Student Trust Research Articles

Assistance Program for the Implementation of ISO 9001 2015: Case Study of Telkom Junior High School

Yayasan Pendidikan Telkom is one of the educational foundation that houses several of private education institutions ranging from elementary, secondary, to higher education. The foundation constantly improves the quality of education services as the most important component in carrying out institutional operations in order to always gain the trust of prospective students and the community. The efforts of the educational institutions to improve the quality of services, one of them by implementing a quality management system that refers to the latest edition of ISO 9001. Telkom Junior High School is one of the educational institutions that will now begin to implement ISO 9001: 2015. The teachers and school staff experience many obstacles in preparing to face the implementation of the quality management system. With the exploratory research approach, this study aims to produce an assistance model and describe the stages that will be passed by educational institutions in preparing their institutions to face ISO 9001: 2015. This research is the initial stage of studies that will be conducted and will be more focused on the preparation stage, while the discussion of the implementation phase will be carried out in future research. This assistance model is designed to help educational institutions to implement ISO 9001: 2015 according to plan, and especially so that the preparation process takes place quickly and directed.

Teacher Beliefs and Emotion Expression in Light of Support for Student Psychological Needs: A Qualitative Study

This study explored teacher beliefs and emotion expression via six semi-structured interviews with teachers, and discussed the findings in relation to the Self-Determination Theory, which addresses teacher support for autonomy, competence, and relatedness. The findings showed that teacher beliefs about their roles as educators, carers, and providers of reassurance reflected expressing clear expectation, caring for students, and considering student perspectives and feelings; teacher beliefs about equality between teachers and students appeared connected with trust in students and encouragement of their self-initiation; teacher beliefs about closeness to students reflected caring for students; teacher expression of negative emotions by discussing the problem with students conveyed explanatory rationales for expected student behaviors. This study revealed that teacher beliefs about teacher-student power relations may be connected with teacher appraisals of student misbehaviors. The findings also suggest that teachers need to discuss the problem with students rather than lose their temper or suppress their emotion when they feel a need to direct-stage anger. Future research could investigate teachers’ faking a particular emotion, such as faking indifference as revealed in the present study. Future research could also explore the reason for and harmfulness of embracing beliefs, e.g., negative expression of anger as a safety belt.

KOMUNIKASI INTERPERSONAL GURU DALAM MENINGKATKAN KEPERCAYAAN SISWA PADA BIMBINGAN BELAJAR ONMA DI KOTA BENGKULU

The development of tutoring or bimbel does not only occur in big cities but also in the city of Bengkulu. Like Primagama, Ganesha, Talenta, and Onma. One of the tutoring in Bengkulu City is Onma. Onma Foundation is an institution that aims to help the government to realize a society that has competitive value in the world of education and the labor market, especially in Bengkulu Province. Up to now the addressable guidance institution on Mayjend street. Soetoyo No. 25 Tanah Patah Sub-District of Bengkulu City is still one of the partners of the Provincial Government and the City of Bengkulu to realize Bengkulu City Students. The ability and trust of students studying at Onma is influenced by the quality of the teacher. Teachers who are confident and have good interpersonal communication with their students will make students more quickly master the subject matter and they also have confidence in themselves that they are able to complete the tasks given by the teacher in tutoring. In this case, the teacher plays a very important role in increasing students' trust in their guidance teacher. Given that there are still many high school students in the city of Bengkulu not yet fully have good beliefs and morals even though in the field of academic achievement they excel, like Public High School 05 City students Bengkulu. The purpose of this study was to examine the process of tutoring for students through interpersonal communication between teachers and students which has a relationship with the level of trust possessed by high school students 05 City of Bengkulu who are currently attending the tutoring process at Onma Bengkulu.

