Learning Attitudes Of Students Research Articles

Learning Attitude Mediates the Relationship Between Parental Educational Expectations and Academic Performance of Junior High Students: Evidence from China

With the rapid development of China, parents are placing higher and higher expectations on their children’s education. Drawing upon baseline data from the China Education Panel Survey (CEPS2013), this study delves into the mechanisms through which the learning attitude of junior high school students affects the association between parental educational expectations and academic performance. The results of the present study show that students’ learning attitude is a significant factor that impacts the academic performance of junior high school students and plays a substantial mediating role in the relationship between parental educational expectations and academic performance. Our analyses reveal that parental educational expectations have a greater impact on test scores compared to cognitive ability. Additionally, the mediating effect of learning attitude on the relationship between parental educational expectations and test scores is considerably stronger than the relationship between parental educational expectations and cognitive ability. These results contribute to a better understanding of the mechanism by which parental educational expectations affect children’s academic performance, which has implications for educational policy and practice in China.

초등학교 시기 아동의 독서량과 초등학교 6학년 때의 학습태도 간의 관계에서 자아존중감의 매개효과

Objectives This paper examines longitudinal changes in the amount of reading of elementary students and the relationship between the longitudinal changes and learning attitudes of 6th-grade elementary students. Moreover, it analyses the mediating effect of self-esteem in the relationship between the variables.
 Methods The data is from the 9th year of 2016 to the 13th year of 2020 provided by the Panel Study on Korean Children(PSKC). A total of 972 students were studied, excluding cases in which children did not respond to the total amount of reading per week reading from the 9th to the 13th year in PSKC. It investigates whether the total amount of reading per week from the 2nd to 6th grade of elementary school changed linearly through the Latent Growth Model and the Unconditional Latent Growth Model. Then it conducts the Structural Equation Model to confirm the relationship between the amount of weekly reading from the 2nd to 6th grade and the learning attitude of the 6th grade, and whether self-esteem of the 6th grade mediates the relationship between the variables.
 Results First of all, the total amount of reading per week for an elementary student from the 2nd to the 6th grade gradually decreased as his/her age increased. Secondarily, the initial total amount of reading per week and the changes from 2nd-grade to 6th-grade elementary school of total amount of reading per week directly affected the 6th-grade students’ learning attitude. In addition, self-esteem in the 6th grade of elementary school indirectly mediates on the relationship between the total amount of reading per week and learning attitude.
 Conclusions As a result, the research reveals that reading can have a positive effect on the learning attitude of elementary students. Whether students read many books at an early age in elementary school, students’ learning attitudes get more positive although the amount of reading decreases as they get older. Furthermore, it discloses school-aged children’s self-esteem partially mediated the relationship between children’s reading and learning attitudes.

The effect of the Sport Education Model in physical education on student learning attitude: a systematic review

BackgroundEvidence indicates that the Sport Education Model (SEM) has demonstrated effectiveness in enhancing students' athletic capabilities and fostering their enthusiasm for sports. Nevertheless, there remains a dearth of comprehensive reviews examining the impact of the SEM on students' attitudes toward physical education learning.PurposeThe purpose of this review is to elucidate the influence of the SEM on students' attitudes toward physical education learning.MethodsEmploying the preferred reporting items of the Systematic Review and Meta-analysis (PRISMA) statement guidelines, a systematic search of PubMed, SCOPUS, EBSCOhost (SPORTDiscus and CINAHL Plus), and Web of Science databases was conducted in mid-January 2023. A set of keywords associated with the SEM, attitudes toward physical education learning, and students were employed to identify relevant studies. Out of 477 studies, only 13 articles fulfilled all the eligibility criteria and were consequently incorporated into this systematic review. The validated checklist of Downs and Black (1998) was employed for the assessment, and the included studies achieved quality scores ranging from 11 to 13. The ROBINS-I tool was utilized to evaluate the risk of bias in the literature, whereby only one paper exhibited a moderate risk of bias, while the remainder were deemed to have a high risk.ResultsThe findings unveiled significant disparities in cognitive aspects (n = 8) and affective components (n = 12) between the SEM intervention and the Traditional Teaching (TT) comparison. Existing evidence suggests that the majority of scholars concur that the SEM yields significantly superior effects in terms of students' affective and cognitive aspects compared to the TT.ConclusionsNonetheless, several issues persist, including a lack of data regarding junior high school students and gender differences, insufficient frequency of weekly interventions, inadequate control of inter-group atmosphere disparities resulting from the same teaching setting, lack of reasonable testing, model fidelity check and consideration for regulating variables, of course, learning content, and unsuitable tools for measuring learning attitudes. In contrast, the SEM proves more effective than the TT in enhancing students' attitudes toward physical learning.Systematic review registration(https://inplasy.com/) (INPLASY2022100040).

