Students In Relation Research Articles

JEJARING PENDIDIKAN ISLAM; PROSES PEMBENTUKAN RELASI GURU DAN MURID PESANTREN DI KABUPATEN ACEH SINGKIL

The role of the three Syekh Muda Waly students at the Darussalam Islamic Boarding School is crucial in the social and religious life of the community in Aceh Singkil Regency. They are Abu Bahauddin Tawar (1927-2008), Abu Zamzami Syam (1923-2013) and Abu Baihaqi (1931-2015). Interestingly, although the three have different educational characters, they studied at the Darussalam Islamic Boarding School led by Abu Syekh Muda Waly Al Khalidi (1961). Abu Sheikh Muda Al-Khalidi inherited religious knowledge such as fiqh monotheism of Sufism and the sanad of the Naqsabandiyah Khalidiah order. Through an actor-network theory (ANT) approach, this research attempts to map the process of forming student and teacher relationships between the three ulama and Syekh Muda Waly. The results of this research show. (1) The relationship between teacher and student is formed through scientific networks and tarekat sanad. (2) This relationship also impacts learning in the three Islamic boarding schools, which have the same curriculum structure and emphasize understanding fiqh, monotheism, Sufism, da'wah science, and tool science. (3) Such relations also make Darussalam the axis for scientific institutions in the three Islamic boarding schools. It is common for several students who have completed tsanawiyah or Aliyah education at the three Islamic boarding schools to continue to deepen their knowledge at the Darussalam Islamic Boarding School. This relationship shows the role of Abu Syekh Muda Waly Al-Khalidi and Islamic Boarding School Darussalam in building a scientific network within the social context of the Aceh Singkil community

Academic Procrastination and its Association with Academic Achievement among Undergraduate Health Sciences’ Students

Background: Academic procrastination is the postponement of educational activities. Most university students try to keep themselves away from academic activities which might lead to procrastination and unsatisfactory performance. Objective: To assess the level of academic procrastination and its association with academic performance and the demographic characteristics of undergraduate students. Methods: This cross-sectional analytical study using a convenient sampling technique was conducted on 250 health sciences undergraduate students at Sohail University, Karachi, Pakistan from August to October 2022. Ethical approval and data collection permission were obtained. The Procrastination Assessment Scale for Students was used to gather data. The SPSS version-24 was used for statistical analysis. Simple descriptive statistics, spearman’s rank order correlation coefficient tests and independent sample t-test was applied. Results: Mostly participants (53.6%) were female, 93.2% were single, and 46 % in the generic nursing program and 54% were in 3rd & 4th year. Students’ academic performance was insignificant with all the domains except writing a term (p-value 0.22, 0.5, 0.26, 0.37, 0.31 and 0.041 respectively). A significant relationship of students’ gender, education level and study program with academic procrastination was found (p-value 0.004, 0.021 and 0.002 respectively). Bachelor of Science in Nursing (BSN) and Pharm-D programs did not show as much procrastination as compared to Doctor of Physical Therapy (DPT) program (p-value 0.021). Conclusion: This study showed the considerable behaviour of procrastination among undergraduates. There was a significant association between writing a paper and academic achievement. In addition, academic procrastination was significantly associated with gender and the enrolled program of the participants.

Financial Accounting and Tax Management under the Background of the Internet

With the rapid development of Internet finance, the fields of financial accounting and tax management show new characteristics, which further promotes the reform and development of financial accounting and tax management. Based on this, starting from the current problems of Internet financial accounting and tax management, this paper discusses the countermeasures to strengthen Internet financial accounting and tax management. The so-called learning activity is a series of teaching and learning activities in a specific environment. It includes both teaching and learning. Using a study plan to summarize can better reflect an attitude toward students' study plans. There are seven main perspectives on discussing teaching and learning activities in relevant translated works. They are the Angle of teaching content, the Angle of learning or cognitive psychological process, the Angle of teaching principle, the Angle of teaching mode, the Angle of teacher- student relationship, the Angle of stage or process and the Angle of discipline. In the past 20 years, the curriculum and teaching reform of primary education in China has taken teacher-student as the starting point, but its practical effect in curriculum implementation is worth rethinking. At the same time, based on the study of translated works, the author analyzes the exploratory learning activities under the situation of concise problems.

