Positive Attitude Of Students Research Articles

Öğretmen Adaylarının Teknoloji Entegrasyonundaki Faktörlere İlişkin Algılarının Q Metodolojisi ile İncelenmesi

The aim of this study is to understand the perspectives of pre-service teachers on the factors affecting technology integration with the Q methodology. Forty-one pre-service teachers studying at the faculty of education of a state university participated in the research. Twelve statements reflecting the factors of technology integration were selected. In determining the Q statements, attention was paid to include elements at four levels in the integration process: teacher, institutional and system, teacher design thinking and student. The data were analyzed with the PQMethod 2.35 program. Principal component analysis was used in the factor analysis, and after the rotation process, a three-factor solution was reached: (a) individual-oriented perspective, (b) individual and school-oriented perspective, (c) planning, individual, school and system-oriented perspective. Among these identified perspectives, it was seen that there was a consensus on supporting teachers' professional development, access to technology, positive attitudes of students, and guidebooks supporting technology integration. However, it was seen that there were different areas in the opinions of the pre-service teachers in the three factors determined. It has been observed that pre-service teachers in the individual-oriented perspective prioritize teachers' value beliefs about the role of technology in education. It has been concluded that the pre-service teachers in the individual and school-oriented perspective attach more importance to the technological and pedagogical competencies of the teachers. It has been seen that the planning of the lesson plans for the integration of technology is a priority factor for the pre-service teachers with a planning, individual, institution and system-oriented perspective. Recommendations for teacher educators are presented for each identified perspective.

Attitudes of Unmarried University Students Towards Aspects of Traditional Marriage: An exploratory study on female students of Sudan University of Science and Technology and Al-Nahda College

The study aims to know the attitudes of the unmarried undergraduate students towards the aspects of traditional marriage. The study has been conducted on an exploratory sample consisting of rural female students from Sudan University of Science and Technology and urban students from Al-Nahda College, whereas the size of the study sample was (331) female students, ( 202) female students from Sudan University of Science and Technology and (129) female students from Al-Nahda college, with an average age of (21.11) and a standard deviation of (2.740) towards the manifestations of traditional marriage, The researchers use questionnaire as a tool for the study, it consists of (5) axes, its stability ranged (771.-881.), and after analyzing the data, the results of the study were: Positive attitudes of rural and urban students (sample members) towards the aspects of traditional marriage, with the negative attitudes of rural students towards (marriage ceremonial customs). There is no correlation between the attitudes of urban students with chronological age, while there is an inverse correlation between the attitudes of rural students towards aspects of marriage and age in the following (the general trend towards marriage, the trend towards traditional marriage ceremonies).There is no correlation between the attitudes of rural and urban students (sample members) with the academic level, except that there is an inverse correlation between the academic level and (the trend towards traditional marriage ceremonies for rural female students, and the general trend towards marriage for urban students. The study has some recommendations, such as: The necessity of develop that includes academic curricula as comprehensive requirements on the correct and secure marriage as legislated by the heavenly religions.

Effect of a dementia friends information session on health professional students’ attitudes and knowledge related to dementia

Despite the growing prevalence of dementia, few models of training for health professional students on this topic have been formally evaluated or widely disseminated. The Dementia Friends (DF) initiative is part of a global movement to improve the way people think, act, and talk about dementia. The impact of these sessions on the dementia-related knowledge and attitudes of health professional trainees has not been adequately assessed. Health professional students (medicine n = 70, physical therapy n = 30, pharmacy n = 28) participated in one-hour DF information sessions, offered in-person or via videoconference. The Dementia Attitudes Scale (DAS), a validated 20-item questionnaire, was administered before and after each session. Pre- and post-session DAS scores were compared using a paired t-test. Students’ dementia-friendly action plans were analyzed qualitatively. Of 128 students, 102 (80%) completed both the pre- and post-DAS. The mean DAS score increased significantly from 105.8 (12.3) to 120.8 (10.5) following the DF sessions (p < .001). Students’ dementia-friendly action plans included improving communication, promoting quality of life, and learning more about dementia. The DF information session model significantly increased the knowledge and positive attitudes of health professional students toward those living with dementia. Further use and study of this model is appropriate.

