Subjective Experiences Of Students Research Articles

Experience of final exam stress from Polish high school students. The narrative of COVID-19 Pandemic Generation

Introduction: For many students worldwide, school achievements and final exams results are a significant challenge and are understood as determinates of their future college and university education, as well as their professional career. The COVID-19 pandemic not only forced schools to close and a ban on gatherings, but also introduced many new solutions and measures regarding the conduct of final exams, for which students had been preparing for years. In Poland, the government shut schools in 2020, two months before the usual time for final exams. This significant factor required modification in the manner and course of the final stage of preparation for the ‘maturity’ exam, which resulted in limited contact with teachers and peers, leading to intense emotions and personal challenges. Method: The study aim was to point out the specific COVID-19 stress experience of high school students who were on the verge of graduating. 120 high school students from South Poland [40 men (33%) and 80 women (66%), aged 18-19 years], who were preparing for the final high school exam in Poland in 2020, participated in the online survey. Phenomenological content analysis of the structured open-ended questionnaire was used. Results: It was found that the subjective experiences of students were mostly negative to Covid-19 restrictions and remote learning, expressed not only as negative emotions to the new, surprising, and hence fearful situation, but also as negative attitude s towards routine changes. The strong need to develop new adaptation mechanisms necessary to cope with the isolating circumstances was also explored. Conclussions: The study provides new supplements on mental health prevention (not only during pandemic) in students who were on the verge of graduating.

Boosting Grade 2A Islamic Elementary Students' Motivation via Hybrid Learning at Sari Bumi Sidoarjo

This study investigates the impact of hybrid learning on student motivation, focusing on class 2A students across varying levels of academic achievement. Employing a qualitative approach with a phenomenological lens, data was gathered through observation, interviews, documentation, and questionnaires. Validity was ensured through technical triangulation. The findings reveal a significant increase in student motivation following the implementation of hybrid learning. Students demonstrated heightened enthusiasm, attentiveness, earnestness, and active engagement in discussions and internet-based research. These results underscore the potential of hybrid learning to enhance student motivation, thus suggesting its relevance for contemporary educational practices. Highlights : Hybrid learning fosters student motivation: The study showcases how hybrid learning positively impacts students' motivation, resulting in increased enthusiasm and active participation in the learning process. Phenomenological inquiry: Employing a qualitative phenomenological approach, the research delves into the subjective experiences of students, providing rich insights into their perceptions and behaviors within the hybrid learning environment. Implications for educational practice: The findings underscore the potential of hybrid learning as a strategy to enhance student engagement and academic achievement, suggesting its relevance for contemporary educational practices worldwide. Keywords: Hybrid learning, Student motivation, Phenomenological approach, Academic achievement, Qualitative research

PEDAGOGI EKSISTENSIAL HUMANISTIK DALAM PANDANGAN JEAN PAUL SARTRE DAN REFLEKSI ATAS KEBIJAKAN MERDEKA BELAJAR DI INDONESIA

This research focuses on an exploration of Jean Paul Sartre’s thoughts related to the philosophy of existentialism. The philosophical thinking of this existentialist will form a stream of existentialist education philosophy that is more inclined to the application of humanistic education. The method used in this research is a qualitative method with a philosophical hermeneutic approach. The results of this study show that humanistic existentialist pedagogy is an educational approach that prioritises the individuality and subjective experience of students. Rooted in the philosophies of existentialism and humanism, this approach positions teachers as facilitators who help students find the meaning of life, develop identity, and explore personal values. The main focus is to empower students to take an active role in the learning process, encourage self-reflection and build independence. Through deep interaction between students and subject matter, this approach triggers holistic development, not only of cognitive aspects but also emotional, social, and spiritual. Teachers not only teach facts, but also guide students in relating learning to the reality of everyday life. It aims to create individuals who are more aware, responsible, and have a deeper understanding of themselves as well as the surrounding environment. The humanistic existentialist pedagogical approach and the concept of ‘Merdeka Belajar’ both prioritise individual autonomy in learning. Both the humanistic existentialist approach, which emphasises personal growth and freedom in learning, and the concept of ‘Merdeka Belajar’, which gives students the opportunity to manage their own learning, both provide space for students to take an active role in the learning process, respect the uniqueness of each individual, and encourage personal responsibility in learning from each learner.

