Student Self-discipline Research Articles

Развитие творческого мышления студентов в процессе преподавания скульптуры

This article addresses the issue of the lack of creative thinking among master’s degree students in sculpture departments at universities in China. Combined with teaching practice, the article puts forward countermeasures to solve the problem of lack of creative thinking and emphasizes the importance of cultivating students’ creative thinking ability in sculpture teaching practice. Among these measures, whose effectiveness has been confirmed through teaching practice, are: encouraging student initiative, emphasizing independence in creative exploration, ensuring interdisciplinary training, integrating various art forms, and enhancing student self-discipline. Additionally, the author highlights the need for reforming the sculpture curriculum and updating the teaching methodology. In the context of modern art education, it should not be limited to the development of a specific set of skills but should instead stimulate students’ imagination and creative pursuits to meet society’s demand for creative art products. Cultivating of students’ creative thinking is not solely the responsibility of teachers; it requires active participation from the students themselves, ultimately leading to the formation of an independent artistic style and personalized artistic self-expression.

The use of besmart to improve students’ self-discipline in community economy course

The use of e-learning applications in learning needs to consider the potential for improving students’ character. This classroom action research was aimed at investigating the use of Besmart e-learning in improving the students’ self-discipline in the Community Economy course. The participants of this research were 108 students majoring in Management at the Faculty of Economics, Universitas Negeri Yogyakarta. This study was based on the model by Kemmis and McTaggart, which comprises steps of planning, implementing/acting, observing and evaluating, analyzing, and reflecting. This study was classroom action research. The data were collected in two cycles of the model through questionnaires, observations, interviews, and system monitoring. This study employed triangulation techniques of data source and method to ensure the data validity. The findings show that using e-learning can improve the students’ self-discipline. The students’ self-discipline was reflected in self-learning materials, participation in the discussion forums, and submitting the assignments. Besmart is not only a learning medium but can also increase student self-discipline and participation in learning. The success factor in this research is not only the learning media but also the skills of lecturers and students to optimize the use of this media.

The Relationship between Deadline Setting and Students’ Time Preferences

Research on the application of Quasi-hyperbolic Discounting Model in behavioral economics has been a hot area, but there is not much information on its application at the secondary school level. In this article, the author mainly explores several influencing factors of students' time preference, including gender, degree of self-controlling under free condition and degree of self-controlling under teacher's mandatory, collects data through paper interview papers and uses T-test to analyze method and analysis of averages to analyze the results. In the result, it is found that there is a relationship between the student's self-discipline and the delta parameter in the student's time preference. Due to practical limitations and a small sample size, this conclusion cannot use the analysis method suitable for large sample size analysis. Therefore, the conclusion drawn may be slightly biased, and later research is needed.

Countermeasures for Improving Online Teaching Effect in Chinese Colleges and Universities during the Epidemic Period

During the epidemic period, colleges and universities in China have launched online teaching practices. Online teaching can break through geographical restrictions, with flexible class times and locations, and students can watch it repeatedly after class, which is an important advantage compared with traditional classroom teaching. However, in teaching practice, the teaching effect of online teaching is not very good. Through literature research and interviews with teachers and students, it is found that the inconsistent and imperfect functions of online teaching platforms, the poor autonomy and self-discipline of students’ online learning, and the low online teaching ability of teachers are important factors that affect the effect of online teaching. Based on this, corresponding countermeasures from the perspectives of colleges, students and teachers are proposed to help the development of online teaching in the future and improve the effect of online teaching: First, to strengthen the support of colleges and universities for teaching platforms and course resources, and accelerate the construction of a stable and efficient unified online teaching platform. The second is to strengthen the guidance of students to enhance their autonomy and self-discipline in online learning. The third is to improve teachers’ online teaching level and information technology literacy to ensure the quality of online teaching.