LEARNING ATTITUDE, ACADEMIC INTEREST AND SELF-EFFICACY TOWARDS PHYSICS SUBJECT OF GRADE 12 SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS STUDENTS

The search for the best ways to improve student learning attitude and academic interest in physics to understand its complexity was done even before the adaptation of blended learning. With this, students self-efficacy in learning this subject matter becomes an interesting variable to explore, given that there is a change in the instruction delivery. The general purpose of this study is to determine which indicators of learning attitude and academic interest significantly influence the self-efficacy of students in the Science, Technology, Engineering, and Mathematics (STEM) strand. It also explores the significant link between learning attitude and academic interest to self-efficacy in Physics that will have an impact on students learning towards the subject. The researchers utilized a non-experimental particularly a descriptive correlational design in quantitative research using statistical tools such as mean, Pearson product moment correlation of coefficient, and linear regression. To answer the main objective of this study, a modified survey questionnaire was provided to the 100 invited respondents having a Likert 5-point scale. It was found out that negative attitudes under learning attitude and perceived ease of use with learners involvement for academic interest significantly influenced students self-efficacy in learning Physics. It further shows that academic interest is highly correlated with learning self-efficacy in this subject matter. Learning attitude is sometimes evident among the respondents while academic interest and self-efficacy showed often observable. From these results, teachers should design effective learning strategies and continue motivating their students to engage in class discussion, as they express that they can get good results in learning Physics. Students should also develop a liking for this subject matter to learn actively without having any second thoughts even though it is challenging for them. Lastly, the findings of this study have significant implications for future research in the field of Physics education. Building upon the findings, future researchers can explore other factors that influence students behavior and identify additional variables that contribute to the learning process. By doing so, future studies can be strengthened, leading to a more comprehensive understanding of the topic. KEYWORDS: Learning attitudes, academic interest, self-efficacy, learning Physics, and learners’ involvement

Translation as a Learning Strategy Utilized by the Chinese Students in the English as a Foreign Language (EFL) Class

The purpose of this study is to explore the learning situation and attitude of Chinese students in using translation in foreign language learning, hoping to guide students to use translation scientifically and learn foreign language knowledge well. During the study, 250 junior students from a comprehensive University and a professional foreign language University in Hebei Province were investigated and studied by means of questionnaire survey, interview method and case analysis method, so as to clarify the basic data such as the strategies and frequency of using translation in the process of foreign language learning, and analyze the students' learning attitude and translation skills based on the data feedback. The final research results show that students' use of translation in foreign language learning has a certain relationship with knowledge reserve, learning ability and learning depth. They should be rational when using translation, and should not over-rely on translation, otherwise it will have the opposite effect.

Outdoor teaching aims to enhance the positive learning attitude of 6th-grade students in biology at Tuyen Quang School for excellence

The article is based on theories and practices of positive teaching, outdoor teaching, and the practical need for innovative teaching methods at Tuyen Quang School for Excellence (TSE). It proposes several measures to enhance the positive learning attitude of 6th-grade biology students at TSE. These measures include identifying lessons suitable for outdoor activities and organizing such activities as part of the teaching process. Research results confirm the effectiveness of employing innovative outdoor teaching methods with highly useful, crucial, and curriculum-aligned content in biology. Students directly engage with the subject matter and demonstrate improved retention compared to indirect learning through traditional teaching methods. The students, being in close proximity to nature, develop an understanding of environmental protection. Simultaneously, these methods cultivate observation skills and specific cognitive abilities.

