Self-perceptions Of Students Research Articles

Doing welfare in German secondary schools—How students’ welfare receipt becomes visible in teacher-student interactions and how teachers perceive these students

AbstractWelfare recipients (e.g., “Bürgergeld”) generally are subject to negative stereotyping, but it is unclear whether students’ welfare receipt plays a role in teacher-student interactions, and if so, what. We conducted eight focus groups with 27 teachers and analyzed them using grounded theory to investigate how teachers characterize welfare-related teacher-student interactions. In addition, we examined how teachers perceive these students and the role of stereotypes in these perceptions. Welfare receipt becomes apparent mostly in bureaucratic care interactions in which teachers support corresponding students in financing school participation possibilities. The familial financial situation meets the school’s participation requirements in these teacher-student interactions. Teachers’ feeling of responsibility for this support varies. Most teachers perceive poverty-related shame among students in these interactions, while others do not. Accordingly, the need for a sensitive approach in these interactions is assessed differently. Teachers mentioned hardly any perspectives on the students themselves but on parents receiving welfare (e.g., low educational responsibility) and assumed parents pass on this behavior to their children. In some cases, this leads to negative educational expectations toward corresponding students, which could implicitly influence teaching-related teacher-student interactions. The results provide initial indications for subsequent negative self-perceptions of students on welfare about their social situation at school.

Patient safety education in Umm Al-Qura dental school: A comprehensive analysis of curriculum content and student confidence

BackgroundPatient safety (PS) is a critical component in dental education, yet it is not clear how dental schools include PS education in their curricula. AimTo assess how PS topics are presented in the current Umm Al-Qura undergraduate dental (UQUDENT) curriculum and to investigate the self-perceptions of dental students regarding the PS confidence they have attained from their dental program. MethodThe UQUDENT curriculum was mapped using keywords developed from the WHO PS manual. Courses contained intended learning outcomes (ILOs), and lecture topics were identified and ranked based on the level of PS content. In addition, dental students and interns were asked to fill in a modified version of the Health Professional Education in Patient Safety Survey. ResultsA total of 73.2% of the courses included ILOs or topics related to PS. Keywords related to the teamwork topic were the most common (60.9%), followed by patient engagement (24.3%), medication safety (12.2%), and infection control (9.8%). None of the courses included items on overall PS concepts, understanding systems, or quality improvement in relation to PS.Dental students were most confident in their learning regarding clinical safety and effective communication. They were least confident in what they learned about teamwork with other health professionals. There were no statistically significant differences in PS domain scores between classroom and clinical learning. ConclusionThe UQUDENT curriculum covers many aspects of PS. However, the PS content should be explicitly taught and assessed. Areas such as interprofessional education, clinical risk management, learning from errors, and teamwork should be augmented.

Effectiveness of Extra-curricular Activities in the Self-Development of Primary School Students

The research aims to study the impact of attending extra-curricular activities on the self-perception of primary school students. The survey was conducted by using a questionnaire to determine students’ self-perception in order to study their striving for independence. The obtained results were compared through Student’s t-test. Primary school students who attend extra-curricular activities have statistically higher self-perception of scores than those who do not attend such activities. Children’s striving for independence increases with age, but this is significantly influenced by their attendance in extra-curricular activities. Primary school students who attend activities of tourism, sports, and dance clubs have statistically higher self-perception indicators for the subscales of Physical Appearance and Athletic Competence than those who attend extra-curricular activities on music, art, and design. Extra-curricular activities contribute to a better self-perception of children of primary school age, and have a positive effect on their self-development and striving for independence. The results of the student survey indicate the need for a rational selection of extra-curricular activities, their types, and quantity for effective development and prevention of student overload.

The Impact of the Evaluation of Individual's Appearance from Social Media Platforms on Contemporary High School Student's Personality

The purpose of this study was to explore the effects of social media on self-perception and personality development of high school students, with an added focus on the positive correlation between social media usage and self-perception. While there are limitations to the data collection process, the analysis suggests that increased social media use is associated with increased pressure to adhere to appearance standards. High school students' self-evaluation of their own appearance, attention to peers' appearance, and media interactions with peers all contributed to changes in perception and personality. Understanding these dynamics is critical for educators, parents, and researchers when it comes to the impact of social media on adolescent development. Future studies should establish a target number for data collection to ensure more robust findings. This study provides insight into the complex relationship between social media, self-perception, and personality development among high school students.