Online Homework Intelligent Platform Based on Self-Regulated Learning (SRL): Essential for Sustainable Development of Online Higher Education

Online higher education has become a steadily more popular way of learning for university students in the post-pandemic era. It has been emphasized that active learning and interactive communication are key factors in achieving effective performance in online learning. However, due to the lack of learning motivation of students and the lack of feedback data in online learning, there are numerous problems, such as the weak self-discipline of students, unsatisfactory learning experience, a high plagiarism rate of homework, and the low utilization of online teaching resources. In this study, an online homework intelligent platform implemented by information technology (IT) was proposed. It was based on the pedagogical self-regulated learning (SRL) strategy as a theoretical foundation, and information technology as a driver. Through setting online homework assignments, a sustainable means of promoting the four components of the SRL strategy, i.e., self-disciplinary control, independent thinking, reflective learning, and interest development, can be provided to university students. Therefore, this study explained the “4A” functions in the platform and analysed the details of their implementation and value, such as assistance in locating resources, assignment of differentiated homework, assessment of warning learning, and achievement of sharing. After three years of continuous improvements since COVID-19, this online platform has been successfully applied to students and teachers at our university and other pilot universities. A comparison of student teaching data, questionnaire responses and teacher interviews from the Computer Composition Principles course illustrated the sustainability as well as the effectiveness of the method.

Simple games for teaching economics online

Student motivation and engagement have become a more pressing issue for all university teachers, including economics professors, as a result of the move to online classes necessitated by the COVID-19 pandemic. The online learning environment requires a high level of student self-discipline, and it seems that some students have responded to this environment with a more relaxed attitude that has undermined their engagement with the learning process. This can be observed in the widely reported reluctance of students to turn on cameras in online classes and in a lack of preparation for, or engagement with, class discussion or participation in online Q&A sessions. More online classes are likely to be offered by many universities even after the resumption of “normal” teaching, so these issues are likely to be ongoing. Economic games, however, may be a way of more fully engaging students in the online context and in productive pedagogical ways. This paper provides an entry point for teachers wishing to trial some simple game-based strategies for enhancing student engagement in their online teaching. Four simple games are presented that can be used in online teaching, targeting different topics. The games are explained, associated pedagogical approaches are recommended, and some preliminary feedback from students indicating the effectiveness of these games is presented.

Mengatasi Rendahnya Disiplin Belajar Siswa Dalam Pembelajaran Daring Pada Masa Pandemi Covid-19 Melalui Konseling Behavioristik Teknik Self Management

The aims of this study are: 1. To describe the causes of lack of self-discipline in online learning during the COVID-19 pandemic by PGRI 2 Kayen High School students, 2. To overcome the low self-discipline of students in online learning during the COVID-19 pandemic with technical behavioristic counseling. self-management.The type of research used is a case study of guidance and counseling. The subjects studied in class XI IPA 5 were two students who had low learning discipline behavior in online learning. Data collection methods used are methods: observation, interviews, and documentation. Data analysis used bacon system induction analysis.The results of the research there are two factors: 1) Internal factors, students do not have interest, feel lazy, lack motivation, 2) external factors, from outside students lack parental attention and encouragement. After conducting behavioristic counseling with self-management techniques, the counselee can show a change in more disciplined learning in online learning.

PENERAPAN METODE BIMBINGAN KELOMPOK BELAJAR UNTUK MENINGKATKAN DISIPLIN DIRI DAN PRESTASI BELAJAR

This study aims to describe the application of group tutoring and the effectiveness of group tutoring in order to improve self-discipline and learning achievement. The research method used is Classroom Action Research and uses quasi-experiments. The subjects of this study were students of class X SMA Negeri 1 Kikim Timur Semester 2 of the 2020/2021 academic year. The number of students for the PTK class, namely class X.2, amounted to 35 people, for the experimental class, namely X.1, which amounted to 35 people and for the control class, namely X.3, which amounted to 35 people. The method used in data collection in this study used group guidance observation sheets, disciplinary observation sheets, and student learning outcomes tests. Data analysis used average score analysis and test-test. Which consisted of a different test between cycles and an unrelated two-sample difference test. The results showed that the application of group tutoring can improve student self-discipline, student learning achievement and the effectiveness of the application of group guidance in class X craft subjects at SMA Negeri 1 Kikim Timur

