Student Self Research Articles

Professional Nursing Values in Nursing Students During Transitional Period to Nurses From the Perspective of Generation Z: A Longitudinal Study.

To investigate changes in professional nursing values during the transition from Generation Z senior nursing students to second-year newly graduated nurses (NGNs). A longitudinal study with secondary data analysis. A national-level dataset for 2020-2023 from the New Nurse e-Cohort Study was used, including a total of 366 participants aged 21-25 years (born after 1995) who graduated from nursing school in 2021. The Qualities of Nursing scale was used to measure professional nursing values. Generalised estimating equations were used for data analysis of professional nursing values at three different time points, once per year for 2020-2023. Compared with their senior nursing student selves, the greatest score decline appeared among first-year NGNs; there was a slight increase during their second year as NGNs. Among values, professionalism, knowledge and good communication ranked first, second and third, respectively, across all 3 years, and dedication consistently ranked the lowest. Understanding the changes in the professional nursing values of Generation Z nurses is essential for creating a supportive work environment that eases the transition and promotes successful integration into the nursing profession. Nursing educators and clinical managers should identify the causes of value confusion during role transitions and implement interventions to support the adaptation of NGNs. Addressing generational value differences is also crucial to creating a harmonious work environment, enhancing job satisfaction and reducing turnover among Generation Z nurses. This study contributes to the development of tailored strategies to support and retain NGNs of Generation Z. This study adhered to the STROBE guidelines for cohort studies. No patient or public contribution.

Teachers' and Student's Perception on Shadow Education in Mathematics Learning

The title of this study was Teachers and Students Perceptions of Shadow Education in Mathematics learning. This study aims to cover the perceptions of teachers and students regarding shadow education. A qualitative research design specifically using narrative interviews, was employed in this study. The main tools of this study were interview and focus group discussion. The primary data source of this study were two community schools and mathematics teachers. Two students and one Teacher from each of the two schools were selected based on purposive sampling . After collecting the data themes were generated through coding. Both positive and negative perception were observed among teachers and students. A positive expectation was that coaching class would enhance students achievements while negative expectation was that regular class attendance might decrease. An improvements in teachers’ economics situations was a positive aspects. Shadow education was also seen to increase students self confidence and enhance use of materials when solving mathematical problem, which were considered beneficial aspects.

Strengthening the Culture of Learning Outcome Assessment in LIS Programs through Student Self- Assessments

Self-assessment empowers students to take ownership of their learning by assessing strengths and weaknesses in each area of competence they expect to achieve. This poster will illustrate perspectives gathered from a comprehensive examination and literature review to explore how LIS programs employ self-assessments, empowering students to understand their learning and competencies. Additionally, it aims to determine what lessons LIS programs can learn from other disciplines when creating an effective platform for facilitating student self-assessment. The review revealed that LIS programs use self-assessment tools such as self-reflective essays and journals, often combined with other direct assessment methods. Other professional disciplines, such as Medicine and Engineering, employ technology-based personalized self-assessment tools, aiding students in self-assessing at different program milestones. However, literature and best practices emphasize that self-assessment should not be individualistic but should be collaborative, involving peers and instructors. In addition to self-assessment methods, the review highlighted the importance of metacognitive awareness to ensure the accuracy of self-assessments and help students become more mindful of their learning. Many professional programs support students by facilitating rubric-guided judgments, self-rating, self-efficacy inventories, and metacognitive awareness inventories. LIS programs can adopt best practices from other disciplines to enhance the effectiveness and accuracy of student self-assessment practices.

Pengaruh Konsep Diri Terhadap Penyesuaian Diri Siswa Di SMA Negeri 3 Kota Jambi

This study aims to discribe the level of self concept, the level of self adjustment and the influenceof self concept on student self adjustment at SMA Negeri 3 Jambi City. The study used a quantitative research with expost-facto method. The population this study were phase F class student of SMA Negeri 3 Jambi City with a sample of size 59 student taken from purposive technique. The data collection tool used is questionnaire with a likert scale and data analysis used through the percentage test and simple regression test. The result showed that the level of student self concept was at low level 36%, the level of student self adjustment was at low level of 32% and showed that self concept had significant effect on student self adjustment of 26,9% which was at a fairly strong level.