ROLE OF SOCIAL DETERMINANTS OF HEALTH IN PSYCHOLOGICAL DISTRESS AND READINESS FOR ONLINE LEARNING AMONG COLLEGE FILIPINO STUDENTS DURING THE COVID-19 PANDEMIC: A PILOT STUDY

Due to the COVID-19 pandemic, educational institutions in the Philippines rapidly introduced widespread online learning to ensure safety of learners. The purpose of this study was to explore the possible relationship of social determinants of health with COVID-19 specific psychological distress and the readiness of Filipino students to learn online. Researchers conducted an online survey of 30 college students from the Psychology program of Ateneo de Davao University in Davao City, Philippines. Results showed that students experienced mild (53.3%) to severe (36.7%) levels of COVID-19 specific psychological distress. COVID-19 specific psychological distress and readiness for online learning was not significantly correlated, r (30) = -.18, p = .35. Among social determinants of health, only living with family members was significantly associated with readiness for online learning, r (30) = -.37, p = .046. These findings showed promising findings on how social determinants of health may be associated with distress and online learner readiness during a global pandemic. Future studies may elaborate on the subjective experiences of students. Finally, this pilot study serves as a basis for the development of school programs that address students’ mental health and promote online learning readiness of students who are experiencing unique learning circumstances.

ТЕОРЕТИКО-ПРАКТИЧНІ АСПЕКТИ МІЖКУЛЬТУРНОЇ КОМУНІКАЦІЇ У ВИКЛАДАННІ УКРАЇНСЬКОЇ МОВИ ЯК ІНОЗЕМНОЇ

The article actualizes the problems of learning Ukrainian as a foreign language; effective approaches and methods of studying the lexical and grammatical system of the Ukrainian language are considered. Emphasis is placed on the purpose of language training – the formation of communicative competence of subjects, the culture-centric orientation of the modern linguodidactic paradigm and the main provisions of the personality-oriented approach as conceptually significant for the organization of Ukrainian as a foreign language. Features of modern methods of teaching Ukrainian as a foreign language based on personality-oriented approach to the organization of the educational process, which provides personal monitoring of knowledge, skills, speech skills, potential communication skills of each foreign student, his personal qualities, which is one of the main means of motivation for study Ukrainian language; correspondence of language and communicative tasks to the needs, requests, opportunities, interests of each personality of a foreign student, etc. The necessity of building subject-subject relations between the participants of the educational process is substantiated, which will ensure active conscious assimilation of language material. The ways of implementation of modern teaching methods (intonation reading, role play, immersion method, etc.) in the practice of teaching Ukrainian as a foreign language are outlined. The interactive model of teaching allows to consider the motives of learning, create a positive atmosphere of the educational process, use the subjective experience of students, create situations of success, demonstrate the possibility of using acquired knowledge in practice, use various teaching methods, forms of educational process. Emphasis is placed on the importance of practicing dialogic communication, the formation of skills which will mean that students have a number of skills that ensure the implementation of the communicative task in typical communication situations. It was found that the study of Ukrainian as a foreign language involves the formation of communicative competence of subjects – native speakers of different languages as representatives of different cultures, which indicates the establishment of competence-cultural paradigm of modern linguodidactic system.

Transition to emergency distance learning amid COVID-19 pandemic through the lens of students’ subjective experience of the transformation of university learning environment

The aim of the current research was to identify the students’ subjective experience of the transforming learning environment according to the perceived opportunities provided by the digital learning environment of the university.Methodology and research methods. The research methodological framework is based on leading theories related to the students’ behaviour in digital learning environments (DLE). The synthesis of the theories considered made it possible to propose a theoretical model of the students’ subjective experiences in relation to DLE of the university, which was operationalised by constructing a questionnaire that reveals the students’ perception of the main components of the DLE. The following methods were employed: a questionnaire on alienation from study, a method for the assessment of students’ subjective experiences, and the Academic Motivation Scale (AMS). Previous distance learning experience was identified by the use of self-rating scales. The survey results were analysed qualitatively and quantitatively using the Cronbach Alpha coefficient, the Spearman’s rank correlation coefficient, and the Pearson’s chi-squared test. The authors also used factorial ANOVA, correspondence analysis and multiple linear regression analysis. Statistical calculations were performed using Statistica ver. 7.0 (Statsoft). 4558 students from 30 Russian universities (located in 23 subjects of Russia) took part in the research.Results. The present research demonstrated a change in the usual forms of learning activities carried out by students in the distance learning process. Distance learning is presented to students as a basis for meeting the need for subjectivity of their personality, the ability to initiate their own learning activities. Students feel that there are sufficient conditions and resources for mastering digital learning tools, and they easily adapt to the digital environment of their universities. However, in this process, the student acts as an atomised subject, weakly interacting with other people and not feeling a sense of interpersonal closeness and connectedness with others.The research findings revealed that the perceived characteristics of the DLE of the university have a direct impact on the inner states of students in the learning process. The formation of a stable social environment within the framework of the DLE, which ensures harmonious interaction and communication between the subjects of the educational process, contributes to achieving an optimal balance of students’ subjective experiences, reduces the risk of negative inner states that lead to learning demotivation, the experience of alienation from study, the growing sense of meaninglessness and emptiness in the learning process.Scientific novelty. The developed model of the influence of DLE on the subjective experiences of students in the emergence distance learning made it possible to identify significant DLE components, which determine the motivational and emotional states of students, and to establish student ratio to achieve the optimal balance of subjective experiences.Practical significance. The empirically based findings presented in this study can be used to design the DLE of the university, to determine the directions of work on the formation of psychological readiness of students for distance learning.

