Student Participation Research Articles

Developing College Students’ Jewish Appreciation: A Four-year Mixed-methods Study

AbstractThe purpose of this study is to understand the climates and contexts that promote college students’ development of appreciative attitudes toward Jews over four college years. Drawing on an established theoretical framework and a comprehensive literature foundation, we approached this question through an integrative mixed-methods perspective. We recruited a longitunidal sample of 9,470 students from 122 campuses in the United States and generated qualitative focus group data from 268 students at 18 campuses. Findings demonstrated that a host of student characteristics (e.g., political identification), psychological perceptions (e.g., space for support, negative engagement) and participation in formal and informal interfaith activities were associated with the development of Jewish appreciation. Meta-inferences are discussed, future directions offered, and initial conclusions provided.

Technology Readiness and Adoption of Artificial Intelligence Among Accounting Students in Malaysia

Artificial Intelligence (AI) is increasing in accounting practice, and firms desire new hires who have adopted this technology. Universities can prepare students to adopt AI. The purpose of this quantitative study was to examine whether perceived ease of use (PEOU) and perceived usefulness (PU) affect on the relationship between accounting students’ level of technology readiness and self-efficacy with their decision to adopt AI. The study involved an examination of individual students’ perceptions of technology readiness and technology adoption. An online questionnaire consisting of 40 items gathering demographic information and perceptions of technology readiness, technology adoption, self-efficacy, PEOU, and PU was administered to student participants. The findings from the study indicated that technology readiness has a significant influence on technology adoption. However, mediation analysis using regression showed that the relationship between technology readiness and technology adoption of Artificial Intelligence is affected by both PEOU and PU.

Medical Students' Views of the Future in a Rapidly Changing World.

Physicians have long been considered valued members of a solid US health care system. Significant changes in medical education, health care, and society at-large suggest that current medical students may face a different future. To help guide educators and policy makers, we set out to understand medical students' perceptions of the future of health care and their place in it. In year one of a longitudinal study, we conducted in-depth interviews of Case Western Reserve University medical students. A multidisciplinary team performed iterative thematic analyses and sampling until reaching saturation on major themes. Eleven medical student participants described social and health care issues as major influences on their professional futures. Concerns included health care system failings, unsustainable costs, climate change, demographic shifts, disinformation, and public distrust in health care. Students looked forward to team practice and using technology, data, and artificial intelligence in care delivery. They hoped for greater access and equity in health care, with a focus on prevention and social, behavioral, and environmental drivers of health. Most students expected to be employed rather than in private practice and sought time/flexibility for professional and personal interests. Paying off medical school debt and advocating for patients and change were priorities. Many saw primary care as important, but fewer envisioned it as their career path of choice. Medical students envision a future shaped by health care systems and social issues. These findings can inform those helping students prepare for uncertainty and rapid change in their careers, their lives, and the lives of their patients.

Impact of seasonal changes in urban green spaces with diverse vegetation structures on college students' physical and mental health

Based on the perceptions of college student participants in winter and summer, the effects of different vegetation structures within landscapes (single-layer woodland, tree-shrub-grass composite woodlands, tree-grass composite woodland, and single-layer grassland) and concrete squares without plants were investigated, and the skin conductivity level (SCL) and environmental perception recovery score (PRS) associated with landscape types were calculated. The results indicated that seasonal differences in landscape perception significantly affected college student participants' PRS but not their SCL scores, both in winter and summer. Viewing single-layer and tree-shrub-grass composite woodlands in summer, as well as single-layer woodland in winter, enhanced the environmental perception of the college student participants. The restorative effects of the four vegetation types in green spaces were ranked as follows: single-layer woodland, tree-shrub-grass composite woodlands, single-layer grassland, and tree-grass composite woodlands and concrete squares without plants. These findings underscore the importance of considering seasonal variations when choosing plant species for landscaping purposes, with evergreen single-layer woodland being a suitable choice for winter urban landscapes. This provides a scientific basis for assessing landscape perception and preferences in the future.

Using learning analytics to explore peer learning patterns in asynchronous gamified environments

This study explored the dynamics of students' knowledge co-construction in an asynchronous gamified environment in higher education, focusing on peer discussions in college business courses. Utilizing epistemic network analysis, sequence pattern mining, and automated coding, we analyzed the interactions of 1,319 business students. Our findings revealed that externalization and epistemic activity were prevalent, demonstrating a strong link between problem-solving and conceptual understanding. Three primary discussion types were observed: argumentative, epistemic, and social, each with unique patterns of engagement and idea integration. Effective knowledge co-construction patterns included open-ended questions with an epistemic focus, debates serving as intense knowledge co-construction arenas, and social interactions fostering a supportive and collaborative learning environment. The introduction of gamification elements led to increased student engagement and participation. Our findings emphasize the significance of structured analysis, collaboration, and argumentation in promoting effective knowledge co-construction in peer learning settings. This study offers insights into the temporal interplay of discourse dimensions and their potential for collaborative learning, enhancing our understanding of how learning analytics can be employed to discover ways in which students co-construct knowledge in asynchronous gamified environments.

