Gender Differences In Students Research Articles

The Effect of Entrepreneurship Education on Entrepreneurial Intention: Mediation of Entrepreneurial Self-Efficacy and Moderating Model of Psychological Capital

Based on planned behavior theory (TPB), this study aims to explore the direct or indirect impacts of entrepreneurship education on entrepreneurial intentions through entrepreneurial self-efficacy and explore the moderating role of psychological capital. Sample data were collected by sending online electronic questionnaires to university students in some universities in Guangxi. A structural equation model was used to test the 757 valid sample data. The results showed that: (1) college students of different genders and those with or without family business experience have significant differences in terms of their entrepreneurial intentions; (2) entrepreneurship education has a significant positive impact on entrepreneurial intentions; (3) entrepreneurial self-efficacy plays a complete mediating role; and (4) higher psychological capital can positively regulate the impact of entrepreneurial self-efficacy on entrepreneurial intention. The findings help explain the need for entrepreneurship education. In order to increase students’ participation in entrepreneurship education courses, different innovative technology-based curricula and educational methods can be used at higher educational levels. In addition, this study constructs a mediation and moderation model influencing entrepreneurial intention based on TPB, which further tests and enriches the research perspective of this theory from the perspective of positive psychology.

Environmental Teaching Using Creativity–Based Learning (CBL) for Undergraduate Students, Rajabhat Mahasarakham University

The purposes of this research were to investigate the efficiency of environmental teaching using Creativity–Based Learning (CBL), to compare the environmental knowledge, the attitudes towards environmental conservation and the environmental problem-solving thinking ability of students before and after learning and to compare the environmental knowledge, attitude towards environmental conservation and the environmental problem-solving thinking ability of students of different genders and faculties after learning. The sample were 52 undergraduate students studying at Rajabhat Mahasarakham University and enrolling in the Natural Resources and Environmental Management in Thai Course. They were selected by a purposive sampling method. The research instruments were 7 lesson plans on the environmental teaching based on CBL, the environmental knowledge test, the environmental conservation attitude assessment and the environmental problem-solving thinking ability assessment. The statistics for data analysis were frequency, percentage, mean and standard deviation, t-test, F-test (One-Way MANOVA, One-Way MANCOVA and Univariate Test) were also employed for the hypothesis test.The study results were as the efficiency of the environmental teaching using CBL was 80.90 /82.28, which was higher than the set criteria of 80/80, the mean scores of the students on the environmental knowledge, the attitudes towards environmental conservation, and after the studying, the environmental problem-solving thinking ability were significantly higher than those of before studying at the .05 level, the environmental knowledge, the attitudes towards environmental conservation, and the environmental problem-solving thinking ability of the students of different genders were not different (p > .05) and the environmental knowledge of the students of different faculties was significantly different at the .05 level. However, their attitudes towards environmental conservation and environmental problem-solving thinking ability were not different (p > .05).

A Study on Online Readiness for Learning for Applied Undergraduate Students Based on Rooting Theory

It has been three years since the outbreak of the Covid-19, and until the epidemic is completely over, online learning will continue, based on a full understanding of the advantages of online classes, and how to readiness for online learning in order to better meet the learning needs of students and thus further improve the efficiency of online classes. In this context, it is of great importance to conduct an in-depth analysis of students' readiness for online learning. Using structured interviews, 10 students from an applied undergraduate school across the region were interviewed to explore the factors that influence students' readiness for online learning: 1) The differences in online learning readiness among students of different genders are greater. 2) The availability of technology and hardware facilities is the main factor in the readiness required for online learning. 3) Emergencies affect online learning readiness to some extent. 4) The impact of vision and students' perceptions are external factors that affect readiness for learning, and learning confidence and motivation are internal factors that affect readiness for learning. Accordingly, the following suggestions are made for the online learning readiness of university students: using gender differences to improve online learning readiness, improving the proficiency of teachers and students in using equipment (technology), improving the ability to deal with online learning emergencies, and clarifying learning motivation and correcting learning attitudes.