Cultural adaptation of the DESSA high-school student self report for chinese adolescents

Social and emotional skills play a pivotal role in an adolescent’s healthy development. In recent years, there has been a greater focus on the international expansion of social and emotional learning (SEL) efforts to support students’ well-being. SEL efforts in China for example, have expanded significantly to address the increasing trends in the rates of anxiety and depression among adolescents. Despite the increased focus on SEL, there remains a lack of standardized measures to inform these efforts. This study describes the application of the cultural adaptation process for assessments outlined by the International Test Commission to create a Chinese version of the DESSA High School Edition Student Self-Report (DESSA SSR). The DESSA SSR is a standardized, norm-referenced, strength-based behavior rating scale that measures the social and emotional competence of students in 9th through 12th grades. In addition to a rigorous translation process, expert cultural review and a measurement invariance study were conducted. Findings support the use of the DESSA SSR with Chinese students.

Contribution Of Self Determination To Encourage Student Academic Performance In Online Learning

The aim of this study is to examines the role of self-determination in encouraging student academic performance through online learning. Using TTF framewor, this study uses a quantitative approach with path analysis. The population used is Yogyakarta students while the sample used is 162 students. Analysis using partial regression analysis (Partial Least Square-Structural Equation Model (PLS-SEM). The software used is smartPLS 3.0. The results showed that there is a mediating role of user satisfaction in the influence of student self determination on academic performance. This research shows that self-determination is a variable that higher education managers should consider when implementing online learning. This research adds a self-determination variable to the TTF framework. This is based on the phenomenon of minimal participation in online learning. This research also confirms the TTF framework on performance which has never been studied in a higher education setting. The implications of this research underscore the importance of SD as a component in online learning that higher education managers should pay attention to. The results of this study explain that SD effects AP through student satisfaction in participating in online learning

Contribution of Teacher – Student Relationship and Self Regulation as a Mediator to Student's Risk Behavior

Contribution of Teacher – Student Relationship and Self Regulation as a Mediator to Student's Risk Behavior

Benefits and Challenges of Implementing Problem-Based Learning (PBL) in Nursing Education

PBL is perhaps the most innovative pedagogical method ever implemented in education. Its effectiveness in facilitating student problem-solving and self- directed learning skills has been widely reported in medical education. It has also become increasingly popular across disciplines in higher education. It has been applied globally in a variety of professional schools of nursing. This study was undertaken to assess the Perceived Benefits and Challenges in implementation of Problem Based Learning (PBL) among Nursing Faculty in Selected Nursing Colleges, Chennai. Methods: A cross sectional, descriptive correlational study was conducted among 100 Nursing faculty, who were selected through purposive sampling technique, in nursing colleges of Chennai. Data was collected using the tools such as background variables proforma and Rating Scales on Perceived Benefits and Challenges in implementation of PBL in Google survey forms through WhatsApp and E mail. Results: Study findings revealed that Mean & SD of Benefits on implementation of PBL was 89/120± 9.79 and Perceived Challenges score was 28.68/56± 8.2 among Nursing faculty. Conclusion: Overall study findings revealed that Nursing Faculty had Positive perception on Benefits in implementation of PBL even though they were also concerned about some Challenges which can be managed by meticulous planning and implementation of the system. Therefore, PBL can be effectively incorporated in future also along with traditional teaching method to facilitate effective teaching and learning process.

Enhancing Students' Vocabulary through Interactive Word Wall Learning at SMP Yanbu'ul Hikmah

Possessing a sufficient vocabulary in English might motivate someone to write and converse in the language. Therefore, it is thought that vocabulary mastering is crucial for both the process of learning a language and the growth of a person's ability to learn a language. The number and quality of a person's vocabulary determine the level of their language abilities. Action research is the desired and appropriate research design for this study. The findings indicate that the efforts made by the researchers and their partners to use word wall learning materials to help third-grade SMP YANBUUL HIKMAH better understand English vocabulary has increased. Third-grade students agreed that using word wall media to study English will help them become more proficient in the vocabulary learning process is considered successful when there is a positive change in the student's overall self, or at least in part, 75% of the time. This is demonstrated by the learning outcomes. Therefore, it can be said that class III pupils'' mastery of the English vocabulary can be enhanced by using word wall media.