RESEARCH OF YOUTH VALUES FOR MARRIAGE AND FAMILY LIFE

The article analyzes the relevance and importance of developing a high level of culture of marital and family relationships and the role of the family in the life of the individual. It was emphasized that in Ukraine for a long time many problems related to gender and sexual relations were not covered: the priority of class values over universal ones pushed out of the educational process educational work aimed at acquiring knowledge, skills and abilities that would guide them. becoming a man or a woman.The types of marital and family relations in modern youth and the attitude of high school students to marriage and cohabitation are determined. It is substantiated that, in particular, this type of relationship, such as cohabitation before marriage, in modern young people is based on the desire to know more meaningfully and in detail in extramarital life, of course, if this type of relationship is conscious and thoughtful. It was found that, despite the mostly positive attitude of high school students to marriage, family, family relationships, it is necessary to work more actively on educating students in marriage and family. The data on the views of modern youth, especially young people who are serious and balanced in the issue of marriage, choosing a marriage partner and providing for the family, have been thoroughly processed. The role of the family in maintaining and strengthening the physical, moral and spiritual health of young people, the formation of intersex relations and socialization of the child. It is generalized that the family has traditionally been, is and remains the first social environment for a child and one of the main centers of reproduction of human civilization, a separate nation.The age limits of marriage are identified on the basis of awareness of all the positive and negative aspects of this issue to make the right decision. It has been observed that modern young men and women carefully analyze the key factors in the processof marriage and choosing a marriage partner. Generalized knowledge about family, family life, marital responsibilities and parenting. It is highlighted that parents strive to raise their sons and daughters as real citizens, to instill in them the high moral qualities of the future family man, to form in young men and women a conscious attitude to their own health.

Keefektifan Model Pembelajaran Tipe CIRC (Cooperative Integrated Reading and Composition) terhadap Minat dan Hasil Belajar pada Materi Akar Pangkat Tiga Bagi Siswa Kelas VI Sekolah Dasar

One of the goals of learning mathematics is so that students can have skills in solving a problem. In order to increase the positive attitude of students, the material must be designed in such a way, so that it is suitable to achieve the teaching goals that have been determined to be achieved. Therefore, it is necessary to choose a learning model that is estimated to be appropriate to use. One of them is the cooperative learning model that can help students improve positive attitudes including building confidence in their ability to solve math problems. There are many cooperative learning models in mathematics learning that meet the characteristics of effective learning, including the CIRC type cooperative model (Cooperative Integrated Reading and Composition) which can help students hone problem solving skills in solving story problems. So that with this learning model students are able and skilled to solve problems in story problems with the right steps. The purpose of this study was to determine the effectiveness of the CIRC model in improving student learning outcomes and student interest in learning. This research was a research experiment carried out at SD Negeri Sendang and SD Negeri Gondo 01, in grade VI students.

Medical Student Documentation Practices and Perspectives Following the 2018 CMS Billing Guidelines.

To the Editor: In 2018, the Centers for Medicare and Medicaid Services (CMS) revised their Medicare Claims Processing Manual to permit teaching providers to fully bill for medical student notes. 1 This change was met with initial concern that documentation burdens would be shifted onto students at the expense of time spent with patients. 2 Gagliardi and colleagues examined the effect of the 2018 CMS changes on student documentation patterns and attitudes at their institution. 3 Following the implementation of the CMS guidelines, the vast majority of students engaged in clinical documentation and felt their notes positively impacted patient care. The authors did not assess how the CMS changes affected students’ time spent in the electronic health record (EHR), and there was no control group when assessing trainee attitudes toward documentation. Nonetheless, Gagliardi and colleagues highlight the benefits of students participating in more substantial documentation roles, including enhanced feedback and authentic engagement in the expected duties of practitioners. 2,3 At our institution, only 1 of 4 clerkship sites expanded student notes for billing following the 2018 CMS guidelines. This permitted us to directly compare trainee attitudes toward documentation across differing levels of note utilization. Similar to the design of Gagliardi and colleagues’ study, 107 students were assessed at the end of their core clinical rotations between September 2019 and February 2020. When compared with sites that did not enact the CMS guidelines, students whose notes were used for billing (n = 70) more often agreed their documentation positively contributed to patient care (50/70, 71% vs 11/37, 30%; P < .001) and enhanced their understanding of their patients’ conditions (63/70, 90% vs 21/37, 57%; P < .001). Notably, students at sites that did not expand billing (n = 37) felt their documentation was redundant (23/37, 62% vs 12/70, 17%; P < .001). Time spent in the EHR was not compared across these sites, which is a limitation of our sample. Contrary to initial concerns of passing the burden of documentation onto our most early-career trainees, the inclusion of student documentation for billing may promote positive student attitudes toward documentation and enhanced understanding of their patients. 2,4 We applaud Gagliardi and colleagues for sharing their experiences and the benefits of expanding student documentation. We hope there are ongoing studies investigating the impact of the CMS guidelines on trainee time spent in the EHR, especially if the responsibility of documentation is being shifted toward trainees with less experience navigating the EHR. 4,5