More student trust, more self-regulation strategy? Exploring the effects of self-regulatory climate on self-regulated learning

Self-regulated learning has been one of the important areas in educational research. The authors adopted structural equation modeling to explore and compare the impacts of three aspects of self-regulatory climate (i.e., academic emphasis, teacher trust, and student trust) on three features of self-regulated learning (i.e., self-efficacy, intrinsic motive, and self-regulation strategy). The results revealed both direct effects of academic emphasis on students’ use of self-regulation strategy, and indirect effects mediated by self-efficacy and intrinsic motive. Teacher trust has a positive impact on self-efficacy. While student trust has a positive impact on intrinsic motive, its relationship with self-regulation strategy is negative. Significant differences in school levels and gender were identified. The findings indicate that students in different cultures may have different expectations for teachers’ support in learning, which in turn influence the relationship between student trust in teachers and the use of self-regulation strategy. Implications for cultivating self-regulated learners are discussed in the article.

The Advocacy Model of Indonesian Chinese Students, the Affluent Market

Increasing demand for education services and supply in the number of higher education institutions in Indonesia, both local and foreign universities require private universities to build, improve and sustain their competitiveness. Among others, Indonesian Chinese students are considered as the main consumers of most private universities in Indonesia. The purpose of this study is to investigate the advocacy model of Indonesian Chinese students at private universities Jakarta. A causal design survey was applied out of 250 Indonesian Chinese students. The data were analysed by using the Structural Equation Modelling (SEM) and Lisrel 8.8 software package. The findings revealed that there were positive influences of trust (β = 0.640) and service quality (β = 0.270) on advocacy. The influence of trust as a mediating variable increased the total effect of service quality on advocacy (β = 0.590). Furthermore, service quality (β = 0.510) and image (β = 0.470) were also known to be positively influencing trust. The finding will help managers and leaders of private universities to understand the significant effect of certain factors, especially trust on the advocacy of their students. To improve student trust, the university must maintain and improve the service quality offered. Keywords: advocacy, image, quality, SEM, trust, advocacy model

“For the benefit of all students”: Student trust in higher education learning analytics practices

ABSTRACTLearning analytics is a sociotechnical practice that seeks new insights from mining and analyzing student data. As new flows of student data emerge and granular information about student life becomes more accessible, there is a growing call to address student privacy and related issues. This poster reports emerging results from over 100 interviews with undergraduate students regarding their privacy perceptions especially with regard to trust.

How Student Information System Influence Students’ Trust and Satisfaction Towards the University?: An Empirical Study in a Multicultural Environment

The Student Information System (SIS) has increasingly gained popularity among universities for various reasons. However, evaluating student’s trust and satisfaction of the system are not fully investigated. In this research, a sample of 634 students participated in the study from Cyprus International University, Cyprus. The Structural Equation Modelling (SEM) technique was employed with AMOS 23 software to identify the trust and satisfaction of students’ SIS usage. The study model, which include subjective norm, image, output quality, result demonstrability, perceived usefulness, perceived ease of use, trust and satisfaction, was developed based on extended Technology Acceptance Model (TAM II). Results obtained from the analysis indicated that image, output quality, result demonstrability and perceived ease of use had a significant impact on perceived usefulness. Trust was found to be significantly correlated with satisfaction; however, subjective norm, Perceived usefulness and perceived ease of use did not have a significant influence on satisfaction. Furthermore, the finding confirmed that several constructs in the TAM II that were important in previous studies were not significant in the SIS. The students’ behavior aspects are essential for the effective use of the system. It provides valuable information for university management in understanding the challenges of student’s trust and satisfaction about SIS usage.

Integrating Student Trust in a Conceptual Model for Assessing Learning Management System Success in Higher Education: An Empirical Analysis

Romanian universities face the challenge of implementing learning management systems (LMS) while introducing blended learning (BL) in their academic programs. In order to benefit from this educational concept, it is imperative to determine whether the LMS provides added value to the university. After an extensive literature review, we designed a conceptual model for the LMS success, by combining constructs from previous well-established models and adding the user trust dimension. To test this model, we conducted a case study on the premises of the Faculty of Cybernetics, Statistics and Economic Informatics at The Bucharest University of Economic Studies. The network of determinants was examined for validation and relationships, using structural equation modeling. This paper details our findings with regard to the newly tested hypotheses, with an emphasis on the role of the user trust dimension.