Family socioeconomic status and foreign language emotions: Moderation of teacher–student relationships

Family context has been found to influence achievement emotions, but the factors that might moderate this association remain relatively unexplored. To address this gap, this research examined the moderation of teacher–student relationships (TSR) in the link between family socioeconomic status (SES) and emotions in foreign language (FL) learning drawing on control-value theory of achievement emotions and attachment theory. The research involved 4,155 eighth-grade students from China, who completed scales reporting their SES, FL enjoyment, FL anxiety, and FL burnout. The moderating effect model demonstrated that TSR played a moderating role in the relationship between SES and negative emotions in FL learning such as anxiety and burnout. However, no significant moderation was observed between SES and FL enjoyment. Specifically, a warm TSR was found to alleviate the negative impact of low SES on negative emotions in FL learning, such as anxiety and burnout. Conversely, TSR did not demonstrate the capacity to enhance the positive emotions associated with FL learning, such as enjoyment, among students from higher SES backgrounds. This research suggests the necessity to intervene with low SES students, with the aim of fostering supportive TSR and ultimately alleviating negative emotions in FL learning.

The role of teacher–student relationships and student–student relationships for secondary school students’ well-being in Switzerland

Student well-being has gained prominence on both the scientific and political agendas, as it is recognized as a crucial skill in addressing the economic, ecological, and social challenges of the 21st century. Relationships that students form with teachers and peers in the classroom are important for their academic, social, and emotional development. Building and maintaining positive relationships contributes to psychological growth and well-being. This article strives for a deeper understanding of the association between student well-being and classroom relationships from the students’ perspective. Mediation regression analysis was conducted between student well-being, teacher–student relationships, and student–student relationships to overcome limitations of prior studies using a unidimensional approach on student well-being and considering relationships in separate models. This study shows that both relationships are related to student well-being, however associations differ regarding different dimensions of student well-being and students’ individual factors such as gender, migration background, and socio-economic status. Providing a multi-dimensional approach on student well-being as well as taking both relationships into account adds to a profound understanding of processes in classrooms. Insights on these relations can help educators, schools and researchers develop strategies to foster relationships in the classroom and, in succession, enhance well-being in school.

Exploring teacher classroom behavior and wellbeing from the student perspective

Abstract In recent years, an increasing drumbeat around emotion research in ELT has brought to the fore an appreciation of teacher psychology and the emotional underpinnings of the teacher–student relationship. This study explores how students report their teacher’s classroom behavior and how those observations lead learners to make broader impressions about the teacher’s mental state. As part of a larger study, 129 adult EFL students took a web survey about their teacher’s classroom behavior, perceived overall happiness, and their perceived wellbeing. Results revealed that teacher behavior was strongly correlated with perceived teacher wellbeing and happiness, meaning that based on how teachers behave in the classroom, students make far-reaching assumptions about their wellbeing beyond the classroom. Due to the phenomenon of emotional contagion, when students think their teachers are happy, they may also feel more positive emotions in the classroom. Suggestions for teachers are discussed, such as strategies for making the best of challenging situations and promoting healthy student relationships as a means to promote teacher and learner wellbeing. Suggestions for potential institutional changes are also made.

Doctoral Students Balancing the Roles and Relationships of Counselor Education

Aspiring counselor educators in Council for Accreditation of Counseling & Related Educational Programs (CACREP)-accredited programs must learn to be counselors, teachers, supervisors, researchers, and leaders. These roles can overlap, creating multiple complex relationships during their programs. To examine these roles, we conducted a constructivist grounded theory investigation of how counselor education doctoral students (n = 9) balanced multiple roles and relationships and boundary crossings. We utilized chain referral sampling and continued until we reached theoretical saturation. We used semi-structured interviews conducted via videoconferencing (Zoom) for data collection and coded the interviews using two main phases: an initial phase and a focused coding phase. We used member checks by sending participants preliminary findings for feedback. The resulting theory describes two distinct stakeholders in the management of the multiple roles and relationships in counselor education: the students and the program. Students were responsible for balancing roles and responsibilities while considering professional growth, ethics, and boundary setting. The program was responsible for providing a growth-fostering environment and mentorship. Ultimately, the process of navigating multiple roles and relationships (MRRs) involves early discussion of MRRs, intentionality of program placement, assistance with boundaries and ethical decisions, and exposure to remediation and gatekeeping.

The effect of instructor communication on affective learning in a supply chain management course

AbstractThe purpose of this study is to understand how instructor clarity and computer‐mediated behaviors influence students’ affective learning and technology self‐efficacy in online supply chain management (SCM) courses, which show how the instructor–student relationship affects online learning experiences. Data were collected through an online questionnaire using the Prolific human subject's pool. The data supported a model in which instructors’ clarity and computer‐mediated immediate behaviors indirectly influenced students’ technology self‐efficacy and affect for the course through the mediation of perceived immediacy. Affect for the instructor did not fit into the final model. The findings in this study help SCM instructors navigate the pedagogical pivot that may be required for the next unexpected event (pandemic, etc.) without compromising student learning goals.