Place Identity Strategies at University Constructed by Minority Arab-Israeli Student Groups.

The study examines the place identity of minority group Arab-Israeli students studying at a campus affiliated with the Israeli hegemonic majority, against the backdrop of the enduring Israeli–Palestinian conflict. The study analyzes place identity construction strategies utilized by these students, and the formation patterns of the new place identity reflected in everyday campus life. Subjective experiences of students were revealed through the ethnographic and qualitative phenomenological methodology and in-depth interviews. From the findings, it became apparent that life under conditions of ongoing ethnic–political conflict forces minority groups to develop strategies regarding their place identity. These strategies are fluidly employed depending on the specific context of time and place. Four place identity strategies were identified: overt, borrowed, avoidant, and ideological. Key factors contributing to the construction of each strategy were discovered: rooted place identity; gender expectations, and proactive or passive attitude to place. Implementation tactics such as individual versus collective approaches, distancing from other groups, and the flow between multiple identities were also uncovered. The study asserts that the strategies, tactics, and key factors revealed in the research contribute to place identity theory and will enrich other place identity studies of minority groups and communities in fluid contexts. Expanding theoretical discourse with respect to the strategies and tactics of place identity could promote the opportunity for integration and coexistence.

The experiences of students with disabilities in self-contained physical education

ABSTRACT Educating students with disabilities with those without in integrated physical education has become commonplace. While literature has identified that the subjective experiences of students with disabilities in such integrated settings have often included bullying, isolation, and discrimination, little is known about the experiences of those in self-contained physical education. Using Stainback and Stainback’s (1996, Collaboration, support network and community construction. In S. Stainback, & W. Stainback (Eds.), Inclusion: A guide for educators (pp. 223–232). Paul H. Brookes Publishing Co.) conceptualization of inclusive education as a guiding lens, this study explored the perspectives of a group of 20 students with disabilities, aged seven through 20, enrolled in heterogenous self-contained physical education across eight public schools. Data collection included individual semi-structured interviews, drawings, and researcher notes. A three-step inductive thematic analysis revealed three primary themes: (a) importance of friendship for most, (b) interests in specific sports, and (c) most enjoyed self-contained settings. Participants’ experiences were illustrated through stories and pictures of them building and maintaining friendships during their physical education classes. A further sense of success and enjoyment in playing specific sports was shared among many participants, which transcended their overall perspectives of self-contained physical education. These findings of generally positive subjective experiences are contrary to much of what has emerged from integrated physical education research, and supported notions of belonging, acceptance, and value inherent to inclusive education. Thus, it appears that, at the very least, scholars, practitioners, and administrators should reconsider the notion that self-contained physical education cannot be inclusive, much in the manner that one cannot blindly assume that integrated settings are inclusive.

Configurations and Meanings of Environmental Knowledge: Transitions from the Subjective Experience of Students towards the Intersubjective Experience of Us

Environmental-related education has inherited the concepts of complexity and uncertainty from environmental science. However, these concepts still refer to the environment as an “object” that is separate from the knowing “subject,” and not as a phenomenon always inserted into a specific context. With the aim of contributing to generating contextualized environmental knowledge, this article explores the knowledge configuration itinerary regarding environmental issues that was developed by vulnerable students in public secondary schools located in peripheral municipalities of Santiago, Chile. The theoretical framework of complex thinking provides an epistemological opportunity to “read” and understand environmental knowledge within a web of co-determined spheres of social and community knowledge via the transition from “subjective understanding” to “intersubjective knowledge.” The knowledge configuration itinerary regarding the environment describes a transition from the sphere of the “self” towards an emplaced “us.” It was discussed that the incorporation of place in education is not only a pedagogical means, but also functions as an axis of meaning that highlights the multisemic nature of the environment in its different configurations. It was concluded that an educational project relevant to a global community must be founded upon those differences, as they provide opportunities for configuring knowledge as action and meaning.