Attitude of Under-graduate Nursing Students towards Clinical Duties - A cross sectional study

Background: Nursing programmes are designed as a combination of theoretical knowledge and clinical practice; therefore, students are introduced to clinical practice step-by-step. The attitude toward the clinical practice of students decides how these students will achieve their clinical objectives and put their theoretical knowledge into practice. Methods: It is a cross-sectional descriptive with a study population of nursing students enrolled in 4-year BSN at any institute of nursing sciences in Khyber Pukhtankhwa. Among the study sample of 330 participants, 21 students with incomplete information were skipped from the study. After testing for validity and reliability, data were collected on a modified questionnaire with yes and no options. Results: Positive attitude of 1st year students was (89%), 2nd years were (84%), 3rd years were (81%), and 4th years were (83%), while the negative attitude of 1st year students was (11%), 2nd year was (16%), 3rd year was (19%), and 4th year was (17%). The overall positive behaviors of the participants were (81%), mean of (257.42) and standard deviation (48.91), while the overall negative behaviors of the participants were (19%), mean of (52) and standard deviation of (48.91). There is evidence from this study that nursing students have a positive attitude toward clinical duties. A good number of students show a negative attitude towards the idea that there should be a change in the clinical setting, while some students report less interaction with the instructor, while some students face difficulty in learning clinical skills and facing patients. Conclusion: There should be changes in clinical settings and good interaction with students in clinical areas to guide skills development and develop boldness to face the patients. Keywords: Nursing students, Clinical duties, Skills, Theoretical knowledge, Attitude

Interprofessional education—situations of a university in Hong Kong and major hurdles to teachers and students

Studies have provided evidence that Interprofessional Education (IPE) can improve learners’ attitudes, knowledge, skills, behaviors, and competency. Traditionally, IPE is commonly seen in the healthcare professional training in tertiary education. Aging is a global issue that requires more than just a single healthcare sector. It requires interdisciplinary collaboration and understanding to tackle the issues. Therefore, IPE is essential for nurturing university students to tackle the ever-changing global challenges. In addition, different hurdles can hinder IPE development. To have a better understanding of the feasibility, acceptance, and educational value of IPE in Hong Kong, we conducted a cross-sectional quantitative study. We invited teachers and students from a Hong Kong university to fill in an online survey that evaluated their understanding and participation in IPE, their attitude toward IPE, and the barriers to developing IPE from March to June 2020. Among the 37 academic staff and 572 students who completed the survey, 20 (54.1%) teachers and 422 (73.8%) students had never heard of IPE before, and 26 (70.3%) teachers and 510 (89.2%) students had never participated in any IPE activities. Major barriers reported by teachers included an increase in teaching load (72.9%), lack of administrative support (72.9%), lack of financial support and limited budget (67.5%), difficulty to make logistic arrangements (64.8%), and problems with academic schedules and calendars (62.1%). The survey findings revealed that despite the positive attitude of university teachers and students toward IPE, barriers that could hinder the development of IPE included heavy teaching and administrative load and logistic arrangement for classroom arrangement and academic scheduling involving multiple faculties.

A Study on Students’ Attitude towards Online Learning Using Paired Comparison Technique

The purpose of this paper is to assess students’ attitude towards online learning using a paired comparison technique. A total of five stimuli were selected and paired in 10 combinations. A shift in the ranking of stimulus when compared with other stimulus would indicate a change in attitude. The questionnaires were distributed to 45 college students using google forms. Analysis of the paired comparisons resulted in rankings for the stimulus from least to most preferred. Findings of the study shows that online learning is effective and it reported that online learning makes learning interesting followed by it motivates the students to taking up advanced courses often developed a positive attitude of students towards online learning.