Effect Size Analysis of the Influence of Science Teaching Materials Based on Scientific Approach on Students’ Learning Outcomes

This research analyzes the influence of teaching materials in science and physics learning based on a scientific approach on student learning outcomes determined through Effect Size. This research uses a descriptive study method. Research data was obtained from 20 journals regarding the influence of scientific approach-based science and physics teaching materials on student learning outcomes. The study is based on three categories, namely aspects of student learning outcomes, level of education and type of teaching materials. The research results show that in the aspects of student learning outcomes, namely knowledge, attitudes and skills, all three have a high measurement category with an effect size value of 1.05 each; 1.06 and 0.94. The influence of scientific approach-based teaching materials on high school students is better than on middle school students with mean effect sizes of 1.06 (high) and 0.70 (medium) respectively. The use of worksheets with a scientific approach has the greatest influence on student learning outcomes compared to other types of teaching materials with an effect size value of 1.15 (very high).

Construction of Basic Teaching Organization Construction Model under the background of Medical Practitioner qualification Examination in China

The medical practitioner qualification examination serves as an admittance standard to assess the ability of medical graduates to practice medicine in China. Ensuring the quality of medical professionals and selecting talents fairly requires improving the teaching level of medical universities. This paper studies the key concepts, major theories of basic teaching organizations, and investigates the current situation of basic teaching organizations in medical colleges and universities. Intervention measures were taken based on the actual situation of the schools to observe the effectiveness of basic teaching organization and the exam-taking ability of licensed doctors. By utilizing management by objectives (MBO) and learning organization theories, the study constructs a learning basic teaching organization model. This model aims to enhance lecturers' enthusiasm for teaching, teaching ability, and teaching quality while improving the learning attitude, behavior, and exam-taking ability of medical students, the ultimate goal is to increase the passing rate of medical students.

Development and validation of a self-assessment-based instrument to measure elementary school students’ attitudes in online learning

Online learning during the COVID-19 pandemic makes it difficult for teachers to assess student learning attitudes. Limited availability of instruments to measure attitudes of students when they are engaged in online learning leads to difficulty of teachers to conduct appropriate assessments on that measure. The current study, therefore, mainly was intended to produce a self-assessment-based instrument that is feasible to use to measure students’ attitudes in online learning. In order to produce such instrument, we used developmental research method by following steps in the instrument design that is proposed by McCoach, Gable, and Madura. Furthermore, in order to provide feasibility of our instrument, we provided evidence of content validity through experts’ judgment data as well as evidence of construct validity with confirmatory factor analysis (CFA) and reliability estimation with Cronbach’s α through a limited trial and an expanded trial using response data of sixth graders of elementary school engaged in online learning. Our study has produced a self-assessment-based instrument that uses a summated rating scale and is composed of six components (i.e., honest, disciplined, responsible, polite, caring, and self-confident) and 24 items that have demonstrated evidence of content validity, stable factor structure, and high reliability estimates.

Forming Groups in a Large-Enrollment Biology Class: Group Permanence Matters More than Group Size.

Active-learning pedagogies often require group work. We tested aspects of forming groups in a nonmajors Biology class. We asked whether large or small groups affected student learning outcomes and attitudes towards working in groups. We placed students in groups of three or six and students stayed in their groups for the term. We measured learning outcomes using a pre/postassessment as well as two-stage exams. Attitudes towards working in groups were measured using a previously published pre/post survey and an exit survey. We found that students in large groups did better on group exams and large groups had higher highest scores on the individual part of two-stage exams. Group size had no effect on students' postassessment scores or attitudes towards working in groups. We next assigned students to permanent or nonpermanent groups. We used the same metrics as the group size experiment. Students in permanent groups had higher group exam scores and better attitudes towards working in groups. Group permanence had no effect on students' postassessment scores. Students preferred working in permanent groups due to positive group interactions that developed over the quarter. Optimal group size and permanence are likely context-specific and dependent on the types of group work used in class.