Sustainable Career Development for College Students: An Inquiry into SCCT-Based Career Decision-Making

As an important factor in predicting the future sustainable development of college students, career decision-making (CDM) has attracted widespread attention in the field of vocational education. Based on Social Cognitive Career Theory (SCCT), this study proposed a moderated mediation model to investigate the relationship between work values and CDM, the mediating role of career decision-making self-efficacy (CDMSE), and the moderating effect of career goals. A total of 1300 questionnaires were collected using the snowball sampling method, and 1203 valid questionnaires were collected. The differences in background variables were examined by the independent sample t-test, and the validity of the research hypotheses was tested by SEM and multigroup analysis. The results of the study showed the following: (1) There were significant differences in CDM performance among college students of different genders and different grades. (2) CDMSE plays a partial mediating role between work values and career decision-making. (3) Career goals play a moderating role between CDMSE and CDM, and compared with low-level career goals, high-level career goals can promote the impact of CDMSE on CDM. In the future, colleges and universities can promote college students’ CDM by shaping work values, improving CDMSE, and guiding the establishment of career goals.

Do Students with Different Genders Have a Different Perception of Temperature, Thermal Comfort, Learning and Clothing?

Workers of different genders have different demand for thermal comfort. If the thermal environment of the classroom is unsatisfactory, it may harm learning performance. Therefore, it is worth further exploring whether there is a perception difference between students of different genders in thermal comfort. Although differences in thermal comfort between different genders, ages and clothes have been found by many types of research recently, there are few experiments to research the influence of gender differences on thermal comfort among students in educational architecture. This paper aims to research whether there are differences in the perception of thermal comfort, clothing and temperature among students of different genders of UCL in the lecture theatre. The research objective is to obtain relevant data based on the combination of objective and subjective investigation, analyze the data with T-test and Correlation, and compare the data to research the differences and the reasons behind them. There is no gender difference in thermal comfort among students in the individual lecture theatre study, but there is a significant gender difference in the all lecture theatre study. In LT05b, no correlation was found between the clothing of different genders and thermal comfort, but a strong linear negative correlation was found between thermal preference and thermal comfort variables of the male group. There is no correlation between the clothing and thermal comfort of students in all the lecture theatre, while there is a strong negative correlation between thermal preference and thermal comfort. Finally, the conclusion of this study provides some data support for UCL to improve lecture theatre conditions (thermal environment). When the thermal environment of the lecture theatre satisfies the thermal comfort and effective learning needs of students, female students should be fully considered.

Study of Happiness with Online Learning in Covid-19 among the Students at Suan Dusit University, Thailand

This research examined happiness with online learning among 2,190 undergraduate students at Suan Dusit University (SDU), who studied online in the first semester of the 2021 academic year. The data were collected from online happiness assessment forms completed by the SDU students. Frequencies, percentages, means, and standard deviations were calculated, and t-tests and one-way ANOVA were performed to analyze the data. The results indicated that students’ overall happiness with their online learning was at a moderate level. The students were also satisfied with their studies at a moderate level. They were also moderately proud of the university and were comfortable with online learning, especially regarding the instructors, online instruction, the instructional activities, and lesson content. Students of different genders all enjoyed learning with the online instructional system, as arranged by SDU, at the same level. However, students from different majors, different years, different faculties or schools, different learning campuses or centers, and with different average monthly allowances, enjoyed their online learning at SDU differently.

Analysis of secondary school students’ academic performance and parental involvement in children education at home