Analysis of Validity and Reliability Test of Self Efficacy Instrument in Learning Wave Material Physics at SMA Kota Padang

<table border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="369"><p>Self efficacy is the result of a person's cognitive processes that produce decisions. A person's beliefs or expectations regarding their ability to complete a task or action necessary to achieve a desired outcome. This research aims to create an instrument that can measure student self efficacy by measuring the level of validity and reliability and this instrument was tested by expert lecturers and tried out in schools. The student self efficacy instrument in learning wave material physics was processed using the SPSS application. This research uses quantitative methods. This research was conducted at SMA 7 Padang City with a total sample of 122 students in this study. The results obtained were that on the instruments tested by expert lecturers, all aspects of the research obtained an overall percentage score of 91%. The self efficacy instrument used contains 5 indicators with a total of 30 statement items. With responses based on a Likert scale score of 1 to 4. Furthermore, the results of this research found that from the 30 statement items, 17 statements were valid. Meanwhile, the reliability calculation obtained was (? = 0.758).</p><p> </p></td></tr></tbody></table>

Editor’s Introduction: Special Issue on Student Self Placement (SSP)

Editor’s Introduction: Special Issue on Student Self Placement (SSP)

Application of Group Counseling with Self Instruction Techniques to Increase Student Self Efficacy in Facing Final Project

<div><table cellspacing="0" cellpadding="0" align="left"><tbody><tr><td align="left" valign="top"><p><em>This study was conducted with the main purpose of identifying significant differences between the conditions before and after providing group guidance using self instruction techniques to students. The group guidance model with self-instruction techniques is used as the main treatment in an effort to increase students' self-confidence. This research uses a pre-experiment design with pre-test and post-test one group design. The research location was conducted at the Counseling Guidance Study Program, Faculty of Teacher Training and Education, Al-Washliyah Muslim Nusantara University Medan. The study population consisted of 15 students of the study program, with 6 students as samples taken using Purposive Sampling method. Data analysis using Wilcoxon test with 5% significance level. The analysis tool used was SPSS statistical software version 20.</em><em> </em><em>The results of the analysis showed a significant increase in students' self-confidence after receiving group guidance with self-instruction techniques. Based on the Wilcoxon test, there is a rejection of the null hypothesis (Ho) and acceptance of the alternative hypothesis (Ha), with a critical value of T at a significance level of 5% and a sample size of 6. The average pre-test score was 63.33, increasing to 87.00 in the post-test, with a difference of 24.13. This shows a significant increase in the self-confidence of Counseling Guidance students,Al-Washliyah Muslim Nusantara University Medan after receiving group guidance using self-instruction techniques.</em></p><p><em> </em></p></td></tr></tbody></table></div><strong><em>Keywords: Group Guidance, Self Efficacy, Self-Instruction Technique</em></strong>

Linking undergraduates’ future work self and employability: a moderated mediation model

BackgroundThe career intentions of students play a crucial role in shaping the growth of the hospitality and tourism industry. Previous research underlines the significance of future work self in predicting outcomes related to one’s career. However, there is limited knowledge regarding the precise ways, timing, and conditions under which the future work self of undergraduate students can enhance their employability.MethodsThis paper aims to address the existing research gap by employing career construction theory and self-determination theory to propose a moderated mediation model—i.e., career exploration serves as a mediator and job market knowledge functions as a moderator in the relationship between future work self and employability. We conducted two independent studies (i.e., an experimental study and a time-lagged field study) to test the proposed model. Specifically, in Study 1 we employed an experimental research design to recruit 61 students majoring in tourism management to participate. They were randomly assigned to two scenarios (future work self: high vs. low), and we manipulated different levels of future work self by means of scenario descriptions. In Study 2, we used the time-lagged research design to collect data via submitting questionnaires among 253 Chinese undergraduates who majored in hospitality and tourism at a university in the middle area of China.ResultsThe results indicate a positive correlation between undergraduates’ future work self and their employability. Furthermore, this relationship is mediated by a mediator of career exploration. It is important to note that this mediating relationship is also contingent upon the moderator variable of undergraduates’ job market knowledge when considering the impact of career exploration on employability.ConclusionThe findings contribute to enriching the current understanding of the positive effects of future work self on undergraduates’ desirable outcomes in employability.