Students' readiness to online English language self-learning module and approaches to its integration into the educational process

Introduction. The transition to blended learning in higher education has led to an increase in the share of self-learning and personalized education, which demands taking into account the students' opinions about the variety of teaching methods. The purpose of the article is to analyze the students’ readiness to the integration of the “Online Self-Learning Module”, when learning English and to its implementation approaches. Materials and methods. The main research method is a survey of the 2-3-year students of non-linguistic majors conducted at Togliatti State University (September – November 2021). The questionnaire consisted of 15 questions in three blocks: “Personal goals for self-learning”, “Self-directed learning skills” and “Monitoring of online self-learning process/ Feedback”. Survey results reliability evaluation was carried out using Fisher criterion (φ*-criterion) (p &lt; 0,01). The results. The survey revealed a positive attitude of students to its integration: desire of extra curriculum English training (77%) φ*exp. = 8.068; need for skills of professional texts independent study (65%) φ*exp. = 4.306, personal pace and achievements (67%) φ*exp. = 4.907 Weaknesses, according to the students, include: nonawareness of the teacher-students interaction algorithm (82%) φ*exp. = 9.822; the need for self-assessment and reflection (68%) φ*exp. = 5.204. We determined a new approach to students' self-learning: extra curriculum online task with its modular approach, structurally and thematically correlated with offline learning; the availability of the students’ guidelines and the tasks fulfillment algorithms, the sample for the final answer, and automated evaluation of the assignment assessment. Conclusion. Students identified the “Online Self-Learning Module” for English as a positive trend that will allow them their personalized English learning, to be autonomous in choosing language content, not to depend on the teacher’s direct control, and to increase their self-organization and self-reflection. Integration of “Online Self-Learning Module” involves the educational technologies modernization and serves as a response to the current challenge of the education.

Analysis of Learning Obstacle to Numeracy Ability Based on Mathematical Resilience of Elementary Students

The difficulty felt by students in the learning process when students face a question and students feel difficulties in using their knowledge, we can say it to be a learning obstacle. Meanwhile, in learning, mathematical resilience can be said to be a positive attitude of students in the learning process. The relationship of mathematical resilience to mathematics learning will make students more interested and motivated in learning mathematics. This type of research is descriptive qualitative. This study studies and explores the characteristics of learning obstacles to numeracy ability based on students' mathematical resilience in geometry materials. The data collection techniques used are numeracy ability tests with geometry materials, student mathematical resilience questionnaires, and interviews. The subjects in this study were 24 students of class V B of SDN Mekarjaya 01. In this study, the data were analyzed by identifying the answers of 24 respondents to the numeracy ability test and mathematical resilience questionnaire that students had conducted. The result is that we can see some of the characteristics of learning barriers found in grade V students of SDN Mekarjaya 01, the characteristics of these learning barriers include difficulties and weaknesses in calculating, difficulties in transferring knowledge, and difficulties in understanding mathematical language. Looking at the characteristics of learning barriers, it is concluded that students have resilience in mathematics can affect students' attitudes in facing problems in learning mathematics.