БИЗНЕС-СИМУЛЯЦИЯ КАК АДЕКВАТНАЯ ЭКОНОМИЧЕСКОЙ РЕАЛЬНОСТИ ОБРАЗОВАТЕЛЬНАЯ ТЕХНОЛОГИЯ

The authors proposed to consider business simulation as a modern educational technology adequate to economic reality, as an interactive model of the economic system, which, by its internal conditions, is as close as possible to the corresponding institutional unit: a division or an entire enterprise, industry, country. Based on the expert analysis, it was revealed that employers and students in universities have different assessments of the skills required for employment. This gap in the assessment of competencies can be partially leveled through the implementation of business simulation. The authors gave an analysis of the business simulation from the point of view of a competency-based approach. They identified groups of tasks that can be solved with the help of this educational technology, and formed the corresponding general cultural, general professional and professional competencies of students in economic areas of training. The authors identified the advantages of using business simulation in teaching, which lay the foundation for the formation of competencies: the possibility of using it in a distance form, activation of creative abilities, the development of creative thinking, independence and self-discipline of students, great interest of students in the learning process due to gamification, applied nature and a high degree proximity to economic reality, the ability to simultaneously solve many problems. The disadvantages of using business simulation were also considered: a lack of contact work between a teacher and a student, an increase in the time spent in front of the screen, the need for special training of teachers, excessive involvement in the game part of a business simulation, financial costs for technical development and the creation of the necessary infrastructure. Foreign business simulations are characterized, the use of which makes it possible to hone the skills of doing business and making optimal economic decisions. The problems and prospects of development in Russia of training based on business simulation were identified. It was emphasized that further research requires studying the experience of using business simulation games in universities and business schools.

Associating Student Self-Discipline and Parental Involvement in Students’ Academic Activities With Student Academic Performance

Academic performance of K-12 students in North America could be improved in that the majority of students produce undistinguished results in every international assessment of academic proficiency. The purpose of this study was to investigate whether student’s self-discipline and parental involvement in student’s academic activities have any impact on student’s Iowa Test of Basic Skills (ITBS) scores or on their GPA. A quantitative, cross-sectional method utilizing multiple regression was used to investigate the relationships among the variables. Due to challenges of collecting sufficient data, the study was conducted in two phases: a preliminary study involving 16 students in schools in the Texas Conference of Seventh day-Adventists and later a primary study that utilized archived data from 5,144 grades 6 and 7 students in Seventh-day Adventist schools in the North American Division (NAD). In the preliminary study, teachers responded to a questionnaire to rate their students’ level of self-discipline, while parents responded to a parent questionnaire designed to measure their parental involvement. Results indicated that student’s self-discipline and parental involvement are significantly correlated with student’s ITBS scores and GPA. Student diligence showed the highest positive correlation with academic performance.

Проблемы цифровизации высшего образования в России

Researched is the process of undergoing great changes, caused by the transition of all universities in the country to online education in the context of the coronavirus pandemic. The article deals with specific problems, risks and challenges related to the digitalization of higher education: digital inequality, closely related to digital literacy, the lack of a unified way of communication between students and teachers, the lack of generally accepted platform solutions for conducting classes online; the actual growth of the teacher’s workload in the conditions of digitalization of education, which is not yet taken into account in the system of rationing of remuneration, professional burnout in a sufficiently large number of teachers, lack of motivation and self-discipline of students, increased bureaucratization of the higher education system. The experience of implementing digitalization into education during the pandemic dispelled myths about the benefits of an immersive education model and individualized learning based on online technologies. Digitalized learning is focuses primarily at memorization and reproduction, and not at comprehension and critical perception. A comprehensive solution to these problems is the introduction of new models of educational programs.

Post-pandemic reflections: lessons from Chinese mathematics teachers about online mathematics instruction

This study investigated how teachers in China perceived the effects of online instruction on mathematics learning and examined the challenges they encountered when the country shifted to online instruction during the COVID-19 pandemic. We interviewed 152 mathematics teachers from 20 cities (municipalities) or provinces in China and adopted the four-component didactic tetrahedron model (teacher, technology, student, and mathematics) to identify their struggles with technology, teacher–student interactions, and delivery of mathematics instruction. Results showed that the teachers believed that the effectiveness of online teaching largely depends on student self-discipline. Analysis suggested a need to expand technology use during instruction, reshape the way teachers interact with students, and reorganize teaching methods in face-to-face classroom instruction. This research provided insights into integrating technology with instructional practice, the critical role of teachers in online learning, and other factors that may determine the effectiveness of online teaching.