Penerapan Media Pembelajaran Videoscribe pada Materi Sistem Reproduksi Manusia Kelas XI

The purpose of this study is to explore the results of the application of videoscribe media in the context of learning the human reproductive system. The method in this article uses a qualitative approach with a literature study method. The main purpose of the search is to obtain a theoretical basis and a framework of thinking. The main source of data for this research is scientific articles published in various scientific journals and indexed on the google scholar database. Data analysis that qualitative data analysis consists of data reduction, data presentation, and conclusion drawing. The results of this study confirm that the application of videoscribe media in the learning process has very meaningful benefits. This media can increase student motivation and engagement, which ultimately results in a deeper understanding of the material. This has an impact on a significant increase in student learning outcomes. In addition, the use of videoscribe provides an opportunity for teachers to better understand the effectiveness and efficiency of these media in learning, so that they can better adjust teaching strategies to achieve optimal student learning outcomes. Practically, the use of videoscribe media stimulates students' motivation and participation in learning, as well as increases their involvement in understanding the subject matter

A latent class analysis on students' beliefs about teachers' practices enhancing their well-being

Student well-being and student voice are two interrelated concepts that can play a critical role in education. While Student well-being refers to the overall state of students' physical, mental, and emotional health, student voice represents the active involvement and participation of students in shaping their own educational experiences. Notwithstanding the intimate association, there is a limited body of research that explores how students' distinct perceptions of teachers' practices that promote their well-being influence students' actual well-being levels. To address this research gap, a study was conducted involving 486 students. The participants, with an average age of 13.5 years, completed a questionnaire. Among the participants, 51.1% identified as female, and 13.6% had experienced academic retention. The latent class results classified the 7–9 grade student's beliefs about teacher's practices into “few times,” sometimes' and “often.” The model fitting results were as follows: Akaike Information Criterion (AIC) was 2,555.904, Bayesian Information Criterion (BIC) was 2,610.244, Adjusted Bayesian Information Criterion (aBIC) was 2,568.983, and Entropy was 0.802. Compared with the “few times” and “sometimes” class, the “often” class was more prevalent in 8th grade (p = 0.05) and among male students (p = 0.04). Findings show that class membership is a predictor of student well-being (interpersonal, life satisfaction and perceived competence). Students who feel that their teachers are attentive, supportive, and address their needs more frequently are more likely to experience enhanced well-being.

Measurement of basic psychological needs for physical activity participation for college students with intellectual disabilities: A validation study.

Measurement instruments to understand self-determined motivation towards physical activity among college students with intellectual disabilities are needed to develop programs to support physical and psychological health and well-being. The purpose of the current study was to validate a modified questionnaire measuring basic psychological needs towards physical activity among college students with intellectual disabilities. A total of 108 college students with intellectual disabilities completed the modified questionnaire. Validity and reliability of the questionnaire was examined. Confirmatory factor analysis demonstrated a six-factor model had good model fit. Cronbach's alpha values showed acceptable reliability evidence of the instrument as a whole, although some alpha values in subdomains of the instrument were below acceptable values. The modified questionnaire was found to have acceptable validity evidence. Further studies are needed with refinement of answer options and the addition of more questions to increase reliability.

Emotional maturity in EFL teaching: Exploring Vietnamese teachers’ perceptions and its impact on student learning outcomes

This qualitative study investigates Vietnamese EFL teachers' perceptions of how their emotional maturity impacts students' learning outcomes. Amidst the growing recognition of emotional intelligence's significance in educational settings, this research focuses on the nuanced context of English as a Foreign Language (EFL) education in Vietnam, where cultural and language challenges present unique demands on teachers' emotional competencies. Through semi-structured interviews with nine teachers across different career stages—novice, mid-career, and near-end—the study explores themes related to emotional regulation, empathy, emotional support, and cultural sensitivity in teaching practices. Thematic analysis revealed that teachers' ability to manage their emotions, empathize with students, create supportive learning environments, and navigate cultural nuances plays a crucial role in enhancing student engagement, participation, and overall learning outcomes. These findings align with Mayer and Salovey's model of emotional intelligence and the concept of the prosocial classroom, highlighting the importance of emotional competencies in fostering effective teaching and learning environments. The study underscores the need for integrating emotional intelligence training in teacher education and professional development programs, emphasizing cultural sensitivity and inclusivity in teaching practices. This research adds to the body of knowledge on emotional intelligence in education, offering insights into its application in the EFL context and implications for teacher development and educational policy.