Construction of a Tool To Measure Self Perception Of Higher Secondary School Students

In the present study Self Perception scale has been constructed and standardized for the Higher Secondary School students. This scale consists of 70 statements. The simple random sample technique was used for this study. The sample consists of 100 higher secondary school students randomly selected from the Villupuram District. The ‘t’ value used to standardized the tool and finally 53 statements were retained for the final study.

PROFESSIONAL DEVELOPMENT OF TEACHERS WORKING WITH STUDENTS WITH INTELLECTUAL DISABILITIES

The article deals with the problems of professional development of teachers working with students with intellectual disabilities. The main challenges faced by teachers are outlined, including insufficient training, limited access to specialized trainings and seminars, and lack of proper support from the administrations of educational institutions. It is analyzed that the problem of professional competence and professional growth of teachers is gaining a separate development within the framework of inclusive education. It has been determined that the formation of such competence of an inclusive classroom teacher requires systematic scientific and methodological work and is the basis for professional growth and improvement of the teacher’s skills. It has been found that the process of continuous self-improvement and self-education plays a key role in the formation of professional self-awareness, further growth, contributing to the formation of a unique creative personality. The author outlines the personality's abilities for professional achievement and psychological conditions for the teacher's independent work on this problem. It is experimentally proved that the psychological readiness of the teacher for inclusive education has a positive impact on the self-perception of students with special educational needs and on the psychological positive climate in the children's team. Ways to solve these problems and challenges and to establish the basis for further development of the professional development system for teachers working with students with intellectual disabilities are presented. Strategies for the development of professional self-awareness are proposed that require a special education teacher to study the ways of communication in the classroom, friendly and empathetic attitude towards children, psychological control in the interaction between teachers and students, implementation of ways to modify the content of education in accordance with the psychological characteristics and possibilities of implementing this content for children with special educational needs. It is noted that for teachers of inclusive education it is necessary to organize and carry out, on the basis of self-analysis, their personal qualities, systematic improvement and comprehension of their own results as well as scientific and practical achievements in professional growth. It is proposed to deepen the work on the development of professional self-awareness in higher education institutions.

Self-Perception Of Resistance To Misinformation In The University Environment

The ability to identify false, fabricated, deceptive, altered, or distorted information that is currently being disseminated to a greater or lesser extent by almost all types of social media will be key in efforts to eliminate its influence on social events pro futuro. The present study is an output of a pilot sociological survey among students of the College of European and Regional Studies (CZ) and the Academy of the Police Force in Bratislava (SK), determining the self-perception of university students in relation to the issue of disinformation, which provides a new research base oriented towards the need to adjust education in this area. The aim was to answer the question of whether students are able to verify the content of information, the circumstances in which it is given to them, or the interests of the author of the information, as well as whether they are ultimately able to recognize it as disinformation, and whether they even try to do so. Although some caution while receiving information has been proven, the results suggest that even if students do not take in information mindlessly, they actually doubt their ability to recognize disinformation.

The relationship between major life events and non-suicidal self-injury among college students: the effect of rumination and body image.

Non-suicidal self-injury (NSSI) poses a growing risk to public health worldwide. While numerous studies have identified major life events as key risk factors for NSSI, the mechanisms by which emotional and cognitive problems mediate or moderate this relationship remain unclear. To enhance the understanding of this field, we will draw upon the cascade theory of self-injury and the benefits and barriers model, to examine the relationship between major life events and NSSI, as well as the effect of rumination and body image. A sample of 2,717 college students (Mage = 19.81 years; SD = 1.09) participated in this study and anonymously completed the questionnaires. The moderated mediation model were conducted using Model 4 and Model 15 of the Process macro program in SPSS. The results showed that rumination mediated the positive relationship between major life events and NSSI. Furthermore, body image was found to moderate both the relationship between major life events and NSSI, as well as the relationship between rumination and NSSI. The current findings suggest that rumination is an important mediator in the relationship between major life events and NSSI among college students. Teachers, parents, and researchers should recognize the important role of body image self-perceptions of college students and actively promote a healthy and accurate body image.