A Level of Student Self-Discipline in E-Learning During Pandemic Covid-19

Self-discipline in academics is the firmness of students in training themselves to be better in their learning. E-learning is now a growing learning method in every corner of the globe. It is able to speed up teaching and make the learning process last a lifetime. In Malaysia, the effectiveness of e-learning among school students may differ from IPT students where e-learning has a positive impact on IPT students. It was found that not many studies have been done on high school students related to distance education using e-learning methods. This quantitative descriptive study was conducted to find out the level of self-discipline of secondary school students in the world of e-learning during the period of the Covid-19 Movement Control Order in Malaysia as well as its relationship with gender and academic performance. The sample of this study was randomly selected consisting of 165 respondents of upper secondary students in Form Four and Five at SMK Syed Sirajuddin, Perlis. To achieve the objectives of this study, a questionnaire was used to collect research information and data was analysed with the help of Statistical Packages for Social Science (SPSS version 26). Overall, the results of the mean calculation found that the level of self- discipline of students is at a moderate level. The results of the t-test found out that there was no significant difference between the levels of students’ self-discipline based on gender. Meanwhile, Pearson correlation test proves that students' level of self-discipline also affects their academic performance. At the end of this writing, some suggestions have been put forward. Finally, this study has an impact not only on the world of education where teaching and learning are in new norms but also on the world of information technology to further develop interactive learning.

ОПЫТ ДИСТАНЦИОННОГО ОБУЧЕНИЯ СТУДЕНТОВ-ОФТАЛЬМОЛОГОВВ УСЛОВИЯХ ПАНДЕМИИ COVID-19

The special epidemiological situation that arose in 2020 in connection with the spread of the new coronavirus infection COVID-19 affected all spheres of human life, including the education system. The experience gained during the pandemic in the implementation of educational programs using distance technologies is unique in each university. The purpose of our study was to identify the attitude of students of ORGMU Department of Ophthalmology to distance learning. A survey of 439 students of 3-5 courses of medical, pediatric, dental and preventive medicine faculties of the Orenburg State Medical University was carried out. Among them: 122 boys (27.8%) and 317 girls (72.2%), the average age of the respondents was 20.4 years. The questionnaire consisted of 28 questions and included questions related to the COVID-19 pandemic, distance learning in self-isolation, the willingness of teachers to use modern information technologies, the level of personal computer skills and Internet skills. The students agreed on the advantages of distance learning: a low probability of contracting a coronavirus infection – 98%, the possibility of re-familiarization with the training material – 75%, restoration of the diet – 90%, individual learning rate – 73%, the use of modern teaching technologies – 41%. In addition, distance learning contributed to the development of self-discipline of students in preparation for classes and significantly increased the level of psychological comfort of students. With this type of training, a subjective assessment on the part of the teacher is excluded, since he does not take part in testing on the exam, but only processes the obtained results and puts marks in an electronic statement. Most students see this as the main advantage.

Learning Management System in Education: Opportunities and Challenges

Traditional teaching and learning methods have undergone a reform shift with the integration of ICT tools, especially learning management systems (LMS). They are emphasized as essential tools in the educational system. This paper examines the use LMS in higher education in the UAE. Based on semi-structured interviews conducted in the winter of 2018 and summer of 2019, the study revealed that 54 participants unanimously identified the highest degree of need for active participation in the investment of modern technologies within their universities. They mentioned a number of opportunities offered by the use of the Learning Management System (LMS) in the emirate educational institutions such as: The ease of organizing and delivering online courses, conducting online assessments, access to and availability of learning materials, the possibility of saving time and money for students and faculties, communication and interactivity. Respondents seem to be aware of some challenges in adopting the Learning Management System in their respective universities, particularly the lack of self-discipline of students in the online environment, the inconsistency of the Learning Management System with some academic programs offered in a number of emirate higher educational institutions, limited use of Arabic language and technical illiteracy.

Penggunaan Panduan Teknik Self Instruction Sebagai Media untuk Meningkatkan Disiplin Diri Siswa SMA