Kepribadian Ekstrovert dan Introvert dalam Konteks Komunikasi Antarpribadi Mahasiswa Ilmu Komunikasi UNTIRTA

The classification of personality into extroverted and introverted reflects communication patterns and social interactions of individuals. While communicating and socializing, individuals with extroverted personalities tend to be friendly, impulsive, and exhibit cheerful, active, fluent, and optimistic traits. They also display other characteristics that reflect high value on social relationships. On the contrary, individuals with introverted personalities have traits opposite to extroverts; they are more reserved, passive, less sociable, meticulous, pessimistic, calm, and controlled. This study aims to explore how the differences between extroverted and introverted personalities affect communication in student relationships. Students are an interesting group to study because they face various communication situations in daily life, including interactions with peers, professors, colleagues, and family. In this research, data collection techniques involve in-depth interviews. Interviews are conducted directly with Communication Science students at Untirta who have extroverted and introverted personalities. The researcher will gather authentic data supporting this study through direct interviews with respondents, as well as through relevant sources related to the research topic.

Academic embeddedness and college of business student outcomes

Purpose This study aims to examine the potentially important effects of academic embeddedness on college of business student retention and performance as well as the mediating effects of self-efficacy on the academic embeddedness student outcomes relationships. Improvements in student retention and performance reduce costs for students and universities and lead to higher incomes for graduates. Design/methodology/approach Data were gathered from students in an entry-level business course at a public university in a rural western state. Approximately 45% of the students were female, and the average age of participants was 20 years old. A survey was administered midsemester to gather data on academic embeddedness and self-efficacy. Retention was indicated by a student enrolling in a business course in a subsequent semester. Performance was measured using end-of-semester course grades. Logistic and linear regression as well as mediation analysis were used to test the hypotheses. Findings Academic embeddedness was found to positively predict both retention and performance, while self-efficacy was found to positively mediate the academic embeddedness retention relationship. The direct effect of embeddedness on performance was not found when controlling for self-efficacy. Practical implications Student retention and performance are important to both students and academic administrators. The findings of this study suggest that retention and performance can both be improved by focusing on factors that more strongly embed students to their colleges. Originality/value Embeddedness has been found to have high predictive validity in the employment context. This is one of the first studies to consider the effects of embeddedness in the academic context.

What are the reasons for absenteeism in secondary education in New Zealand/Aotearoa? A systematic review of the qualitative literature using student voice research

In New Zealand/Aotearoa, high levels of secondary school absenteeism are a nationwide problem. Absenteeism is associated with a range of adverse outcomes for individuals and has detrimental effects on society. Since the global COVID-19 pandemic, with the government closing schools during lockdowns, absenteeism has reached epidemic proportions as students have failed to return to school. Despite the considerable concerns around absenteeism, there remains a significant gap in the research literature regarding the circumstances that influence students’ decisions not to attend school. This systematic literature review of qualitative research conducted in Aotearoa through student voice examines adolescents’ reasons for being absent from school. The review found that many underlying factors influence absenteeism, including teacher/student relationships, the school environment, peer relationships, curriculum and pedagogy, and family and personal well-being. This review found that the most critical theme that influenced student non-attendance at school is relationships. These findings indicate that relational pedagogies and restorative practices in schools, which serve to support and sustain student relationships with their teachers and peers, could reduce absenteeism.

Mapping out the structural relationship of middle school students’ use of talk and gestures and group outcomes’ quality in collaborative science problem-solving activities

ABSTRACT The current study explores the connection and affordances of talk and gesture in collaborative science problem-solving activities using an emerging analytical approach. A total of 15 three to five-member groups of middle school students participated in a set of clinical collaborative science problem-solving activities. Six groups (three low- and three high-performing groups) were selected for further analyses. The data consisted of successive statements in student conversations that were coded as different types of talk and gestures. Pearson Phi correlation test and Epistemic Network Analysis were used to analyze the data. We found that certain types of gesture were moderately associated with certain types of talk. In addition, we found high-performing groups were significantly different from low-performing groups in the use of higher cognitive engagement and collaborative regulation talks. We did not find a significant difference in the use of gestures on their own. However, we found that when talk and gestures were combined, high-performing groups tended to use higher cognitive engagement and collaborative regulation talks with representing and pointing gestures. These findings support previous studies on the affordances of talk and gesture in collaborative science activities and provide more evidence for how multimodality is important in science learning.