Design and validation of a self-perception scale of basic knowledge about telehealth and digital skills for students in the area of Health Sciences

Introduction: the characteristics of telehealth and telemedicine pose a challenge for its successful insertion into the professional training curriculum in the areas of health. To date, no research has been carried out that addresses the integration of telehealth and telemedicine in the academic curriculum of Chilean universities.Objective: design an instrument that allows measuring the self-perception of students in the area of health sciences in relation to their level of knowledge of basic aspects of telehealth and digital skills.Method: a 12-item instrument was designed with a Likert scale from 0 to 7, made up of two dimensions: Basic elements associated with telehealth (7 items) and skills associated with the use of technologies (5 items). It was applied to 308 students from five Chilean universities in the area of health sciences, the sample was intentional non-probabilistic.Results: a Cronbach's Alpha of 0,9035 was obtained for dimension 1 and 0,9729 for dimension 2. The factor analysis confirmed the existence of the two proposed dimensions.Conclusions: the instrument designed allows us to measure the perceived level of health sciences students in relation to the basic elements associated with telehealth and the skills for using technologies

Comparison between self-concept, self-perception, physical exercise and lifestyle variations from 1st to 4th grade students of nursing in Tenerife, Spain.

The aim of this study was to describe and compare the self-concept, self-perception, physical exercise, and lifestyle of students from 1st to 4th year of the Nursing university studies. Descriptive observational cross-sectional study with analytical components. The study sample consisted of 1st and 4th year undergraduate Nursing students. Five questionnaires were used: a sociodemographic survey, the RSES, the GHQ-12, the PAQ-A and the HBSC. The sample consisted of 197 subjects. 44.2% had a low self-concept and a perception of self-value that improved as they progressed academically, while confidence decreased. The PAQ-A showed that 65.5% performed moderate physical activity and 15.7% were sedentary, 58.9% reported a fair lifestyle and 20.8% of the subjects reported an inadequate diet. In the GHQ-12, the perception of self-value subscale showed an improvement with respect to the academic year. The SOC-13 data showed fair coping with traumatic situations, which worsened in the 4th year, being 88.9% in males and 84.6% in females. The study identified low self-concept, an adequate self-perception, moderate physical activity with a tendency towards sedentary lifestyles, and a fair lifestyle. It is significant that adolescents do not perceive the poor figures they obtain in self-concept, physical exercise, diet, sleep, and violence as reflected in their health. It is known that the changes adopted in adolescence will be perpetuated in adulthood. Therefore, influencing this population group, and even more so, if they are potential future health professionals, is deemed necessary.

Self-Efficacy and Self-Awareness in Scientific Translators' Education: A Preliminary Study

In this paper, we present the results of a preliminary study on the evolution of self-efficacy and self-awareness among scientific translation students throughout one semester using data collected for three academic years. The analysis was based on the two components of self-efficacy: the perception that students have of their own capabilities to perform specific activities related to scientific and technical translation and their actual capabilities to perform those activities. To assess the self-efficacy beliefs of students, we analyzed the evolution of the self-perception of students based on the results of two questionnaires, an initial assessment questionnaire on their translation habits and problems, and a final psychometric questionnaire on the perceived usefulness of the pedagogical method used and on their self-efficacy beliefs. To assess the actual capabilities of students, we analyzed the evolution of the number of errors in each translation assignment and of the academic scores of students. The comparative analysis of the diagnostic assessment questionnaire and the diagnostic assessment translation assignment revealed low self-awareness at the beginning of the semester, as evidenced by a poor correspondence between students’ perceptions and performance. In contrast, a high degree of correspondence was found between self-efficacy beliefs and academic performance at the end of the semester, which suggests that the implemented method helped students develop realistic self-efficacy beliefs.