Self discipline atau disiplin diri adalah atribut diri yang perlu dimiliki oleh siswa. Fenomena nyata di sekolah menunjukkan masih terdapat siswa yang memiliki disiplin diri rendah. Disiplin diri rendah ditandai dengan perilaku melanggar peraturan sekolah sampai di sekolah terlambat, menggunakan atribut sekolah yang tidak lengkap, dan lain sebagainya. Fenomena tersebut hendaknya menjadi perhatian khusus karena disiplin diri apabila dibiarkan akan berpengaruh pada bidang akademik siswa. Teknik self instruction merupakan salah satu teknik konseling yang dapat digunakan untuk meningkatkan disiplin diri tersebut. Teknik ini memfokuskan pada kata diri positif yang dapat mengontrol perilaku. Teknik self instruction pada riset ini diterapkan melalui media panduan. Tujuan riset ini adalah untuk meningkatkan disiplin diri siswa Sekolah Menengah Atas melalui panduan teknik self instruction. Metode penelitian yang digunakan adalah eksperimen dengan jenis one group pretest-posttest design. Populasi penelitian ini adalah siswa kelas XI SMAN 1 Srengat. Purposive samplingmerupakan teknik mengambilan sampel yang dipakai dalam peneltian ini. Instrumen yang digunakan adalah skala disiplin diri. Hasil data dari instrumen tersebut dianalisis menggunakan paired sample test dengan ketentuannilai signifikansi 0,004<0,05. Hal tersebut berarti terdapat perbedaan tingkat disiplin diri siswa sebelum dan sesudah diberikan intervensi.Dengan hasil tersebut dapat disimpulkan bahwa bahwa panduan teknik self instruction efektif untuk meningkatkan disiplin diri siswa SMA.

Expectations, Challenges and Suggestions for Faculty Teaching Online Courses in Higher Education

Research on online education has predominantly focused on issues related to student attraction, attrition, retention, and motivation, among others. Little attention has been paid to online instructors and yet, the quality of online education requires educators who understand the expectations of online instruction. Using an online survey, this study examined the expectations and challenges for online instructors and the suggestions for improving online instruction. Based on the data collected from seventeen faculty who teach online courses at four mid-western universities in the US, facilitation, instructor presence, and technical support stood out prominently among the expectations. The major challenges for online instructors were: large class sizes, academic dishonesty, lack of connection with students, too many emails, and lack of student self-discipline. The study recommends viable professional development for online instructors as a pre-requisite to teaching online courses.

An Ethical Critique of Suspension and Zero-Tolerance Policies

AbstractElementary and secondary school leaders advocating remediation and prevention of student discipline problems are doing so in lieu of direct development of student self-discipline (Larson, Smith, & Furlong, 2002). This shift has lead to the use of zero-tolerance strategies towards discipline (Maxcy, 2002). In this article, zero-tolerance policies — in particular, the use of out-o-school suspension — is critiqued from three ethical theory perspectives. This research argues for alternate approaches to discipline (Jackson, Boostrom, & Hansen, 1993; Skiba & Peterson, 1999) based in classical ethical theory, with specific emphasis on social justice (Rawls, 1971). Implications on Australian school systems and educational psychological development are discussed.

Dimensions of Person-Centered Classroom Management

Public opinion trends over the last five decades show that lack of discipline continues to be one of America's top public educational concerns. This trend suggests that alternatives to the traditional model are urgently needed. In this traditional model of classroom management, based on behaviorism and still common in some areas, discipline is teacher-directed. Fifty years of research demonstrates that person-centered, pro-social classroom management may provide that alternative. Person-centered classrooms facilitate higher achievement, and have more positive learning environments with stronger teacher–student relationships than teacher-centered or traditional classrooms. There are four pro-social learner dynamics that a person-centered classroom management program emulates: (a) social-emotional emphasis, (b) school connectedness, (c) positive school and classroom climate, and (d) student self-discipline. This article shows how the theory and research of a person-centered learning environment can be practically applied to the classroom.

Performance Factors of a "Full Distance Learning": The Case of Undergraduate Students in Academic Exchange

Various e-learning systems have been developed and implemented in educational contexts. However, few studies try to go beyond the experimental level of identifying numerous factors that influence this technology and apply them to a real academic class of students. This article based on an in-depth analysis of a business school case--Montpellier Business School (France)--and survey data from 405 students assessed on their use of the e-learning platform, helps illuminate the patterns involved in e-learning performance. A literature review on e-learning performance factors is realized and a theoretical model focusing on three dimensions of e-learning performance--the learner side, the institutional environment and the e-learning system per se--is presented and tested empirically. The key findings of this paper identify motivation and self-discipline of students as main drivers of e-learning outcomes. Other results show that the integration of e-learning in a pedagogical program requires the analysis of its performance not only from learners and instructors point of view, but also from the underlying strategic perspective of the institution.