Alcohol consumption, drinker identity, and quality of life among students: why there cannot be one prevention strategy for all

The objective for this study was to combine drinking characteristics and two subjective measures, drinker identity and alcohol-related quality of life, i.e., negative impact of alcohol on quality of life, to determine relevant profiles for indicated prevention programs. In particular, we hypothesized that different profiles of students with high level of alcohol consumption exist when exploring subjectivity. We performed an online survey among 16,930 students. We collected sociodemographics and environmental data, including alcohol-related quality of life, drinker identity, and drinking characteristics. We performed a hierarchical clustering on principal components. We described all variables in each cluster and explored between clusters differences by Kruskal-Wallis tests. We identified five clusters as regarding drinker identity, drinking characteristics, and alcohol-related quality of life. Among these five clusters, three clusters presented high drinking characteristics. A very vulnerable cluster showed high level of alcohol consumption, impact on quality of life and on academic results, and strong drinker identity. An egodystonic cluster showed high level of consumption, mild impact on quality of life and on academic results, but low drinker identity. A cluster seemed short-term super-adapted in heavy drinking environment, showing high level of alcohol consumption and drinker identity, but low impact on quality of life and on academic results (all between clusters p values < 0.001 with Kruskal-Wallis tests). The subjective experience of students from these clusters was significantly different (p value < 0.001), and could explain some inadequacy of certain prevention strategies, considering binge drinker student as a homogeneous group. Prospective studies are needed to explore changes over time of these clusters.

CONTENT AND STRUCTURE OF SUBJEСT EXPERIENCE OF STUDENTS IN EDUCATIONAL ACTIVITY

The article addresses the problem of studying the subjective experience of students in educational processes. The article analyzes the concepts of “experience” and “subject” that allows the author to define the term “subjective experience in educational activities”. Based on the analysis, the author identifies the structure and content of subject experience of students in educational process. The last decades in Belarus are marked by a whole range of reforms in the higher education system, such as: reduced period of study for a number of specialties, introduction of the rating system of academic achievements of students, optimization of the educational process, increased proportion of independent work of students, active use of new information and communication technologies, distance learning development. Under such conditions, Belarusian university students are in a completely new situation and become active participants in educational activities, determining the achievement of educational goals and levels. Modern students should be able to determine the goals and objectives of the educational activities, to choose the direction and individual educational trajectory, organize their own learning activity, monitor its progress and results, choose the appropriate ways and means of its implementation, solve the emerging difficulties, evaluate objectively the results obtained, be ready for creative perception and transformation of environmental activities. In this context, the problem of formation of students’ individual experience in educational activities acquires special importance.

Student Perceptions of Progress in a Postsecondary Residential Program for Adults With Learning Disabilities

In recent years, residential postsecondary schools have been created to help adults who have completed high school, but need more assistance to make the transition to college or a career. The purpose of this study is to understand the subjective experiences of students at one such facility. Using qualitative methodology, 16 adult students were interviewed to identify areas in which they have made progress toward their goal of living independently. Students acknowledged gains in the areas of social and emotional growth, employment training, academic achievement, and independent living skill development. The results suggest that a residential postsecondary intervention is beneficial for adults with learning disabilities.

Self‐in‐connection as a Component of Human Rights Advocacy and Education

Abstract This paper describes a qualitative research project into the motivations and self‐concepts of human rights advocates. Conclusions suggest that human rights advocacy is related to a sense‐of‐self defined through its connection, similarity and interdependency with others, particularly oppressed people outside one's own group. The educational implications of this premise are that human rights education must be expanded to (a) include overall classroom structures, (b) counteract the objectification of the oppressed by valuing the subjective experiences of students through the curricula and (c) transform the isolated nature of most United States classrooms.

Dealing with the Transsituational Demands of Professional Socialization

Insofar as studies of professional socialization have been concerned with the subjective experience of students they have concentrated on students' experience within the confines of their training course. The present paper examines that parallel but often neglected strand in professional socialization: what becoming a professional entails for students within the context of their private lives. An in-depth participant observation study of one cohort of social work students revealed that assuming a professional identity had important consequences for both the self-concept and social lives of students. They were faced with ‘transsituational demands’ – i.e. expectations that they would behave in situations where they were not functioning as social workers in a manner which was nevertheless congruent with their claims to this title. Such reorganization of students' personal hierarchies was both evidenced and accomplished by the ‘frame work’ in which students engaged. Goffman's frame analysis is expanded to include the concept of ‘cross-framing’ in order to explain students' responses to the encroachment of the social-work frame on their everyday world. Although social work as a profession does make extensive demands on the private space of the recruit, it is argued that the analysis developed here can be used to study empirically the internalization of the beliefs associated with any occupational role.