THEORY OF PRACTICE AND A BRIEF OVERVIEW OF TASK DESIGN IN UNIVERSITY CLIL TEACHING – AN EXAMPLE OF GEOMYTHOLOGY

Challenging the established practice and canons has never been an easy task, i. e. ”a walk in the park”. This paper attempts to provide reasons for believing that the complexity of the CLIL method requires a new type of teacher focused on scientific research, recording and monitoring of their practice. Teachers-researchers, in the spirit of the new era of knowledge, especially when it comes to university teaching or transformative teaching, promote the improvement of contextual language education based on a true understanding of all kinds of academic specificities. Appropriate theory of practice, in order to be useful and applicable, must be pragmatic and tailored to the specific needs of a particular classroom. The theory of practice, intended for CLIL lecturers working in certain unexplored circumstances, is additionally demanding because it expects teachers to improve their practice and often create their own teaching materials, which are missing and which do not seem to appear on the market soon. The teacher-researcher, in that sense, should first examine, describe, evaluate and improve his practice, going into the depth of understanding the linguistic contextual situation and the complex concept of teaching such as CLIL. If teachers, as the backbone of the teaching process, do not engage in the right measure and in the right way in creating their own teaching identity, there is a possibility that they will not succeed when it comes to creating the identity of their students either. This means elucidating all the elements of small and large culture, as well as elucidating and creating new forms of communication and discursive forms that the new language practice spontaneously imposes. Introducing myth into teaching practice is an attempt to create wider possibilities of the teaching process through myth, so that myth, as a rich pedagogical resource, will be used to develop critical spirit, improve learning in the field of major studies and form patterns of tolerant and quality communicative competence. The assumption that this is an ambitious task and that it implies additional time efforts was not left out. However, the dominant intention was that the new teaching materials contribute to the creation of the student’s expertise and personality, and that each segment of the work leads to a higher level of knowledge, communicative skills and cultural understanding. The research confirmed the interest, activation and positive attitudes of students who see myths as more modern and flexible forms of teaching. Students showed a willingness to cooperate, talk, debate in an area they know very little about and in a way, they have never learned a language. Taking into account all the results we have obtained, we unequivocally conclude that the initial research needs additional, subsequent consideration, in order to obtain an even higher level of quality in teaching and language application.

PEDAGOGICAL TRANSLANGUAGING IN ENGLISH AS SECOND LANGUAGE (ESL) CLASSROOMS: A SURVEY OF EXISTING STUDIES

Background and Purpose: There has been a strong assumption on part of ESL practitioners to use target language for teaching of ESL. However, in recent years, translanguaging has gained significant importance in teaching of ESL. This systematic review concentrates on empirical studies that draw on translanguaging framework in ESL classrooms in diverse contexts. By using the guidelines provided by PRISMA, the current work sheds light on the recent plethora of literature available across the globe. This systematic review identifies the differences with reference to the settings, participants’ background, methodology, and research problem. Moreover, it also evaluates how translanguaging has helped to improve ESL in diverse contexts. Also, it also suggests possible avenues for future research.&#x0D; &#x0D; Methodology: Data was collected from 2015 to November 2021. The studies that used translanguaging for improving ESL skills are focused and analyzed.&#x0D; &#x0D; Findings: The findings of the study showed that predominantly the research was conducted at the school level in the contexts of Africa, Japan and Indonesia using the qualitative approach. The findings also showed that translanguaging is helpful to improve ESL performance generally, but specifically it improves reading comprehension, vocabulary and writing skills. Moreover, the findings also indicated the positive attitude of teachers and students towards translanguaging pedagogy.&#x0D; &#x0D; Contributions: The study synthesizes the knowledge to inform practitioners, researchers, teachers’ trainers, and policy makers about the recent advances in the field of teaching ESL, while using the learners’ complete linguistic repertoire.&#x0D; Keywords: Translanguaging pedagogy, English language learning, systematic review, survey, recent advances.&#x0D; &#x0D; Cite as: Atta, A., &amp; Naqvi, S. B. (2022). Pedagogical translanguaging in English as second language (ESL) classrooms: A survey of existing studies. Journal of Nusantara Studies, 7(2), 120-146. http://dx.doi.org/10.24200/jonus.vol7iss2pp120-146

EFL Students' Attitudes Towards the Use of New Media in Classrooms: An Analysis of Pakistani University

A lot of research has been conducted about using new media in learning and teaching. However, this study takes into account and sheds light on the attitudes of EFL students regarding the usage of new mediums for English language learning and teaching during COVID-19. This study explores the advantages and challenges of using new media during online classes for the English language. The data of this study is collected through 5 EFL students' interviews and from questionnaires which were distributed among250 EFL students. The findings of this study reveal positive attitudes of EFL students towards the integration of technology for ELL and ELT in the COVID-19 context. In addition, this study also shows a few students' suggestions about the usage of new media that would be very effective for Teachers' teaching styles as well as students' learning points of view.