Exploring How Socioeconomic Status and the S-STEM Scholarship Influence Engineering Identity Development for Community College Students

ABSTRACT Developing an engineering identity is crucial for students pursuing an engineering degree. Community college students may experience greater difficulty building and maintaining engineering identities than their peers at 4-year universities. The purpose of the present study is to examine how socioeconomic status (SES) and the S-STEM scholarship, a program funded by the National Science Foundation, influence engineering identity development for community college students. Eight engineering students from a community college in the Midwest were interviewed. The data were analyzed using a phenomenological approach. Analyses revealed three key findings: (1) regardless of SES status, the S-STEM scholarship allowed students to focus on developing and maintaining an engineering identity, (2) financial security and engineering identity development share a meaningful relationship for low-income and first-generation students, and (3) the community college experience for engineering students may be marked by transfer identity complications and disruptions in engineering identity.

Mentor Science Identities and their Influence on Student Relationships with Science: A Qualitative Exploration of the iBEARS Program\r

Mentor Science Identities and their Influence on Student Relationships with Science: A Qualitative Exploration of the iBEARS Program\r

The impact of student engagement, quality of student faculty relationship and student loyalty on quality of higher education: A systematic literature review

The aim of this research work is to find the impact of student engagement, the quality of the relationship between the faculty and students, and student loyalty on higher education by conducting a systematic review. The data for this research work have been collected from the major databases, which include JSTOR, PubMed, Google Scholar, and EBSCO. This research work targeted the peer-reviewed journal articles that were published in the English Language from 2013 to 2023. The research works contain empirical data analysis included in this work for conducting the systematic review on the basis of inclusion and the exclusion criteria the PRISMA analysis used for the screening of the literature. In the initial stage, 289 primary articles were selected related to this research, and after the removal of the duplicates, the number of articles was reduced to 250; in the next stage of screening, 190 articles were excluded because the researcher did not find these articles relevant to the objectives of the study. The abstract of the remaining 60 studies analyzed, and 20 more articles have been excluded at this stage. The remaining 40 articles go through a comprehensive full-text review for the assessment related to suitability for inclusion in the study. After the completion of the assessment, the ten articles have been finalized for the final review. The results extracted from the review indicate that student engagement, the quality of student-faculty relationships, and student loyalty have a positive and significant association with the quality of higher education. The recommendations of this research are that the comprehensive review must be conducted at the primary school level and also at the secondary school level.

Amplifying similarity to promote college STEM instructor–student mentoring relationship quality: a cluster randomized trial

IntroductionDespite numerous (co)curricular efforts, diversifying the Science, Technology, Engineering, and Mathematics (STEM) research workforce remains challenging and large segments of the U.S. population continue to be underrepresented. Promoting instructor–student mentoring relationship quality is a potentially important mechanism to support biomedical workforce diversity, as relationship quality has been positively associated with learning and persistence. We tested the impact of a “Creating Birds of a Feather” (CBoaF) intervention designed to promote perceptions of shared similarities (psychological similarity), which in turn should promote instructor-student mentoring relationship quality.MethodsThis pretest-posttest cluster randomized controlled trial was conducted with a large and diverse sample of instructors (J = 15) and the undergraduates (N = 567) enrolled in biological course-based undergraduate research experience courses at 13 universities across the U.S.ResultsMultilevel modeling results indicated that the intervention effect on undergraduates’ perceptions of psychological similarity was moderated by pretest psychological similarity. That is, among classes with low levels of similarity at pretest, the intervention group developed stronger perceptions of posttest psychological similarity than the control group, but there were no between group differences in classes with high levels of similarity at pretest. Furthermore, the intervention exhibited a positive indirect effect on posttest instructor–student mentoring relationship quality through posttest psychological similarity.DiscussionThese findings highlight the potential of the CBoaF intervention to enhance undergraduate perceptions of instructor-student psychological similarity, subsequently leading to improved instructor-student mentoring relationship quality. These insights have significant implications for initiatives that aim to promote diversity and inclusion in the STEM research workforce by emphasizing the cultivation of psychological similarity between students and instructors.