Introduction. Parental involvement in children’s education means engagement and participation of parents in the educational activities of their children. The existing body of empirical research shows that parental involvement can influence academic performance of their children in two distinct ways, i.e. parental involvement in children education at home (helping children in homework and other academic discussions, etc.) and parental involvement in children education at school (participation in school function and meetings, etc.). Active involvement of parents in children’s education may even counterbalance the unfavourable effects of low socioeconomic status and underprivileged neighborhood. The overall effect of parental involvement in child education both at home and at school is a worthy source of improving the academic performance of children through securing higher grades at school.Aim. This research aimed to examine the effects of parental involvement in children education at home on academic performance of secondary schools students and to identify the difference of the effects of parental involvement on students of different gender, parent literacy status and parent importance to children education.Methodology and research methods. Cross sectional and a multistage stratified sampling technique was adopted to portray information from sample of 448 students on Likert scale. Chi square, Kendall’s Tau-c tests and Logistic regression analyses were used to determine the level, direction and strength of association among variables.Results. The results showed that the association of children academic performance was significant and positive when parents helped children with their homework (P = 0.000, Tc = 0.231), discussed school progress with children (P = 0.002, Tc = 0.122) and motivated children to work harder when they make a poor grade (P = 0.015, Tc = 0.133). Moreover, the results highlighted variation in the academic performance of children with respect to their gender, parental literacy status, parental importance to children education and parental involvement in children education at home. It was concluded that boys, children of literate parents, children whose parents give more importance to their education and their parents remain involved in their educational activities at home secured higher grades.Scientific novelty. The present study is distinctive in that it examined variations in children’s academic performance with respect to student gender, parental literacy status, and parental importance to their education in addition to focusing on the relationship between parental involvement in their children education at home and academic performance.Practical significance. The analysis of the research outcomes leads to several interesting results and proposes helpful suggestions for important stakeholders. The main study recommendations that will enable parents to promptly meet the educational demands of their children in order to aid them in getting better grades include awareness-raising campaigns for parents, income creation chances for disadvantaged families, and adult literacy initiatives.

Understanding the Factors That Influence Motivation and Experiences in High School Physical Education

In comparison to children, adolescents achieve significantly less physical activity (PA). Additionally, activity differences exist among genders and race/ethnicities. One means of influencing the PA habits of adolescents is high school physical education. Although PE class reaches students of all ages, genders, and races, motivation and experiences across these groups appear to differ. The purpose of this study was to determine if PE descriptors, motivators, and experiences in ninth- and 10th-grade students differed across gender, race/ethnicity, and grade. Ninth- and 10th-grade students (n = 698) completed a questionnaire about the factors that influence their motivation and experiences in PE class. Responses were compared across gender, race/ethnicity, and grade. Primary findings show that males and freshmen had more positive experiences in PE class than females and sophomores, respectively. Additionally, Caucasian students had more negative experiences in PE class in comparison to students of any other race/ethnicity. These findings illustrate the necessity for PE teacher sensitivity when they teach students of different genders, grades, and ethnic backgrounds. Special attention should be given to the social aspect of PE classes among females, student transition from middle school to high school, and the varying experiences in PE of students of different races/ethnicities. The results demonstrate the need for future research in this area.

Study on lifestyle habits affecting sleep disorders at the undergraduate education stage in Xuzhou City, China.

In China, undergraduate students face both academic and career selection pressures, sleep is an important physiological process for them. Investigate the physical exercise, sleep quality of undergraduate students in the education stage in Xuzhou City, and analyze the factors affecting their sleep quality, to promote the health education and psychological health of undergraduate students. The Physical Activity Rating Scale-3 (PARS-3), the Pittsburgh Sleep Quality Index (PSQI), and the demographic information questionnaire were used to survey a whole-group sample of four undergraduate colleges and universities (Xuzhou Institute of Engineering, Xuzhou Medical University, China University of Mining and Technology, Jiangsu Normal University) in Xuzhou by cluster sampling, the general characteristics including gender, grade, height, weight, domicile, race, economic income, etc., were collected, and the data were analyzed and processed using chi-square tests and multi-factor logistic regression. 3,366 valid questionnaires were collected from four undergraduate colleges and universities, including 1,355 males and 2,011 females. The detection rate of exercise in Jiangsu Normal University was lower than that in other universities, and the detection rate of sleep disorders was higher than that in other universities. Xuzhou Medical University, the highest detection rate of large exercise, Xuzhou Institute of Technology, the lowest detection rate of sleep disorders. There were significant differences in the detection rate of large amount of exercise among college students of different genders, grades, body types, and majors (χ2 = 259.172, P < 0.001; χ2 = 34.473, P < 0.001; χ2 = 36.026, P < 0.001; χ2 = 57.908, P < 0.001). There were significant differences in the detection rate of sleep disorders among college students with different gender, grade, family economic status, daily cell phone use time, cell phone purposeless usage, and exercise level (χ2 = 5.806, P = 0.016; χ2 = 47.5, P < 0.001; χ2 = 28.949, P < 0.001; χ2 = 55.866, P < 0.001; χ2 = 147.101, P < 0.001; χ2 = 9.129, P = 0.010). Multivariate logistic regression analysis showed that grade, family economic status, cell phone use time, cell phone purposeless usage is the main influencing factors of sleep disorders in college students. The sleep problems of undergraduates are serious, especially in Jiangsu Normal University. Scientific and appropriate exercise is an important measure to solve the sleep problems of undergraduates. Colleges and universities should actively carry out health education, college students living habits such as cell phone use should be guided training.