Penggunaan Media Pembelajaran Audio Visual pada Materi Sistem Kardiovaskuler/Sirkulasi di Sekolah Menengah Pertama

Biology is one of the subjects that students consider difficult. This difficulty arises because students must memorize the facts, principles, and theories taught by the teacher, without paying attention to the student's need to discover, develop, and apply their own ideas. The use of information technology in learning is an effective solution to overcome low student participation and increase their motivation in the learning process. The purpose of this study is to describe the feasibility of audio-visual media circulation system and describe the effectiveness of audio-visual media in the learning process. This study uses a qualitative approach through a descriptive method. Data analysis is carried out qualitatively consisting of data reduction, data presentation, and conclusion drawing. The results of the study are that the use of audio-visual media in cardiovascular/circulatory materials in the learning of the human circulatory system can increase student activity and learning outcomes. This media can also help convey information more completely and concretely, making it easier for students to understand material that tends to be abstract

The relationship between community food environment around schools and student meal participation: the role of school CEP participation status

BackgroundDespite the many benefits of school meals, not all students participate. One reason students may not participate in school meals is because they instead purchase breakfast or lunch from food outlets located around schools that mostly carry unhealthy items. This study examined whether school participation in the Community Eligibility Provision (CEP), which allows qualifying schools to serve free meals to all students, moderated the association between the community food environment around schools and student meal participation.MethodsThis study employed a longitudinal repeated-measures design using school-level data collected between 2014 and 2020 within four low-income school districts (n = 126 schools) in the US. We obtained meal participation data from state records and created a measure characterizing the community food environment within 0.25 miles of schools (characterized as low-density of unhealthy food outlets vs. high-density of unhealthy food outlets) through a latent class analysis. Regression analysis estimated associations between community food environments, CEP participation, and participation rates in school breakfast and school lunch, assessed in separate models.ResultsWhile no moderating effect of school CEP status was observed for breakfast or lunch participation, school breakfast participation was predicted to be 4% lower in high-density food environments than in low-density environments (P-value = .049) among non-CEP schools, and there was no difference in participation by the community food environment among CEP-participating schools. Differences in breakfast participation by the community food environment among non-CEP schools were mostly attributable to middle/high schools, with participation predicted to be 10% lower in high-density environments than in low-density environments among non-CEP middle/high schools (P-value < .001), whereas such a difference in participation was not observed among non-CEP elementary schools.ConclusionsNegative associations between food environment around schools and school breakfast participation were observed only among middle and high schools not participating in CEP, suggesting that policy actions to increase access to free school meals may benefit students, particularly older children and adolescents.

Construction of Education Based on Religious Moderation: Role of Islamic Education Leadership in Promoting Tolerance and Social Harmony

This research focuses on the implementation of religious moderation-based education at An-Nawawi Berjan Purworejo Islamic Boarding School, with an emphasis on the role of Islamic education leadership, especially KH Ahmad Chalwani. In the era of globalisation and the complexity of multicultural society, Islamic educational institutions have an important role in building attitudes of tolerance and social harmony. The religious moderation approach is recognised as effective in developing inclusiveness, tolerance and respect for religious diversity. This research used a qualitative approach with a case study design, involving the leadership, teachers, and students of An-Nawawi Berjan Islamic Boarding School in Purworejo. Data were collected through interviews, direct observation, and document analysis, then analysed thematically to identify key patterns. The findings show successful integration of the principles of religious moderation in the curriculum, school policies, and daily teaching practices, which enhances students' understanding and participation in appreciating religious diversity. Discussion of the findings highlights the importance of religious moderation-based education in responding to the challenge of religious extremism. The contribution of Pondok Pesantren An-Nawawi Berjan Purworejo in promoting inclusive and tolerant education sets an example for other educational institutions in building a harmonious society amid increasingly complex religious diversity. This research confirms the relevance and essentiality of religious moderation-based education in the context of Islamic education, as well as providing practical guidance for stakeholders in strengthening the values of moderation, tolerance and diversity in education and society.