Analysis of student learning attitudes in cad system pattern making learning at SMKN 1 Wonosari

A learning attitude is a person's willingness and readiness to learn and develop in the learning process. Learning attitude is essential in the learning process, because a positive learning attitude will help students to more easily understand and master the material on study, be more enthusiastic and motivated to learn, and be more able to apply what they have learned in everyday life. This study aims to determine student learning attitudes in learning CAD system pattern-making in class XII at SMKN 1 Wonosari. This research is quantitative and descriptive. The population in this study was 66 students of class XII. The research sample was determined randomly using Harry King's Nomogram calculation formula with 43 students. The data collection instrument used was a questionnaire. Test the tool's validity using the Pearson product-moment and reliability test using the Cronbach alpha formula—data analysis techniques using descriptive statistics. The results showed that the learning attitude of students in class XII Fashion Design at SMKN 1 Wonosari in learning the CAD system skirt pattern was good. Based on the results of data analysis where 2% are in the "excellent" category, and 98% are in the "good" category. Therefore, students learning attitudes in learning to make basic patterns of skirts according to the cognitive attitude component can be categorized as good, the affective component is a good category, and the conative component is a good category.Keywords: Learning Attitude, Fashion Pattern, CAD System

The Effect of Variables Associated with the Digital Learning Environment on Students' Motivation and Attitudes

The aim of this study is to determine the relationships between digital learning readiness, attitudes, academic motivation and attitudes of students studying in the department of educational sciences of a university in Kazakhstan in terms of some variables. The data of the study were obtained from 1st-4th grade students studying in the department of educational sciences of a university in Karaganda, Almaty, Aktau, Kazakhstan in the academic year 2021-2022 (N=261). Percentage, frequency, mean, Independent Samples t test, F test and Regression Analysis techniques were used to analyze the data. In the study, it was found that students' digital learning attitudes were positive and their digital learning readiness was at a moderate level. Digital learning readiness and attitudes of university students showed a significant difference according to gender variable. However, no difference was found in digital readiness and attitudes according to the class variable. Finally, according to the regression analyses, it was found that the participant university students' digital learning readiness and attitudes predicted their academic motivation and attitudes at a significant level.

The Influence of Elementary School Students' Art Courses on Academic Achievement

Although all sectors of society in China have paid attention to the positive impact of physical activity on academic performance, students are often accused of loving art sports because of the influence of intellectual education rather than art. In schools, the phenomenon that art class are occupied by other main teachers also occurs from time to time. Even with the continuous emphasis on quality education, there are many areas that teachers, parents and students need to improve in their ideas and actions. Therefore, if students can prove a positive relationship between art and academic performance in the way of scientific research, it is of great significance for students to form sports awareness, correct sports attitude and develop sports habits. This study explores the relationship between art literacy and academic performance through a combination of qualitative and quantitative surveys. The hypothesis of this study is that students 'art participation, art movement attitude and art sports skills are positively associated with students' academic performance. The research methods include literature and data method, questionnaire survey method, mathematical statistics method and interview method. The eighth-grade students from two middle schools in Shanghai were questionnaires. In this study, the questionnaire data and academic performance were mainly analyzed by SPSS26.0 and AMOS24.0, and the data were analyzed by frequency analysis, reliability and validity test, paired sample T-test, correlation analysis and multiple linear regression analysis respectively. The results of the analysis are that the participation degree of art movement, learning attitude, art skills and art accomplishment of junior high school students are significantly related to students' academic performance. Based on the questionnaire survey, on the basis of 216 students, art class experiment, and at the beginning of this semester for academic test and questionnaire survey, the front test, after classroom experiment, near the final students’ academic test and questionnaire survey, namely the back test, after two tests, analysis of the relationship between the students 'art course and academic performance, through the art course experiment, whether can improve students' academic performance, and analyze the influencing factors of academic course performance, provide reasonable Suggestions for teaching. In view of these reasons, the following suggestions are put forward: appropriately increase students 'art teaching time to cultivate students' art values, improve the learning evaluation method and pay attention to the cultivation of students' thinking.