SIKAP POSITIF SISWA PADA PEMBELAJARAN MATEMATIKA BERBANTUAN BAHAN AJAR BERBASIS OPEN-ENDED PROBLEMS

This study aims to determine the effect of learning mathematics using teaching materials based on open-ended problems on students' positive attitudes. The research method used is the experimental method. Sample selection was done by random sampling technique. The population in this study were students of class VIII SMP Muhammadiyah Terpadu Bengkulu City. The selected sample was class VIII-A, which consisted of 28 people as the experimental class and class VIII-D, which consisted of 28 people as the control class. The results of this study indicate that the result is F = 16.06 where the value of sig &lt;0.05 means that there is a significant interaction between students' attitude questionnaire scores (before-after) between classes (experimental-control). The interaction showed that the scores of students' attitude questionnaires between classes were significantly different. So it can be concluded that there is an effect of learning mathematics using teaching materials based on open-ended problems on students' positive attitudes. The effect of learning mathematics using teaching materials based on open-ended problems on the positive attitude of students in the experimental class is 89.8% while in the control class it is 53.8%.&#x0D; Keywords: positive attitude, learning mathematics, teaching materials, open-ended problems

Assessing job satisfaction and emotional intelligence in public school teachers

Education is a profession that has been particularly prone to teacher turnover. Educators in today's educational system face a slew of unreasonable demands and expectations, including increasing responsibility, a lack of funding, parental disengagement, a lack of positive student attitudes, a low regard for their profession, and meagre compensation. Many instructors are dissatisfied with their jobs as a result of the pressures they are under. 50 percent of new instructors quit during the first five years, according to Colbert and Wolff (1992). Emotional intelligence, according to Daniel Goleman's latest writings (1995, 1998), is a predictor of success and contentment in the workplace. Emotional intelligence and teacher work satisfaction have not been studied to date. This study invited instructors to take Baron EQ-i Self Report Scale, Job Descriptive Index (JDI) in order to examine this phenomenon in the context of teachers. The questionnaires were sent out to 101 teachers, and a total of 101 responses were received. Emotional intelligence plays a factor in teachers' self-reported job satisfaction, according to data analysis. did confirm linked to job satisfaction and the number of years of teaching experience. There are several ideas for future research that are brought forward.

Enhancing students’ attitude towards biology using concept mapping and cooperative mastery learning instructional strategies

The effects of Concept Mapping (CM) and Cooperative Mastery Learning (CML) strategies on students' attitudes towards biology were investigated in this study to instill a positive attitude in students toward biology. The study adopted a quasi-experimental, non-equivalent control group design with pre-and post-tests. A total of 449 senior secondary students (SS2) from Nyamagabe District, Rwanda was studied. Pre- and post-administration of biology Attitude Questionnaire (BAQ) with the reliability (α= 0.95) was used to obtain data. Mean, standard deviation, analysis of covariance, and Bonferroni test were applied for data analysis. The findings showed that students exposed to the CM and CLM strategies have a significantly higher attitude towards biology than those taught using conventional teaching methods (CTM) (F (2, 445) =26.717, p=.000&lt;.05). There was no significant difference in mean attitude scores between male and female students who were taught biology using CM (F (1,148) =.635, p=.427&gt;0.05) and CML (F (1,141) =. 670, p=.796&gt;0.05). Also, the results showed no significant interaction effect of treatment and gender on the attitude of students towards biology (F (2,442) =.586, p=.557&gt;0.05). The study concluded that the CM and CML are effective teaching strategies in raising students’ attitudes towards biology regardless of gender. It is recommended among other things that biology teachers should adopt the CM and CML strategies during instruction to help students develop a positive attitude toward biology.