The influence of self- and co-regulation on the community of inquiry for collaborative online learning: an ODeL context

PurposeThis paper aimed to determine the self- and co-regulation influences on the community of inquiry (CoI) for collaborative online learning.Design/methodology/approachA quantitative survey was used on a sample of (N = 626) enrolled postgraduate students in a South African Open Distance and e-Learning (ODeL) university. The measuring instruments were the CoI and the shared metacognitive surveys. Correlation and multiple regression analyses were used to determine the association and influence of self- and co-regulation on the CoI.FindingsThe results indicated that self- and co-regulation related to the CoI (teaching, cognitive and social) presences. In addition, the results revealed that self- and co-regulation influence the CoI presences. Self-regulation had the highest influence on teaching and cognitive presence, while co-regulation influenced social presence.Research limitations/implicationsThe study’s convenience sampling method from a single university limited the applicability of the findings to other online learning environments.Practical implicationsHigher educational teachers who encourage student self- and co-regulation may enhance their online teaching, cognitive and social presence when studying online. The research’s findings may be valuable to teachers to enable them to provide a more collaborative and interactive online learning environment and promote productive online communities.Originality/valueThis study contributes to the body of knowledge about the relationship between teaching, social and cognitive presence and self- and co-regulation within the CoI framework. Furthermore, there has also been limited research focussing on the dynamics of shared metacognition within the CoI framework in an ODeL context.

HOW READING HABIT SUPPORT STUDENTS SELF REGULATED (SRL) IN LITERAL READING SUBJECT AT THE 1ST SEMESTER IN ACADEMIC YEAR 2022/2023 UNIVERSITAS PANCA SAKTI BEKASI

In this day reading habit was low performance especially in the Z generation who was born in the late 1990s and early 2000s. They didn’t familiar with newspaper or magazine but they look for the information by internet. So, this study aim to find out “How Reading Habit can Support Students Self Regulated in Literal Reading Subject.” This research used descriptive qualitative Methods. Creswell (2012, p.274) explained the purposes of descriptive method is to find the detailed explanation and description about the object of the research systematically. This research was conducted at the first semester of Universitas Panca Sakti in Bekasi. The subjects of this research were fifty six students at the first semester on literal reading class. The data collection get by two instruments namely interviews and questionnaire. This finding revealed during learning took place; the student who has reading habit can easier to do all Reading Test than the student hasn’t reading habit. They agreed that the students need to have their own learning skills during learning. The result proves that how reading habit can support the students’ self regulated learning especially in literal reading subject.

Leadership learning during a pandemic: reflections in a time of crisis

PurposeThis qualitative study aims to provide insights and reflections of how the pandemic affected the identity and a sense of self of students, who completed undergraduate leadership learning academic program.Design/methodology/approachInterviews.FindingsFindings of this study showed three major themes throughout the interviews. During the COVID-19 pandemic, participants identified experiences with self-reflection, building community and navigating issues of social justice.Originality/valueThese findings highlight how leadership learning enabled certain participants to navigate and seek to resolve these problems and how their leadership learning aided their own self-discovery.