Exploring College Students' Deeper Learning Perceptions in the Blended Learning Environment

With the rapid development of information communication technology (ICT) in teaching, deeper learning has become an essential competency for success in the 21st-century classroom. College students' deeper learning assessments can indicate the degree of technology-enhanced learning effectiveness and inform further instructional design optimization. However, comprehensive measures for assessing college students' deeper learning and the impact of background variables on deeper learning in the low-, medium-, and high-blend learning environments are scarcely mentioned in the literature. This paper proposes a deeper learning self-assessment scale (DLSS) comprising higher-order cognitive, interactive, and reflective learning dimensions, validated through exploratory and confirmatory factor analyses. This paper also examines deeper learning perceptions in three types of blended learning environments with various proportions of online and face-to-face learning and explores perception differences among the students of different genders, school years, and fields of study. Findings indicated positive deeper learning perceptions were higher in the medium-blend courses.

Food Hygiene and Storage Practices towards the Understanding of Food Microbe among Universiti Malaysia Sabah (UMS) Students

Introduction: Lack of microbial knowledge among university students may expose them to food poisoning and disregard food safety concerns, especially food hygiene and storage practices. This research aimed to assess undergraduate students’ understanding of biological (microbial) food hazards and evaluate current food handling practices. Methods: The study involved 372 respondents consisting of UMS students, including Labuan and Sandakan campus branches. The respondents of this study consisted of students of different genders, ages, ethnicities, fields of study, years of study, faculties, and early studies. Respondents answered all 19 questions of the complete questionnaire, including demographics, personal hygiene practices, food storage practices, and microbial knowledge. Results: On average, the parts of personal hygiene, food storage practices, and microbial knowledge had values of (3.66 ± 0.414), (3.70 ± 0.363) and (3.52 ± 0.607), respectively. All variables showed a relationship categorised as moderate. The relationship between personal hygiene practices and knowledge was (r = 0.319), food storage practices and microbial knowledge were (r = 0.410), while personal hygiene practices and food storage practices were (r = 0.425). Conclusion: UMS students maintain a moderate level of knowledge on personal hygiene and food handling and have a level of knowledge on biological hazards (microbes) that affect food safety.

Introducing the latest teaching and educational development practices in mathematics: the experience of EU countries

The purpose of this work was to investigate the qualitative implementation and the possibility of use in the educational context of Ukraine. For this work, the author invited five groups (a total of 169 students of different genders). The second was a conversation with the teachers about the atmosphere in the classroom, the difficulty of the learning process, and the results. The study showed the weakness and small effectiveness of the old teaching methods (control group) and elementary explanatory online meetings.