Construction of Education Based on Religious Moderation: Role of Islamic Education Leadership in Promoting Tolerance and Social Harmony

This research focuses on the implementation of religious moderation-based education at An-Nawawi Berjan Purworejo Islamic Boarding School, with an emphasis on the role of Islamic education leadership, especially KH Ahmad Chalwani. In the era of globalisation and the complexity of multicultural society, Islamic educational institutions have an important role in building attitudes of tolerance and social harmony. The religious moderation approach is recognised as effective in developing inclusiveness, tolerance and respect for religious diversity. This research used a qualitative approach with a case study design, involving the leadership, teachers, and students of An-Nawawi Berjan Islamic Boarding School in Purworejo. Data were collected through interviews, direct observation, and document analysis, then analysed thematically to identify key patterns. The findings show successful integration of the principles of religious moderation in the curriculum, school policies, and daily teaching practices, which enhances students' understanding and participation in appreciating religious diversity. Discussion of the findings highlights the importance of religious moderation-based education in responding to the challenge of religious extremism. The contribution of Pondok Pesantren An-Nawawi Berjan Purworejo in promoting inclusive and tolerant education sets an example for other educational institutions in building a harmonious society amid increasingly complex religious diversity. This research confirms the relevance and essentiality of religious moderation-based education in the context of Islamic education, as well as providing practical guidance for stakeholders in strengthening the values of moderation, tolerance and diversity in education and society.

Exploring provider perspectives of the STEM club landscape: findings from one Australian state

ABSTRACT STEM clubs, often located in extracurricular settings, are designed to promote engagement and enjoyment of STEM-related topics and concepts. Given the current policy landscape, a closer examination of STEM clubs is warranted. This paper explores the opportunities and challenges presented by these programs by drawing on interviews with nine STEM club providers in Queensland, a state in north-eastern Australia. The study aims to elucidate the key elements perceived to contribute to the effectiveness and success of STEM clubs, whether school-based, library-based, or run by private businesses for profit. Through inductive thematic analysis, three prominent themes emerged: visioning, pedagogical design and intent, and facilitation. The analysis reveals that Queensland's STEM club context presents significant opportunities for authentic STEM learning and teaching, however, it also identifies challenges to be addressed, including recruiting facilitators who possess expertise in STEM knowledge and skills, possess the necessary confidence and ability to design and implement STEM activities, while also being able to engage and connect with student participants effectively. The findings have implications for STEM-related activities in other informal learning environments.

Exploring provider perspectives of the STEM club landscape: findings from one Australian state

ABSTRACT STEM clubs, often located in extracurricular settings, are designed to promote engagement and enjoyment of STEM-related topics and concepts. Given the current policy landscape, a closer examination of STEM clubs is warranted. This paper explores the opportunities and challenges presented by these programs by drawing on interviews with nine STEM club providers in Queensland, a state in north-eastern Australia. The study aims to elucidate the key elements perceived to contribute to the effectiveness and success of STEM clubs, whether school-based, library-based, or run by private businesses for profit. Through inductive thematic analysis, three prominent themes emerged: visioning, pedagogical design and intent, and facilitation. The analysis reveals that Queensland's STEM club context presents significant opportunities for authentic STEM learning and teaching, however, it also identifies challenges to be addressed, including recruiting facilitators who possess expertise in STEM knowledge and skills, possess the necessary confidence and ability to design and implement STEM activities, while also being able to engage and connect with student participants effectively. The findings have implications for STEM-related activities in other informal learning environments.

Membangun Generasi Tangguh Bencana Meningkatkan Wawasan Dan Sikap Siswa SMPN 1 Songgon Kabupaten Banyuwangi

Disaster mitigation education in the school environment is becoming increasingly vital in anticipating and responding to the threat of natural disasters. This research explores the impact of disaster mitigation training at SMPN 1 Songgon, Banyuwangi, conducted with the Regional Disaster Management Agency (BPBD) Banyuwangi, focusing on the concept of “Disaster Resilient Schools”. The community service method was to bring about changes in the awareness and preparedness of the school and community towards disasters. The results of the service showed that the training has made a significant contribution in improving the understanding of disaster risks and appropriate mitigation strategies. In addition, close collaboration between the school with UKM. Resima Stikes Banyuwangi and BPBD has been established, strengthening sustainable mitigation efforts. The training also encouraged active participation of students and teachers, and built a strong support network among various stakeholders. This activity not only provided new insights into the importance of disaster mitigation education in schools, but also provided practical guidance for the development of similar programs in other school settings. The implications of this service are very important in improving disaster preparedness and resilience at the local level, as well as contributing to a better understanding of effective disaster mitigation practices. The conclusion of this service is that it is very important and necessary to implement this activity in school environments throughout Banyuwangi district.

