Results Of ANOVA Analysis Research Articles

Feminism Between the Sheets: Sexual Attitudes Among Feminists, Nonfeminists, and Egalitarians

To better understand the relation of feminist identification to sexuality, we compared the attitudes of feminist, egalitarian, and nonfeminist undergraduate women ( N = 342) in five domains: (a) erotophilia (one's positive affective or evaluative responses to sexual stimuli), (b) sexual assertiveness, (c) perceived self-efficacy for safer sex, (d) sexual satisfaction, and (e) support of the sexual double standard. Significant results of ANOVA analyses included: Feminists were more erotophilic than egalitarians and nonfeminists, egalitarians were the most confident in their ability to be assertive with a partner regarding condom use, and egalitarians and nonfeminists were more supportive of a traditional sexual double standard than feminists. Consistent with Zucker (2004) , we argue that a distinctive characteristic of egalitarians is that their acceptance of feminist values with regard to their own sexual lives does not translate into a critique of gendered sexual norms for other women.

Perbedaan asupan energi, zat gizi makro dan mikro pada mahasiswa S2 IKM reguler yang stress

Background: In general, sufferers of stress lose appetite, although sometimes some of them eat more than usual. If they lose appetite, there will be energy and protein deficiency. This condition will disrupt antibody so that they can get easily infected. Stress causes nutrition absorption disorder and then reduces antibody. Emotional and environmental stress will lose vitamin C as much as 2500 mg within a short period. Another bad impact is reducing supply of vitamin B12, vitamin C, calcium and zinc.Objective: To identify differences of energy, macronutrient (carbohydrate, protein, and fat) and micronutrient (vitamin C, vitamin B12, calcium and zinc) intake among postgraduate students of public health sciences (Health Policy Management and Service, Health Nutrition and Mother and Child Health Reproduction) with low, middle and high stress.Method: The study was an observational type which used a nested case control design. It used a quantitative approach to analyze stress and intake of energy, macronutrient (carbohydrate, protein and fat) and micronutrient (vitamin C, B12, calcium and zinc). Subject of the study were as many as 34 postgraduate students of public health sciences of Gadjah Mada University of academic year 2004/2005. Data of respondents’ identity, intake of protein, macronutrient and micronutrient and stress were achieved directly through questionnaires. Intake data were taken from food record form with multiple record 4 x 24 methods which were collected for a month to represent all days. Anthropometric data used was body weight. Data of stress were collected using stress questionnaires. Intake data analysis used NutriSurvey program. Anova test were used to identify differences of aver-age consumption of macro and micro nutrients.Result: There was no difference of macronutrient and micro-nutrient intake with low, middle and high stress. Result of Anova analysis showed that there was no significant difference be-tween intake of macronutrient and micronutrient and level of stress.Conclusion: There was no significant difference of macronutrient and micronutrient intake with low, middle and high level of stress among postgraduate students of public health sciences of academic year 2004/2005.

Views of elementary and middle school Turkish students toward environmental issues

This study was conducted in order to identify the intensity of Turkish students’ views with regard to environmental issues presented in the national curriculum and to determine how these views differ by gender, grade level, previous science achievement, socio‐economic status (SES), and school location. For this project, a 51‐item Attitude Toward Environmental Issues Scale (ATEIS) was created and utilized. In total, the scale involved 30 distinct environmental issues. These environmental issues are emphasized in the current Turkish science education curriculum. A total of 458 students in grade 4–8 classrooms completed the scale. Rasch analysis results indicated that, in general, the students felt environmental problems should be confronted in Turkey. But when students were presented with a range of survey items stating that a particular environmental issue should take precedence over economic growth, it was often very difficult for students to agree. On the other hand, when students were simply presented a range of survey issues concerning environmental problems in Turkey, it was easy for them to agree with the presence (or importance) of these environmental issues in Turkey. Subsequent analysis suggested that the set of ATEIS survey items were understood and functioned in a similar measurement manner for male and female students, as well as elementary and middle school students. Results of ANOVA analyses indicated that recent high achievement in science courses resulted in more positive attitudes toward environmental issues. T‐test analyses revealed that the older female students of this data set exhibited more support for environmental issues than did male students. Students with high family income, and those students living in urban areas, displayed more positive attitudes toward environmental issues than did students with low family income, and those living in suburban areas.

The relationship between students ’ perceptions of classroom environment and their academic achievement in Korea

The classroom has long been recognized as a critical milieu for students ’ educational achievement. The purpose of this study was to investigate the relationship between students ’ perceptions of classroom environment and their academic achievement in Korea. For this study, the Classroom Environment Scale (CES), developed by Moos and Trickett (1987), was revised and translated into Korean. The Korean Classroom Environment Scale (KCES), consisting of nine subscales, was used to measure the psychosocial characteristics of the classroom environment. The data was collected from May to June 2001 from a sample of 1,012 students in 10th and 11th grades at the same school district in Seoul, Korea. The results of ANOVA analysis of the data revealed that there were statistically significant differences in classroom environments according to students ’ school and classroom organizations. Additionally, the results of Pearson ’s simple correlation coefficient analysis showed that the seven subscales in the KCES (i.e., involvement, affiliation, competition, task orientation, order and organization, rule clarity, and teacher control) had a significant correlation with students ’ academic achievement. Furthermore, the results of multiple regression analysis revealed that the multiple correlation (R) between the KCES 9 subscales and students ’ academic achievement was 0.27. Based on these results, it was claimed that classroom environment was a good predictor of students ’ academic achievement.