Hopes for the Future: Capturing the Perspectives of Students on Higher Education and Sustainable Development in the Post-Pandemic Era

The global community has faced significant challenges in the twenty-first century, such as COVID-19, which have led to uncertainty about the survival of current and future generations. Educating the next generation of employers and leaders is the primary goal of educational institutions, particularly in higher education. Education promotes sustainable development (SD) when learners acquire ethics, abilities, and skills that assist them in affecting positive changes in themselves and their communities. Policies, projects, and investments that benefit society today while protecting the environment, human health, and social well-being in the future are considered SD. This study aimed to develop our understanding of how to promote SD in Pakistani higher education institutions (HEIs) by finding out students’ perceptions about their institutions’ commitment to SDGs and SD. The data for this quantitative-descriptive study were gathered through an online survey. The study involved 1109 students from ten Pakistani HEIs. The study results show that SD has become an essential issue in the present era. In students’ perceptions, HEIs should give more training on sustainable development goals. Furthermore, students’ self-declared statements indicated that most have sustainable habits and behaviors. Students of different genders had different sustainability behaviors and habits. Students are less likely to participate in environmental or higher education organizations supporting sustainable development. HEIs and stakeholders in Pakistan and worldwide are still needed to participate actively and engage in improving education for SD.

The gendered perspective of cyberbullying: The case of a rural University in Limpopo

The rapid advancement of Information and Communication Technologies (ICTs) has heightened misuse of internet-based technologies by young people. Besides increased integration due to availability and access to mobile communication technologies, students today indulge in cyberbullying where they harass, insult and stalk each other. Scholars have researched extensively on cyberbullying in institutions of higher learning globally and how victims try to cope with the problem. However, there is a dearth of literature on the gendered perspective of cyberbullying in institutions of higher learning in Southern Africa. Using the Social Information Processing Theory, the study examined the phenomenon of cyberbullying at a rural university in South Africa. The key questions of the study were: How do male and female victims perceive cyberbullying? How do male and female victims react to cyberbullying? Does cyberbullying have the same effects on students of different gender? Data were collected using semi-structured interviews and questionnaires targeted at male and female victims of cyberbullying at University of Venda. Findings revealed inconsistencies in how male and female victims perceived and reacted to cyberbullying.

Development of a sociometric web application to study the relationship among secondary school learners

This research aimed to develop a sociometric web application to study the relationship among Thai secondary school learners. The first phase studied conditions and needs for a sociometric web application by interviewing 8 teachers (100% females) who have teaching experiences between 3-38 years (Mean = 16.63, SD = 11.58). The second phase developed a sociometric web application which was reviewed by 5 experts and received the overall highest level of appropriateness. Then, the application was piloted with 34 teachers and learners. Overall, the sociometric web application and user manual are suitable for use. The third phase studied results for the sociometric web application usage. Samples included teachers and secondary school learners. The experiment was conducted in a large group of 6 teachers (100% females) having teaching experiences between 4-22 years (Mean = 8.67, SD = 7.03) and students in 5 classrooms, totaling 204 participants (88.73% of response rate, 60.2% females, 39.8% males, age range = 10–23 years old, Mean = 15.72, SD = 1.67) selected via a purposive sampling method. The research tools were the observation form, interview forms, and opinion questionnaire regarding sociometric web application usage. Data were analyzed by qualitative data and descriptive statistics, including frequency distributions, percentages, means, standard deviations, t-test, crosstabs, and chi-square. The teachers' and learners' opinions on web application usage showed an overall highest level of suitability. Furthermore, results concerning the consistency of the sociometric status analysis and the teachers' opinions showed overall average consistency at 87.21%. Finally, the students' sociometric status was divided into five student groups: (1) average (34.3%); (2) popular (24%); (3) neglected (19.1 %); (4) rejected (15.7 %); and (5) controversial (6.9%). Students’ gender and academic performance were related to the sociometric status with a .05 level statistical significance (χ2 = 17.742, sig = .001, χ2 = 23.831, sig = .002), respectively. This signifies that students of different genders and academic performances had different sociometric statuses.

Unintended pregnancy and associated risk factors among college students in the 31 provinces/ municipalities of China.

SynopsisDifferences exist in unintended pregnancy rates among Chinese students of different genders, majors, school locations, ethnic groups, and ages. Non‐Han ethnicity was the strongest factor.