Investigation of Students Trust Levels to Teachers, School Burnout and Academic Achievement with Structural Equation Modeling

The aim of this research is to analyze the relationship between high school students' levels of trust in teachers, school burnout and academic achievement by using the structural equation model. The study group consisted of students studying in high schools in the city of Adiyaman. Within the scope of the study, the aspects of "Loss of Interest in School" and "Getting tired and bored by Teacher Attitudes" in "School Burnout Scale" (SBS), and "Trust in Teachers Scale" were used for Secondary School Students. It was determined as a result of the study that trust in teachers affected school burnout directly; however, academic achievement affected it both directly and indirectly. In addition, it was concluded that school burnout directly affected academic achievement. As a result of the analyzes, it was determined that trust in teachers accounted for approximately 18% of the variance in school burnout, trust in teachers and school burnout variables together accounted for about 8% of the variance in academic achievement. When the results of the study were evaluated; It can be said that increasing the trust level of the students in their teachers will decrease the school burnout they will experience and contribute to their academic achievement positively. With this research; the importance of teacher-student relations has been statistically revealed not only in a theoretical way but by the analyzes made as well.

The urgency of developing trust and interpersonal communication skills of students through role playing

Students as social beings cannot be separated from various activities that involve other people. Related to this need, interaction becomes a decisive part. The most important element in interacting is having good self-confidence and interpersonal communication skills. The problem of self-confidence and students’ interpersonal communication skills has become more widespread. Role playing is one of the right techniques used to overcome this problem. This technique aims to prepare students to take on the role of people, to develop insights about unspoken attitudes, thoughts, and feelings, which often determine the behavior of others, and to increase self-confidence and communication skills through student participation in implementing challenges communication faced. This text will explain how the urgency of developing self-confidence, and interpersonal communication can be developed through role playing.

An Exploratory Study of Violence and Aggression Against Teachers in Middle and High Schools: Prevalence, Predictors, and Negative Consequences

ABSTRACTLimited empirical findings suggest that teacher victimization at school is highly prevalent, with detrimental negative impacts on victimized teachers. Given the scarce body of literature on teacher victimization, further research is necessary to investigate its extent, predictors, and negative consequences. The present research, using a representative sample of 1,628 teachers in the southwest region of the United States, indicates a high prevalence of violence and aggression directed against teachers. Also, the research found that teachers’ uncertain and helping/friendly behaviors toward students were significantly related to various types of teacher victimization. Experiences involving the five victimization types (theft/property damage, physical assault, verbal abuse, sexual harassment, and noncontact aggression) are correlated with teachers’ self-reported job performance, student trust, safety at school, and thoughts about quitting. Directions for future research and policy implications are considered in the context of these findings.

The Discipline Gap: What's Trust Got to Do with It?

Background/ContextIf we are serious about eliminating the racial achievement gap, we need to address the discipline gap as well. The scholarly literature generally paints a positive picture of the potential of trust to transform schools. Research on student trust has shown that students who trust their teachers and schools are suspended and expelled less frequently and have more positive academic outcomes. However, we know little about if or how the impact of trust may vary by race or gender.Research QuestionDo the benefits of trusting relationships accrue equally to all students? Do trusting student–teacher relationships pay off in less discipline and improved academic outcomes for all students, or do the benefits of trust depend on the race and gender of the student?Research DesignStructural equation modeling was used to model the relationships between student trust, behavior, and high school outcomes, controlling for socioeconomic status, school size, and prior achievement. Data, drawn from the Educational Longitudinal Survey of 2002, includes responses from more than 6,000 public high school students (n = 6,352) who identify as African American or White. Comparisons are made between results for White, African American, and African American male students.Findings/ResultsStudent trust is associated with fewer disciplinary incidents and better academic outcomes; however, the benefits of trust do not accrue equally to all students. Black students, particularly males, benefit less from trust. Controlling for trust, behavior, and standardized measures of math and reading ability, Black students are penalized multiple times for a single disciplinary incident: by the suspension (or other consequence), by missed instruction, and by the impact on their grades (and possibly their future course placement and postsecondary plans). In other words, there are unequal consequences of equal discipline.Conclusions/RecommendationsThis research found that Black and White students with roughly equivalent discipline records, scores on achievement tests, and levels of trust still have substantially different high school outcomes. Although efforts to implement restorative justice or positive behavior support programs are a step in the right direction, results suggest that they will not be enough. Schools must deal with implicit bias and the unequal consequences of equal discipline. To do this, we must scrutinize course placement practices, grading, and the messages that we send to students. Failure to do so will continue to leave us with a vast education debt and will continue to fuel the achievement gap.

