence on career coaching effectiveness. Additionally, the study investigates the long-term effects of career coaching on intrinsic motivation and its impact on various aspects of students' lives, including mental health and social well-being. The findings from this study have broad implications for education in Jiangxi, offering insights into how career coaching can enhance students' motivation, job satisfaction, and overall well-being. It also sheds light on the role of career guidance programs in contributing to a more prosperous Jiangxi economy. Ultimately, this research contributes to the growing body of knowledge on career coaching and its effects on intrinsic motivation, with potential applications for career development strategies in China and beyond.

PENGARUH STRATEGI PEMBELAJARAN KONTEKSTUAL DAN KONSEP DIRI TERHADAP PEMAHAMAN KONSEP MATEMATIKA

The purpose of this study is to prove the existence of the learning effect of Contextual Teaching and Learning (CTL) strategy and the Self-Concept Toward Understanding Math Concepts Grade VIII MTs of Bangko. This research is the quantitative research, that’s the quasi-experimental. Data collection instruments such as questionnaires and tests the concept of self-understanding mathematical concepts. The research result are: (1) There is the influence of contextual teaching and learning strategies for understanding mathematical concepts. (2) There is the influence of self-concept to the understanding of mathematical concepts. (3) There were no effects of contextual teaching and learning strategies for understanding mathematical concepts to students who have a high self- concept. (4) There were no effects of contextual teaching and learning strategies for understanding mathematical concepts to students who have a low self-concept. (5) There is no interaction between learning strategy and self-concept. In this study it was found that CTL and self-concept in learning influence students' understanding of mathematical concepts, but CTL has a powerful role in increasing the understanding of mathematical concepts, regardless of whether the student is a high or low self-concept. Keyword: Contextual Teaching and Learning (CTL) Strategy, Self-Concept, and Understanding of Mathematical Concepts.

Influence of Using Online Oxford Dictionary Toward Pronunciation and Vocabulary Mastery

In order to clearly express the ideas, students need to master pronunciation and have vast vocabulary. Media and strategy are essential matter to achieve well-acquired vocabulary and good pronunciation. Online dictionary such as Oxford Advanced Learners’ Dictionary (later abbreviated as OALD) is one of the media to aid students in improving pronunciation and vocabulary. Students used to utilize the book version of OALD, yet, nowadays they prefer to use the online form through internet networking. Thus, this research aims to determine the influence of using online Oxford Dictionary on students’ pronunciation and vocabulary at the fourth students of English Department of State Islamic Institute of Kediri (IAIN Kediri). 30 students of English Education study program were chosen as the subject of this qualitative study. This research used questionnaire and interview to collect the data related to an alternative reference in technology for learning vocabulary and pronunciation especially online Oxford Dictionary. The results of the questionnaire were processed descriptively. The research results showed that the online Oxford Dictionary influence students’ pronunciation and vocabulary enrichment. It is recommended to solve the problem of pronunciation and vocabulary mastery.

Optimizing Frame Techniques in 2-Dimensional Video Models in a Learning Perspective

As competition for talent increases, electronic media are often used to convey information and influence students' points of view. Animated films are an electronic media that can be used to bridge learning to make it more interesting and provide a new environmental feel for students. According to research results conducted by Computer Technology Research (CRT), people only remember 20% of what they see and 30% of what they hear. Yet people remember 50% of what they see and hear and 80% of what they see, hear and do at the same time. This research aims to evaluate students' level of interest and enthusiasm for learning history through animation media. The research method was created using two-dimensional (2D) animation techniques using frame by frame animation techniques. The data obtained is the result of research from interviews, observations, literature studies and questionnaires conducted at SDN 3 Kutasari which is located in Banyumas Regency. The results of the questionnaire testing used a Likert scale and the average formula for the results of the calculation was 87.9%, so it was included in the agree category or worthy of being shown as a 2D animated short film.

Paper-based geriatric interprofessional education for enhancing students’ interest in treating older people

Interprofessional education is one of the interventions used to increase health care students’ motivation for working with older patients. Previous research about such interventions has been conducted without the use of control groups and has given inconclusive results. The objective of the present curricular resource was: Does geriatric paper-based interprofessional education influence students’ interest in treating older people? During a one-year period, undergraduate fourth-year medical and third-year nursing students wrote four health care plans for four different paper-based older patient cases. In the intervention group students were paired up in interprofessional couples. In the control group students made the assignment alone. Interest for working with older patients was measured on a 5-point Likert scale before and one year after the intervention. In both groups, no significant change was found. Before-interest score of the interprofessional group was relatively high (3.8) so the non-significant results may be due to a ceiling effect. Nursing students’ interest in treating older people at the start of the research was higher than medical students’ interest.

Teachers’ Perfectionist Attitude to Learning and Students struggling with Self-stigmatization in Private Secondary Schools in Delta State

The study investigated teachers’ perfectionist attitude to learning and Students struggling with self-stigmatization in private secondary schools in Delta State. Three (3) research questions were raised and answered while three (3) null hypotheses were formulated and tested in the study. The variables in the study were reviewed from relevant literature. This research is a correlational study of ex-post facto design. The population comprise all registered private secondary schools in Delta State. The population of the study is 15,951 comprising of 1177 proprietors/principals and 14,774 teachers in private secondary schools in Delta State in the twenty five (25) Local Government Areas of Delta State. The sample for this study comprised 1533 respondents made up of 588 proprietors/principals and 945 teachers in Delta State private secondary schools selected from 12 Local Government Areas. Proprietors/principals represented 50% while teachers represent 10% of the population. A self developed questionnaire titled “Teachers’ Perfectionist Attitude to Learning and Students struggling Self-stigmatization Questionnaire’ (TPALSSSQ)”, validated and its reliability equally determined via a pilot study using test re-test reliability technique with a coefficient index of 0.86 was used. The researcher administered a total of 1,533 questionnaire to randomly selected respondents from the selected private secondary schools in the study area. The research questions raised were answered using simple percentage, Mean score and Standard Deviation while Pearson Product Moment Statistics was used to test the hypotheses at 0.05 level of significance. The findings revealed that teachers’ perfectionist attitude to learning influence Students struggling with self-stigmatization. Students may feel that they are not good enough or that they will never meet the teacher's expectations. It was therefore recommended that teachers should foster a growth mindset and emphasize effort over ability, encourage self-compassion and self-awareness, provide positive role models and representation and promote diversity and inclusion.