Development of the Gurukula Education System in India

The traditional Gurukul system is not widely practiced in contemporary society, however This system continues to inspire modern education systems due to its focus on holistic development and unique features . The Gurukul system has influence modern Indian education in a number of method . Objective from study This ie For know development as well as The relevance of the gurukul education system in schools in India in this modern era . Method research used _ ie method integrated research _ studies References with studies field . Study This conducted at 5 schools Dayanand Anglo-Vedic Public School, Ananda Marga Gurukula , Bhaktivedanta Gurukula and International School, Gurukul Kishangarh Ghasera and Gurukul Kaalba with amount sample as many as 10 teachers and 5 heads school . Tool data collection using interview instruments For studies field . Deep data analysis techniques study This that is using technique descriptive . Research result This showing that Gurukul system incorporates spirituality to in education with emphasize importance moral values , discipline self , and spiritual development of students below guidance a teacher or guru. The Gurukul system teaches discipline good self and humanism _ through various aspect approach his education like Student living in the Gurukul, the home of the guru or 'Acharya', is possible they Study from Teacher's example and values . Gurukul system in ancient India teach various eye lessons , incl astronomy , medicine , philosophy , science politics , economics , religion, yoga, education physical , studies defense , Vedic literature , Sanskrit , mathematics , and the sciences other Indian traditional . Discussion group play role important in Gurukul system , because discussion group is means for student For Study One each other and get involved in thinking critical , knowledge practical , and understanding analytical . System Gurukul education in ancient India offer a number of benefits , some of them Still relevant until moment This . This including Holistic Development , Emphasis on Knowledge Practical , Competition Healthy and Reducing Stress , Relationships Student -Teacher, Activities extracurricular , Development personality and Spiritual and Ethical Training . Implications from study This is that the education system Gurukula Still relevant used at the time this is necessary done adjustments and refreshing to the education system This still relevant and appropriate with development era and combined with IT will more optimal and newest

논어의 문장으로 바라본 대학 인성교육의 방향성 고찰

This study was attempted with the purpose of suggesting the direction of character education necessary for college life, focusing on the sentences of Lunyu(論語), to college students who have experienced the coronavirus pandemic. For the inner cultivation and moral values of college students, it was concluded that various sentences in the Analects of Confucius can cultivate the inner self of college students and increase their moral and spiritual values. In other words, college students must start from the mindset of valuing themselves and treat others with respect based on that mindset in order to build smooth relationships. And if we practice love while maintaining these relationships, I believe that the core values presented in Lunyu(論語) can be properly expressed in modern character education.

Importance of Educational Psychology for Education and its Contribution to Education

This article intends to explain and provide information to readers about the importance of educational psychology for educators and its contribution to education. Educational psychology is a field of psychology that studies the phenomena of psychological dynamics and individual behavior in the educational process (Strickland, 2001). Currently, there are many students who experience problems but can only remain silent without telling other people, as a result they cannot focus on seeking knowledge and have inappropriate behavior. From this statement, teachers must be able to understand how important educational psychology is in the educational environment. Because the role of teachers is apart from guiding and providing knowledge, they must also understand each student's inner self, so that they can understand the problems experienced by their students and teachers must be able to provide solutions and direct them in a better direction. If every teacher could understand the behavior of their students, perhaps this would rarely happen and children would feel better and not feel stressed because they could talk about their problems, especially to a teacher. With problems like this, we tried to conduct research using the library research method so that we could find out how important educational psychology is for an educator and its contribution to education.

Thought Reform in Daily Life: Revolutionary Ideology and the Self of a Chinese College Student, 1951–1953

Abstract: This article reexamines China's Thought Reform campaign in higher education through a college student's daily experience. Unlike previous research, which has examined the ideological effects of the Chinese Communist Party (CCP) on faculty members, we focus on college students' thoughts, emotions, and behavior before, during, and after the Thought Reform campaign. On the basis of in-depth analysis of personal diaries and official archives, this article examines how a college student understood, accepted, and practiced revolutionary values and the conflicts that occurred during these practices. We argue that students selectively practiced revolutionary values following personal motivations, mainly focusing on the specific values that matched their daily concerns and interests. We also argue that, although the Thought Reform campaign consolidated the CCP's power in colleges and universities, it had little effect on individuals' desires to pursue personal interests and happiness in their daily lives.