Turkish College Students’ Trust in Professors and Engagement: “I trust therefore I engage!”

The purpose of this study is threefold: 1) to determine the levels of university students’ engagement and trust in professors, 2) to investigate if there is a significant difference between students’ engagement and trust scores in terms of some variables, and 3) to explore the relationship between student engagement and trust in professors. The participants comprised 1840 university students studying at seven different faculties of Inonu University during the 2013-2014 academic year. A test battery containing demographic information, student trust scale and student engagement scale was administered to the participating students. Results showed that female students and students from earlier grades trust in professors and engage into classroom activities more. Regression analysis results, also, indicated that students’ scores on trust in professors explained approximately 16% of the total variance in student engagement. This implies that when students trust in their professors they tend to engage in lessons more, which, in turn, brings about better learning.

Professor’s Servant Leadership, Faculty Trust, and Learning Motivation of Tourism Major Students

관광을 전공하는 대학생들에게 미치는 전공교수의 영향을 전공교수들의 서번트 리더십과 교수신뢰 측면에서 알아보고자 한다. 이를 위해 전공교수의 서번트 리더십과 교수신뢰, 교수신뢰와 학습동기, 그리고 교수의 서번트 리더십과 학습동기의 영향관계를 살펴보았다. 강원도의 중소도시에 위치한 4년제 대학에 재학 중인 관광경영학과 학생 115명을 대상으로 설문조사를 실시하였으며, 연구결과는 다음과 같다. 첫째, 전공교수의 서번트 리더십은 교수신뢰에 정적인 영향을 미치는 것으로 나타났다. 전공교수의 서번트 리더십과 교수신뢰의 네 가지 하위요소(친밀감, 전문성, 지도력, 강의능력)와의 관계를 분석한 결과 전공교수의 서번트 리더십은 네 가지 요소 모두에 정적인(+)영향을 미치는 것으로 나타났다. 둘째, 전공교수의 서번트 리더십은 학생들의 학습동기에 정적인(+) 영향을 미쳤다. 셋째, 교수신뢰는 친밀감, 전문성, 지도력, 강의능력 등의 네 가지 하위요소 중 친밀감과 지도력이 학생들의 학습동기에 정적인(+) 영향을 끼치는 반면, 대학교수들에게 강조되는 전공분야에 대한 전문성과 강의능력은 학습동기와 부적인(-) 영향관계를 갖는 것으로 나타났다. 서번트 리더십이 앞에서 이끌어나가기(lead) 보다는 섬김(serve)을 우선으로 하는 리더십이라는 측면에서 볼 때, 서번트 리서십과 교수신뢰의 하위요소 중 친밀감과 지도력이 학생들의 학습동기에 긍정적인 영향을 미치는 것으로 나타난 것은 교육현장에서 학생들을 지도하는 전공교수에게 요구되는 역할이 무엇인지 다시 한 번 생각해보게 하는 결과라 할 수 있다. 본 연구의 결과는 학생들의 전공학습에 대한 동기나 의욕을 고취시키기 위해서 교수의 전공에 대한 전문성과 강의능력을 키우는 것도 중요하지만 학생들을 하나의 동등한 인격체로 바라보며 앞에서 이끌어가야 할 존재가 아니라 함께 같이 나아가야 하는 존재로 바라보는 시각이 필요함을 시사하고 있다. 본 연구의 연구대상의 폭이 넓지 않아 그 결과를 일반화하는 데는 한계가 있으나, 본 연구의 대상이 된 대학과 비슷한 수준의 학생들을 교육하고 있는 대학의 교수들에게는 의미 있는 시사점을 제공하는 결과가 될 것이라 기대한다.