Grit, resilience and growth-mindset interventions in health professional students: A systematic review and meta-analysis.

Grit, resilience and a growth-mindset influence students' ability to positively adapt to the challenges of health professional training. However, it is unclear if interventions can improve these traits. This systematic review aimed to explore if interventions can improve these traits in health professional students (primary) and their impact on academic and/or wellbeing outcomes (secondary). A comprehensive search of CINAHL, MEDLINE, Eric and Embase was conducted from inception until 15 March 2023. Randomised or non-randomised controlled trials and single-group intervention studies that aimed to improve health professional students' resilience, grit and/or growth-mindset were eligible for inclusion. Two reviewers independently screened studies for inclusion and evaluated quality using the Mixed Methods Appraisal Tool. Post-intervention data from randomised and non-randomised control trials were pooled using a random-effects model to calculate standardised mean differences (SMD) and 95% confidence intervals (CIs). Resilience interventions improved resilience by a moderate amount in 13 studies with 990 participants (pooled SMD 0.74, 95%CI 0.03 to 1.46) and a large amount when interventions were greater than one session duration in 10 trials with 740 participants (pooled SMD 0.97, 95%CI 0.08 to 1.85). Grit and growth-mindset interventions improved grit (pooled SMD 0.48, 95%CI -0.05 to 1.00, n = 2) and growth-mindset (pooled SMD 0.25, 95%CI -0.18 to 0.68, n = 2) by a small amount. Resilience interventions decreased perceived stress by a small amount (pooled SMD -0.38, 95%CI -0.62 to -0.14, n = 5). Resilience interventions improve resilience and decrease perceived stress in health professional students. Preliminary evidence suggests grit and growth-mindset interventions may also benefit health professional students. Interventions may be most effective when they are longer than one session and targeted to students with low baseline levels of resilience and grit.

Immersive virtual reality in experiential learning for architecture design education: an action research

PurposeChallenges of conducting site visit activities, a vital component of architecture learning during the recent pandemic have proved our unreadiness in facing the digital future. The lack of understanding of learning technology has affected the education experience. Thus, there is a need to investigate immersive learning technology such as immersive virtual reality (IVR) to replace students’ concrete experience in the current learning setting. This study aims to answer: (1) What is the influence of IVR in experiential learning (EL) in enhancing the personal spatial experience? (2) Does IVR in EL influence students' approach to learning during the architecture design process?Design/methodology/approachThe research was conducted as an action research design approach. Action research was employed in the first-year architecture design studio by the lecturer as a practitioner-researcher. The personal spatial experience survey was performed in the earlier phase to identify the students’ prior spatial experience. Architectural Spatial Experience Simulation (ASES) a learning tool was implemented and assessed with Architecture Design Learning Assessment (ADLA) rubric, which was developed to evaluate EL and student’s approach to learning during the architecture design learning process.FindingsThe outcomes revealed that ASES as a learning tool in EL could improve the participants’ spatial experience, particularly those with minimal prior personal spatial experience. ASES was recognized to enhance the participants’ EL experience and encourage changes in student’s approach to learning from surface to deep learning.Originality/valueThis research benefits the architecture design learning process by offering a learning tool and a framework to resolve challenges in performing site visit activities and digital learning. It also contributes by expanding the EL theory and students’ approach to learning knowledge in the architecture education field.

How Pedagogical Modes Influence Students’ Employability: The Evidence from China

This study explores how two typical pedagogical modes, namely, problem-based and employment-based pedagogical mode, contribute to the employability of university and college students. Based on analysis of a total sample of 428 undergraduates from Chinese universities and colleges using structural equation modelling, the results show that students’ absorptive capacity was positively related to their employability. The employment-based pedagogical mode, considering the absorptive capacity as a partial mediator, was positively related to students’ employability. The problem-based pedagogical mode, considering the absorptive capacity as a complete mediator, was positively related to students’ employability. Absorptive capacity act as an important mediator variable when the employment-based and problem-based pedagogical mode influence students’ employability. Based on the findings, specific suggestions and managerial implications for higher education policy, manpower training, and future research are provided.

What Factors Influence Students’ Choice of Study Abroad Agencies?

Due to the limited higher education resources in China, more and more people no longer regard higher education as their only goal. The demand for study abroad is increasing year by year, which promotes the rapid development of study abroad agency business. Based on this phenomenon, our research question is: What factors influence students’ choice of study abroad agency? Targeted improvement and promotion will influence the choice of students who want to study abroad for study abroad agencies. We assume that economic levels, GPAs and IELTS scores, writing abilities, preference for the agencies, degree of familiarity with the application process, friends’ and parents’ opinions will affect the choice of students in year 2 and year 3 who want to study abroad in China. We used correlation and linear regression analysis as our research methods to analyze the question. For the results, we found that IELTS/TOEFL score, writing ability, students’ preference of agency, and the degree of familiarity with the application process are correlated to their decision on choosing the agency.

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