혁신자치초등학교 학생의 학습태도 추세분석과 수준별 연관 변인들 탐색

Purpose: We analyzed trends in the learning attitudes of students from Innovative AutonomousElementary Schools over the past three years and the related variables at various levels of learningattitudes.
 Methods: We conducted trend analysis to examine trends in the learning attitudes of students atinnovative autonomous elementary schools over the past three years. We also conducted quantileregression analysis to determine which variables were significantly related to learning attitude at upper,middle, and lower levels.
 Results: Students’learning attitudes indicated a clear and linear increase over time. With the adventof the COVID-19 pandemic, the growth of learning attitudes slowed, but did not retreat, and showedremarkable growth in the second year of the pandemic. This suggested the resilience of the studentsat the Innovative Autonomous Schools. As a result of the quantile regression analysis, the learningattitude was shown to be improved through the students' autonomous activities and autonomouscompetency. In addition, this study presented an example analysis in which at different places onthe distribution of the dependent variable the effects of predictor variables could be simultaneouslyexamined through quantile regression analysis.
 Conclusion: This study found that the performance of innovative autonomous schools was positivethrough the trends of elementary school students’learning attitudes, and that their learning attitudescould be improved through students’autonomous activities and autonomous competencies emphasizedin the education of innovative autonomous schools. The research also illustrated the importance ofoperating a curriculum that fosters communication skills between students and students' self-directedness during class. Through the analysis of learning attitudes by level, it was shown thatcustomized education support by level is needed.

PENGARUH METODE DRILL TERHADAP HASIL BELAJAR DAN MINAT BELAJAR MATEMATIKA SISWA SD NEGERI 2 CENGAL KABUPATEN OKI

The influence of appropriate learning methods will affect student learning outcomes and attitudes shown especially in learning mathematics. This study aims to determine the effect of the drill method on learning outcomes and students' interest in learning mathematics at SD Negeri 2 Cengal. The population is 492 students with a sample of 60 students from class III.A and III.B. The research method used is the Quasi Experimental Design Method with the Posttest-Only Control Group Design type. The data collection techniques used were only tests and questionnaires. While the technique used to analyze the data is MANOVA (Multiple Analysis Of Variances). The results of this study indicate that there is a significant effect of the drill method on learning outcomes and students' interest in learning mathematics simultaneously. In addition, there is a significant correlation between learning outcomes and learning interest so that learning becomes active. The use of the right method is also the reason for active learning which is able to increase learning outcomes and interest in learning, one of which is the drill method which emphasizes training.
 Keywords: Drill Method, Mathematics

The Impact of Mobile Learning on Students’ Attitudes towards Learning in an Educational Technology Course

As technology has explosively and globally revolutionized the teaching and learning processes at educational institutions, enormous and innovative technological developments, along with their tools and applications, have recently invaded the education system. Using mobile learning (m-learning) employs wireless technologies for thinking, communicating, learning, and sharing to disseminate and exchange knowledge. Consequently, assessing the learning attitudes of students toward mobile learning is crucial, as learning attitudes impact their motivation, performance, and beliefs about mobile learning. However, mobile learning seems under-researched and may require additional efforts from researchers, especially in the context of the Middle East. Hence, this study’s contribution is enhancing our knowledge about students’ attitudes towards mobile-based learning. Therefore, the study goal was to investigate m-learning’s effect on the learning attitudes among technology education students. An explanatory sequential mixed approach was utilized to examine the attitudes of 50 students who took an educational technology class. A quasi-experiment was conducted and a phenomenological approach was adopted. Data from the experimental group and the control group were gathered. Focus group discussions with three groups and 25 semi-structured interviews were performed with students who experienced m-learning in their course. ANCOVA was conducted and revealed the impact of m-learning on the attitudes and their components. An inductive and deductive content analysis was conducted. Eleven subthemes stemmed out of three main themes. These subthemes included: personalized learning, visualization of learning motivation, less learning frustration, enhancing participation, learning on familiar devices, and social interaction, which emerged from the data. The researchers recommended that higher education institutions adhere to a set of guiding principles when creating m-learning policies. Additionally, they should customize the m-learning environment with higher levels of interactivity to meet students’ needs and learning styles to improve their attitudes towards m-learning.