Exploring the power of imagination: unravelling students’ self-perception of academic abilities in imaginative and traditional schools in Greece

ABSTRACT While contemporary trends in education emphasise the primacy of economic and technological competencies, imagination often finds itself under-valued. This is particularly true in Greece, where alternative schools encounter numerous challenges, some arising from discrimination. Imaginative teaching employs imagination-based teaching methods to support and enhance the development of children’s and adolescents’ physical, social, emotional and cognitive skills. This study explores the effects of imaginative teaching methods on students’ abilities by examining 103 Greek students’ self-perception of them. The abilities correspond to eight constructs, as described by Howard Gardner in his Multiple Intelligences (MI) theory. Prior research has hinted at the potential correlation between these imaginative teaching strategies and MI educational applications. The Multiple Intelligences Developmental Assessment Scale (MIDAS) was used to assess the 8 MI constructs and 24 associated skills. Statistically significant results show that students having imaginative-based education have a higher estimation of their language and intrapersonal skills. Further research is needed to move forward from assessing the self-perception of students’ abilities to assessing their actual skills.

Self-perception of Students About the Practice of Exergames in the School Environment and Possible Influences on Their Learning Skills: A Preliminary Study

Self-perception of Students About the Practice of Exergames in the School Environment and Possible Influences on Their Learning Skills: A Preliminary Study

Intrinsic Feedback vs. Extrinsic Feedback on Developing Oral Fluency and Self-Concept of Iraqi English (EFL) Students

This study mainly examines internal and external feedback on Iraqi EFL learners' oral language ability and self-concept development. Researchers tested the research questions, followed the statistical procedures of the situation, and arrived at thoroughly prepared statistical results. After t test analysis and interpretation of mean differences, the mean of verbal fluency in the external feedback group attracted much more attention than the verbal fluency of students receiving internal feedback. However, the same story does not apply to the development of self-concept in both groups. the self-esteem average of students who received external feedback is slightly lower than the average of students in the internal feedback group. The self-perception of students who received internal feedback in class changed over time and they became more confident students with their own self-image. They felt more independent than before.

Educational strategies in oral healthcare for the disabled and their effects on dental students' training.

To evaluate the effects of didactic and clinical training of dental students in treating Persons with Disabilities (PwD) on their self-perceptions about treating PWD. A pre-and postevaluation of a didactic-clinical educational strategy targeting oral health care of PwD was conducted among fourth-year undergraduate dental students at a Brazilian dental school. Semi-structured questionnaires were used to assess the following work environment parameters: technical, organizational, social, ethical, and managerial acumen. Data were analyzed using Fisher's exact and chi-square tests, with a significance level of 5% (p<0.05), to verify possible associations between the quantitative variables. A qualitative analysis was conducted through collective subject discourse. Significant differences were found in the self-perception of students' knowledge and abilities in providing low-complexity care for PwD before and after the training program (p=0.025). Students were more confident about managing and organizing the work environment (p=0.007) and providing humanized care to PwD (p=0.042) posttraining program. Additionally, a decrease in the feeling of insecurity (p=0.014) and feelings of pity, fear, or prejudice toward PwD (p<0.001) were observed posttraining program. Didactic and clinical training interventions for treating PwD improved the work environment of undergraduate dental students in technical, managerial, organizational, and ethical/social dimensions.

Competencias de información y alfabetización digital en una licenciatura virtual

The article explores the perception of undergraduatestudents at a public state university in Mexico, regarding their experience after completing the Multimodal Transversal Learning Unit Information and Digital Literacy. The research explores two aspects: self-perception of students regarding their level of achievement in specific digital competencies and main learning outcomes after completing the course. It also reports their assessment in five aspects: syllabus, educational resources, learning activities, coverage of the cross-cutting themes throughout the course, as well as operation of the Learning Management System and technical support. The research was quantitative, through a survey applied to 16 students in the first group that completed the curricular unit. Among the results, the following are reported: perceived levels of achievement in different competency indicators, best valued competencies, and overall assessment of the course by the students. The highest levels of achievement reported are in indicators associated with the students’ daily practices interests. The lowest levels of achievement are in the areas of algorithmic understanding and the generation of original contributions and digital content.