Divisive concepts laws and music education: PK-20 music educators’ perceptions and discourses

Divisive Concepts Laws (DCL) are legislative acts and state and local policies that restrict teaching, learning, and professional development in PK– 20 education regarding race, gender, sexuality, and history. In November 2022, we surveyed NAfME members to ascertain the perceived impacts of DCL on music educators, music teacher educators, and music education. Respondents (N = 318) held mixed views. Many described restricted curriculum, self-censorship, inconsistent interpretations and implementation processes, fear about their own identities becoming an issue, and challenges with student relationships. In contrast, about half reported no impacts from DCL, for reasons including living in a place that does not have them, agreeing with the laws, or refusing to acquiesce to the laws. Respondents also demonstrated resistance to the survey and stances we coded as homophobic and/or transphobic. We focused our discussion of these findings on analyzing discourses evident in survey responses, which included use of euphemisms, anti-political rhetoric, de facto DCL, cognitive dissonance, and anti-queer discourses. DCL affect music students, educators and teacher educators across the United States, and they need better information, language, and strategies for managing DCL impacts.

Teachers sustainable teaching innovation and graduate students creative thinking: The chain mediating role of playfulness climate and academic self-efficacy

Creative thinking is a core higher-order cognitive abilities in the 21st century, which reflects a country's competitiveness. This study used structural equation modeling and bootstrap method to explore the relationship between teachers' sustainable teaching innovation and graduate students' creative thinking based on a survey of 1210 Chinese graduate students. The study further revealed the mediating mechanism between playfulness climate and academic self-efficacy. The results indicated that (1) Teacher sustainable teaching innovation was positively associated with graduate students' creative thinking; (2) Playfulness climate mediated the significant effect between teachers' sustainable teaching innovations and graduate students' creative thinking, and the mediating effect of playfulness climate is 14.3%; (3) Academic self-efficiency mediators the relationship between sustainable teaching innovation and graduate students' creative thinking is supported, the mediating effect ratio of academic self-efficacy is 50.8%; (4) Playfulness climate and academic self-efficacy play a chain mediating role between the relationship of sustainable teaching innovation and graduate students' creative thinking. The chain mediation accounted for 8.9% of total effect; (5) In terms of gender difference, the playfulness climate had a positive impact on creative thinking in male students, but not significantly in female.

The Sociocultural Depression Factors among International Student and Domestic Student

This paper delves into the multifaceted realm of depression symptoms and impact factors among university students, specifically examining the differential impacts on international and domestic students. The escalating prevalence of depression disorder within the student population necessitates an in-depth analysis of the factors that contribute to these symptoms. The characteristics that differentiate these student subgroups, including cultural background, acculturation, racial discrimination, and interpersonal relationships, are explored as integral components shaping their susceptibility to depression. By examining the unique challenges faced by both international and domestic students, this paper aims to explore the distinctive dynamics that underlie depression symptom development. Through a comprehensive literature review, the paper delves into how acculturative stress and racial discrimination as depression factors play among international students, while also investigating the role of racial discrimination and interpersonal relationships in domestic students. The implications of the findings highlight the necessity for enhancing mental health support, the needs of international student helping orientation, anti-racial discrimination education, and the creation of an inclusive university environment that satisfies the diverse needs of all students. Future research should further explore on the patient with multi-cultural background, examine the differences of depression symptoms and the efficiency of therapeutic strategies based on cultural variation.

Dignity during work-integrated learning: Piloting an online learning resource for placement students and supervisors

What was the educational challenge? Medical student abuse within work-integrated learning (WIL) is well-reported, with negative consequences for wellbeing, motivation, and learning. Conversely, workplace dignity, described as respecting the worth of others and self, has positive impacts on wellbeing, learning, and relationships for WIL students and supervisors. Stakeholders often struggle to articulate what workplace dignity means, and can downplay or do nothing in the face of WIL indignities. What was the solution and how was this implemented? We created an innovative research-informed online learning resource about WIL dignity to improve stakeholders’ understandings and help them get the best from WIL placements ensuring these are dignified, safe, and educationally productive. The resource included three topics: (a) workplace dignity and why it matters; (b) upholding dignity; and (c) strengthening dignity. What lessons were learned? We conducted a pilot qualitative evaluation involving 13 semi-structured interviews with students and supervisors to elicit their views and experiences of the resource. Our key findings across three overarching categories were: (1) perceived benefits (motivations to complete the resource; content of the resource; online pedagogies); (2) potential applications of learning (reinforcing existing knowledge; developing new knowledge; promoting reflection; changing workplace practices); and (3) suggested improvements (barriers to resource use; resource content; online pedagogies; timing of resource implementation; embedding the resource in broader learning). What are the next steps? Although we identified numerous perceived benefits, and applications of learning, the findings suggested opportunities for further development, especially improving the resource’s social interactivity. We recommend that further resource implementation includes student-educator and student-peer interactivity to maximise learning, and longitudinal evaluation of the resource.