Effect of augmented reality technology on learning behavior and attitudes of preschool students in science activities

Effect of augmented reality technology on learning behavior and attitudes of preschool students in science activities

An analysis of the learning styles and attitudes of foreign students in a post-baccalaureate medical education program

In a scenario of ongoing changes in the theory and methodology of teaching, student-centered practices are crucial in improving teaching and learning outcomes. This study aimed to evaluate whether the learning styles and attitudes (connected and separate knowing) associated with the curriculum differ among medical students. The research subjects consisted of 43 first- and second-year medical students attending a post-baccalaureate medical education program exclusively for foreign students at a comprehensive university in Kaohsiung City, Taiwan. A self-administered Attitudes Toward Thinking and Learning Survey (ATTLS) was used to assess the differences in learning styles and attitudes among grades, gender, and nationality of these post-baccalaureate medical students. The reliability value of Cronbach Alpha coefficients for all items of ATTLS was 0.93. These medical students reported significantly higher connected knowing styles than separate knowing. The average score of the connected knowing for first-year students taking the "International Health" course is significantly higher than that of second-year students taking the "Population Health and Sustainable Development" course. There is no difference in the separate knowing between these two curricula. The learning styles and attitudes of students participating in the teaching process showed no difference in grade, gender, and nationality. The evidence that there is a significant interaction effect of grade, gender, and nationality examined with the separate knowing, rather than the connected knowing, suggests that this heterogenicity of learning methodology needs to be considered and integrated into future teaching methods.

Online Learning Attitude and Readiness of Students in Nigeria during the Covid-19 pandemic: A Case of Undergraduate Accounting Students

The occurrence of corona virus disease in 2019 (Covid-19) pandemic with its negative consequences on various sectors including education up till now has led to the increase in the necessity to use online learning resources and platforms for teaching and learning especially in higher education institutions (HEIs) in various countries. This research paper's major goal was to investigate the online learning attitude and online learning readiness of undergraduate accounting students in Nigerian public HEIs during the Covid-19 pandemic. The research participants consisted of 845 male and female undergraduate accounting students purposively selected from six HEIs. Study data was collected quantitatively with two online learning scales addressing students' online learning attitude and online learning readiness respectively. The study data were analysed with relevant statistical tests in the Statistical Package for the Social Sciences (SPSS, version 22) based on .05 level of significance criteria. The finding demonstrates significantly positive online learning attitude among the undergraduate accounting students from the studied HEIs during the Covid-19 pandemic. Finding also showed that the undergraduate accounting students' online learning attitude significantly related to their online learning readiness during the Covid-19 pandemic. The male and female undergraduate accounting students did not differ in their online learning attitude and online learning readiness. There were no significant differences in online learning attitude and online learning readiness among the undergraduate accounting students from the studied HEIs based on institution type (university, polytechnic and college of education). Nigerian HEIs and accounting departments should provide efficient online learning access and resources to these students and work towards bridging any existing institutional disparities in the availability and use of online learning facilities and resources.

The Effect of Parental Education Patterns on Attitudes and Learning Outcomes of Elementary School Students in the Pandemic

This article aims to analyze the influence of parents' educational patterns on attitudes and student learning outcomes. The type of research used is a quantitative approach with the ex post facto method. The population in this article is all fourth grade students at SDN in the Lubuk Batu Jaya sub-district, totaling 461 people. By using proportional stratified random sampling, a sample of 83 people was obtained. The instruments used were a questionnaire on parents' educational patterns and student learning attitudes, and documentation of student learning outcomes. The results of distributing questionnaires and documentation of learning outcomes were analyzed using parametric statistics, namely simple linear regression. Based on the research results obtained data regarding the influence of the family environment on the formation of children's character, it can be concluded that: 1) there is an influence of parental education patterns on students' learning attitudes of 12.3% and 87.7% influenced by other factors; 2) there is an influence of parental educational patterns on results student learning of 4.7% and 95.3% is influenced by other factors; and 3) there is an influence of learning attitudes on student learning outcomes of 3.6% and 96.4% influenced by other factors.TRANSLATE with x EnglishArabicHebrewPolishBulgarianHindiPortugueseCatalanHmong DawRomanianChinese SimplifiedHungarianRussianChinese TraditionalIndonesianSlovakCzechItalianSlovenianDanishJapaneseSpanishDutchKlingonSwedishEnglishKoreanThaiEstonianLatvianTurkishFinnishLithuanianUkrainianFrenchMalayUrduGermanMalteseVietnameseGreekNorwegianWelshHaitian CreolePersian // TRANSLATE with COPY THE URL BELOW Back EMBED THE SNIPPET BELOW IN YOUR SITE Enable collaborative features and customize widget: Bing Webmaster PortalBack//