IMPLEMENTATION OF CHARACTER FORMATION FOR STUDENTS THROUGH EXTRACURRICULAR ACTIVITY MANAGEMENT AT INTEGRATED ISLAMIC ELEMENTARY SCHOOL BANDAR LAMPUNG

Education seeks to build students' moral character and personalities as well as their ability to collaborate with others, be responsible, autonomous, and have high moral standards. It does not merely concentrate on academic success. Participating in extracurricular activities helps students develop positive character traits. Utilizing a case study methodology and a descriptive qualitative approach, this study examines how extracurricular activities shape students' personalities and how they are managed. According to the study's findings, extracurricular activities help kids grow in their social skills, leadership, feeling of accountability, self-assurance, and academic prowess. The purpose of evaluating extracurricular activities is to find out how well they help kids develop desirable character traits. It is possible to develop extracurricular activities by offering a greater range of options, encouraging student participation in the planning and execution process, training managers, and providing suitable infrastructure and facilities. Good extracurricular activity management is essential to developing students' good character traits and equipping them for life's difficulties.

Thriving Together: An Innovative Approach to Cultivating Wellness, Emotional Health, and Lifelong Success in Graduate Nursing Students.

The rigors of graduate nursing education create significant stress for nurse anesthesia students. The taxing background of an intensive care nurse, especially during the COVID-19 pandemic, compounds the inherent pressures of doctoral study. Students often experience symptoms of burnout, complicating their ability to learn and retain critical information. We created the Thrive initiative to encourage the development of emotional wellness. Thrive's success is attributed to the blend of relevant information including emotional intelligence skills and racial sensitivity support, engaged student participation, and the desire to help the next generation of graduate nurses develop sustainable emotional health.

The effects of teacher nodding: exploring mimicry, engagement, and wellbeing in the EFL classroom

IntroductionThis article explores teacher and student mimicry of one another’s nodding in the classroom and whether it impacts teacher wellbeing. Studies have consistently demonstrated correlations between physical mimicry and various desirable outcomes, including empathy, rapport, affiliation, and personal liking. While students experiencing such emotional connections with their teachers tend to achieve more academically, teachers also benefit, showing, for example, reduced stress levels. Research exploring the link between mimicry of nonverbal communication such as nodding and teacher wellbeing is limited, however. This paper reports on a very small data set to explore the analysis of synchrony between teacher and learner in the English as a Foreign Language classroom.MethodsQuantitative and qualitative methodologies were combined to gather both objective and subjective data. A Granger causality analysis was undertaken to understand both immediate and delayed mimicry of nodding, and cross-correlograms produced. Teacher stress levels were measured using the ratio of the low-frequency (LF) and high-frequency (HF) heartrate power bands, which was then validated with a two-dimensional model. Next, the teacher was interviewed about her wellbeing and pedagogy while watching the video data. The results were then combined and analyzed.Results and discussionWhile much immediate mimicry during active teaching sessions was evident in the video data, it was not found to be at a statistically significant level. The Granger Causality analysis showed, however, that students consistently mimicked changes in teacher nodding rate in the following dyad activity. Cross-correlation analysis between teacher and student participants during active teaching sessions and also within student dyads during pairwork activities showed strong relationships at lags spanning 0–60 s. No statistical significance between student and/or teacher nodding and either teacher self-assessed wellbeing or physiological stress levels was found, however. This is explained first by the teacher evaluating her normal baseline state as neutral rather than positive (as was reflected by the LF/HF), and second by her physiological responses to the emotional regulation strategies of surface and deep acting. Qualitative observational data, however, indicated that teacher nodding positively influenced student comprehension, interest, and confidence, and the teacher’s own professional wellbeing.

Citizen science for social physics: digital tools and participation

Social physics is an active and diverse field in which many scientists with formal training in physics study a broad class of complex social phenomena. Social physics investigates societal problems but most often does not count on the active and conscious participation of the citizens. We here want to support the idea that citizen science, and more particularly citizen social science, can contribute to the broad field of social physics. The current manuscript is not a review paper of citizen science projects from the context of social physics as there are still too few experiences in this context. We, in contrast, present a selection of our own experiences during the last decade to extract key learnings and further reflect on citizen science practices for social physics. We first describe several human mobility experiments in urban contexts with the participation of concerned young students, old women, or other different groups of neighbors. We second share how we have studied community mental healthcare provision in collaboration with a civil society organization and with the intense involvement of persons with lived experience in mental health. In both cases, we narrow down the discussion to digital tools being used and the involved participatory dynamics. In this way, we share key learnings to enhance a synergistic relationship between social physics and citizen science and with the aim of increasing the societal impact of the research on complex social phenomena.