The Importance of Gender in Body Mass Index, Age, and Body Self-Perception of University Students in Spain

Body image is a fundamental factor that influences a person’s self-image throughout life and at all stages of life. Self-perception of body image and body mass index may be related, as the way a person views him or herself can influence their eating behavior and level of physical activity, which in turn can affect their weight and BMI. The aim of this study is to find the association between body mass index, age, and body self-perception of university students, analyzing possible differences according to the gender of the students. In total, 312 students answered five sociodemographic questions in addition to the Multidimensional Body Self Relations Questionnaire, which consists of 45 questions grouped into four dimensions. Spearman’s Rho test was used to analyze the association between each of the Multidimensional Body Self Relations Questionnaire (MBSRQ) factors and body mass index (BMI). Statistical differences were found in dimension 3 (p &lt; 0.01) of the MBSRQ questionnaire with respect to BMI in both sexes, and in dimension 1 (p &lt; 0.01), a significant difference was found in female students. With the male gender, significant differences were found between age and BMI (0.04). Consequently, the sex to which the student belongs conditions his or her BMI with the self-perceived body image, so lines of action should be developed to improve self-image.

Expectations of Personal Life Development and Decision-Making in People with Moderate Intellectual Disabilities

People with intellectual disabilities have a need for personal and social development that is often unknown or poorly understood. The main motivation is the fact that students belong to a group usually excluded from the ordinary educational process. That process is replaced with measures that focus on caring for students rather than promoting their development. The objective of this research is to understand the expectations for personal development and decision-making of students with intellectual disabilities. To achieve the stated objective, a qualitative research based on two complementary approaches, grounded theory and case study, has been employed. The sample (n = 28) was drawn from a specific study program for the training and development of people with intellectual disabilities at the University of Murcia, called "We are all Campus". We aim to identify the different perceptions of their reality and potential for personal development, to understand their decision-making and what motivates them. Likewise, we investigate the self-perceptions of students with intellectual disabilities have and their understanding of their future life expectations. The main conclusions show that the training program represents an opportunity for students' progression and personal development. Thus far, the expectations of the students have remained the same, focusing on their work and social inclusion.

Problematic use of online social networks: the case of Mexican students

Social networks are one of the most relevant means of communication and leisure among the youngest. But, despite an abundance of benefits, there are also risks that must be analyzed. In this research, the risk to be analyzed is the addiction to social media among young Mexican people. For the development of the analysis, 17,600 young people responded a questionnaire based on an adaptation of Sahin’s Social Media Addiction Scale - Student Form (SMAS-SF). Among the results, it needs to be highlighted the little awareness that young people have of their addiction to social networks. Any reflection on this aspect needs to consider the limited perception presented by the sample and the fact that this study measured the self-perception of young students regarding OSM.

Evaluation of the Undergraduate Learning Environment at Dental Schools in Syria

The learning environment plays a vital role in dental education. A positive learning environment could improve students' satisfaction, psychosocial well-being, and academic achievement. This study set out to measure the quality of the learning environment according to the Dundee Ready Educational Environment Measure (DREEM) at different dental schools in Syria. The study included dental schools at Damascus University (DU), Tishreen University (TU), and University of Hama (HU). DU and TU are considered 2 of the largest universities in Syria. Students across all years of study were invited to complete an Arabic version of the DREEM questionnaire. In total, 1205 students completed the questionnaire: 650 were from DU, 309 from HU, and 243 from TU. Cronbach's alpha value of the DREEM instrument was 0.927. The total DREEM score for all universities was 108.8 ± 31.5 (n=1205), which is 54.4% of the total score; DU scored the lowest on the DREEM scale (105.9 ± 28.5) followed by TU (111.1 ± 34.3) and HU (113.3 ± 34.4). There was a significant difference amongst the 3 universities (P=.001) with a small effect size (eta-squared=0.01). At the subscale level, students' perception of learning (SPL) at DU and TU was perceived unfavourably, and the social self-perception of students (SSP) was negatively perceived across all universities. Clinical students scored significantly lower than their preclinical counterparts. No significant difference emerged between male and female students. This study provides a baseline data on the learning environment at dental schools in Syria. Although the study suggests a more positive than negative perception of the learning environment, Syrian dental schools scored considerably lower than their Arab and international counterparts. Aspects related to SPL and SSP were the most serious areas requiring improvement, and future research should focus on designing proper interventions to address them.