The Current Health Belief of Exercise Conditions of Chinese College Students and Ways of Improvements: An Analysis Based on the Health Belief Model.

The purpose of this study was to discuss the differences in the parameters of exercise health beliefs among college students of different genders, and assess the relationship between demographic factors and parameters of exercise health beliefs, and examine the relationship between exercise self-efficacy and internal components of exercise health beliefs. A total of 313 Chinese college students from the Sichuan University of Arts and Science completed the exercise health belief scale voluntarily under the tutor’s explanation. The results showed that compared with female students, male students have higher perceived benefits and self-efficacy of exercise and lower perceived subjective and objective barriers. Monthly family income has a significant positive correlation with exercise self-efficacy and a negative correlation with perceived subjective barriers to exercise disorder. Exercise self-efficacy has a positively correlated with perceived benefits and perceived severity and a significant negative correlation with perceived subjective and objective barriers. From the structural equation model, we found that family income no longer significantly impacted exercise self-efficacy. Within the exercise health belief items, we found only that there were negative relationship between perceived subjective barriers and exercise self-efficacy. According to the study, our findings provide a new psychological angle for understanding the exercise condition of college students and the restraining factors and provide new insights into increasing exercise self-efficacy to lower the subjective barriers to exercise. Future studies will focus on evaluating the relationship between exercise health belief components and college Students’ physical activity levels and exercise behaviors.

EXPLORING THE INFLUENCE OF ANXIETY SENSITIVITY ON COLLEGE ENGLISH LEARNING -BASED ON THE LEARNING ATTACHMENT STYLES

EXPLORING THE INFLUENCE OF ANXIETY SENSITIVITY ON COLLEGE ENGLISH LEARNING -BASED ON THE LEARNING ATTACHMENT STYLES

Grice Maxims Breaking in the Teacher and Students’ Online Interaction

Grice promotes four maxims to obey as the requirements for successful communication, including quality, quantity, relevance, and manner. However, several conditions require breaking the maxims to make communication more effective, including an interaction between teachers and students. The gender of the students and the practice of online classes also contribute to the breaking of maxims. Hence, this study aims to examine the breaking of Grice maxims in the online classroom interaction between the teacher and students of different genders. The communication between an English teacher and her students in an online class was observed to gather the data. Then, the results were analyzed qualitatively. Finally, this study found that teachers’ interaction with students of both genders produced flouting of quantity maxim. The teacher’s interaction with the female students flouted quantity, relevance, and manner maxims which is caused by the cooperative communication leading females to talk a lot, while the teacher's interaction with male students flouted the quality, relevance, and manner maxims, which is caused by the dominance that males tend to show to female. Moreover, the flouting of maxims made positive and negative results in the communication. Lastly, a more extended period study is suggested to produce further findings.

Shedding Light on the Effects of Orienteering Exercise on Spatial Memory Performance in College Students of Different Genders: An fNIRS Study.

Objective: To investigate the intervention effect of orienteering exercises on the spatial memory ability of college students of different genders and its underlying mechanism. Methods: Forty-eight college students were randomly screened into experimental and control groups, 12 each of male and female, by SBSOD scale. The effects of 12 weeks of orienteering exercises on the behavioral performance and brain activation patterns during the spatial memory tasks of college students of different genders were explored by behavioral tests and the fNIRS technique. Results: After the orienteering exercise intervention in the experimental group, the male students had significantly greater correct rates and significantly lower reaction times than the female students; left and right dorsolateral prefrontal activation was significantly reduced in the experimental group, and the male students had a significantly greater reduction in the left dorsolateral prefrontal than the female students. The degree of activation in the left and right dorsolateral prefrontals of the male students and the right dorsolateral prefrontals of the female students correlated significantly with behavioral performance, and the functional coupling between the brain regions showed an enhanced performance. Discussion: Orienteering exercises improve the spatial memory ability of college students, more significantly in male students. The degree of activation of different brain regions correlated with behavioral performance and showed some gender differences.