ДИСТАНЦІЙНЕ НАВЧАННЯ В КОНТЕКСТІ ЕФЕКТИВНОСТІ СТУДЕНТСЬКО-ВИКЛАДАЦЬКОЇ ВЗАЄМОДІЇ

The article presents a brief overview of scientific and theoretical research on a new form of distance learning. The main attention is paid to such an aspect as psychological and pedagogical interaction in the dyad «student-teacher». Interaction is defined as a system of mutual influences of subjects involved in joint activities on the basis of common goals of vocational education. The main negative consequences of this format of interaction are presented: the problems of dialogic communication; reducing the ability to qualitatively control the student’s activities and encourage him/her to be active; insufficient technical conditions to involve all students in the learning process. The list of the basic skills of the teacher for increasing the quality of distance learning is given: involvement in discussion, expression of one’s own opinion and establishment of interpersonal interaction; optimal use of ICT tools for communicative interaction; the right choice of communication strategies and tactics in accordance with the purpose of training; conducting training sessions taking into account the psychological characteristics of students’ behavior in a virtual environment; application of mechanisms for diagnosing communicative conflicts, removing barriers in indirect communication. The value indicators of the teacher-student format are also empirically studied. The level of positive and negative assessment of teacher and student interaction on behalf of both subjects of its organization is determined (emotional and positive attitude of students to the work of the teacher). An analysis of difficulties that potentially affect the level of teacher-student interaction in the format of offline-online learning is made (inability to conduct training sessions considering the psychological characteristics of students’ behavior in a virtual environment, students’ lack of independent work skills, leading to incomprehensibility). Conclusions are made on changes in the levels of empathy of teachers and students before and after the organization of forced transition to distance learning due to the threat of COVID-19: with the emergence of an objective factor (forced transition to distance education). Subjective factors for teachers and students became less significant due to the fact that the priorities in the assessment of the situation have changed at the stage of difficulties, which was still too subjectively assessed. The general level of teacher-student interaction has changed in the direction of increasing student empathy and general positivizing of teachers.

Creating or taking opportunity: Strategies for implementing expert by experience positions in mental health academia.

Accessible summaryWhat is known on the subject? Experts by experience involvement in the education of health professionals demonstrate positive attitudinal change.Meaningful positions for Experts by Experience are limited and ad hoc, due to attitudinal and other barriers to innovation within the higher education sector.Experiences of allies who have supported the implementation of Expert by Experience positions have not been researched. This is important knowledge that could be utilized by potential allies. What the paper adds to existing knowledge? Academic allies to experts by experience have a crucial role to play in identifying opportunities to establish, implement and sustain expert by experience positions.Allies who have successfully implemented positions for experts by experience have identified influential factors including: right person, right role, collaboration and coproduction, support, and career pathways.Understanding these factors can provide an important basis for other academics to support a widespread increase in academic roles for experts by experience in mental health education. What are the implications for practice? Establishing and maintaining genuine relationships with service users require significant attitudinal change on the part of mental health professionals. Involving experts by experience in mental health education provides an innovative approach to the challenging of attitudes and the enhancement of more collegial relationships with service users as colleagues in the workplace.This paper demonstrates the importance of allyship to the establishment, implementation and sustainability of expert by experience roles, and highlights critical factors allies have utilized in support of such roles.Nurses and other mental health professional academics have the potential to become allies and support change and innovation. IntroductionExperts by experience in academia have demonstrated more positive student attitudes towards relationships with service users. Notwithstanding this supportive evidence, academic positions for EBE have not grown substantially. Enhanced understanding of positions that have been implemented is important knowledge for others with similar aspirations.AimTo enrich understanding of the role of allies in identifying and pursuing opportunities to support academic positions for experts by experience.MethodsQualitative exploratory approach, involving In‐depth interviews with allies with expertise in supporting academic positions for experts by experience.ResultsParticipants were enthusiastic about creating or taking opportunities to secure expert by experience involvement within their programs. Factors facilitating success included right person, right role, collaboration and coproduction, support and career pathways.ConclusionsSignificant barriers have prevented proliferation of academic roles for experts by experience. Despite barriers, allies have been successful in supporting the implementation and sustaining of positions, and gained considerable expertise, which may be invaluable to academics with similar aspirations.Implications for practiceRealization of policy goals regarding service user involvement in mental health services requires health professionals with the will to embrace partnerships. By creating and taking opportunities, allies have developed expertise to facilitate implementation of positions more widely.

Attitude toward school among young school-age children (a comparative study)

This study addresses the attitude toward school among young school-age children. This variable is very important for the analysis of the factors responsible for the diff erences between young school-age children in terms of the quality of their adaptation to school tasks and the acquisition they make through the teaching process carried out in classroom. This study is based on a quantitative design. Participants (N = 157 students in grades 3 and 4) completed a standardized questionnaire that captured various indicators of attitude toward school. Descriptive data showed positive student attitude when the following areas were analyzed: relationship with teachers, classroom instruction, thorough preparation for school, homework, academic performance, and satisfaction with school. The hierarchy of daily activities by frequency placed preparing for class for school, reading, and solving homework in the top positions. The comparative data partially confi rmed three of the working hypotheses. The results of the study are analyzed in terms of their relevance to psycho-educational approaches aimed at increasing motivation for school among young school-age children.