Grade Inflation: Causes, Consequences and Cure

Academic institutions worldwide, from primary schools to universities, use grades or marks as a fundamental sorting and signaling mechanism for students. The grades awarded to students should be indicative of learning outcomes. However, do the grades awarded today accurately reflect student achievement in the classroom? Grade inflation has become a widespread phenomenon within the education system in the past thirty years, garnering massive condemnation among educators, researchers and the public. Some people even view grade inflation as a scandal, an injustice and a violation of student trust. Nevertheless, there are some academic institutions that find it convenient to ignore this problem and, in some cases, encourage the practice. In this paper, we examine the various factors that can contribute to grade inflation. Additionally, we assess how grade inflation can create problems for students, faculty, and society as a whole. Finally, we provide some suggestions and recommendations to solve the problems of grade inflation.

Self-evaluation of present clinical skills by medical students in the years 3 to 6 - a pilot study in four European countries.

Background: Clinical training concepts of medical students differ in the various European countries. The goal of this paper is to study the differences at the beginning of medical practice in specific clinical skills on an international level.Methods: The data were collected by a publically accessible online questionnaire online from February to June 2010. The participants in the study were recruited through the official letter sent by deaneries and student organisations. Two thousand nine hundred and seven medical students participated in the online survey. From study years 1 to 6, 2406 valid data records (67.3 percent female; 32.7 percent male) from four different European countries were sent. The skills in the questionnaire included patient consultation and anamnesis, physical examination, auscultation, gypsum and bandage dressing, suture techniques, venepuncture, and laying of indwelling catheters. Results: One thousand six hundred and twenty-nine data records of medical students in their training years 3 to 6 were assessed. The average age of the students was 24.7 years. On a scale from 1 to 10, the average satisfaction of the students with their medical faculty was 6.47 (±2.07); the assessment of the preparation for the clinical activities was 4.72 (±2.13). By comparison, British students indicated most satisfaction with their training (6.70±1.85). With respect to the clinical skills, the students interviewed felt safest in patient consultation and anamnesis (7.63±2.13) followed by blood sampling (7.46±2.29). The topics of surgical suturing techniques (4.40±2.81) and the gypsum and bandaging techniques (2.63±2.23) were taught worst subjectively.Discussion: The training of medical students in basic clinical skills is an essential part of the studies. This study was able to demonstrate that the subjective trust of medical students in their personal skills positively correlated with the satisfaction with their own university. The results pointed out that future curricula of universities could profit from an increased focus on clinical skills.

A Universal Guide to Transitioning Didactic Delivery into an Active Classroom

The transition to active delivery methods is increasingly advocated in medical education and demonstrably beneficial for robust learning, but it can be fraught with challenges for educator and learner alike. To help avoid some common pitfalls, we outline five key steps for the uninitiated or frustrated educator to smoothly and successfully transition to an active learning environment. Step 1: Articulate the change in teaching modality and the new roles of both the learner and the educator to establish trust and engagement. Students should understand the rationale for active learning and the importance of their participation. Step 2: The educator has a greater responsibility to guide with clear learning objectives that tightly align with preparation materials and assessment. We show how basic learning objectives can be developed to parallel assessment and improve student guidance. Step 3: With the expectation that students come to class prepared comes the educator’s responsibility to provide concise, focused preparation materials. We discuss how resources can be refined to deliver basic concepts and improve student preparation. Step 4: Generate an in-class activity following guidelines adapted from team-based learning. We discuss the importance of activity structure and summary to achieving student trust and success. Step 5: Interpret feedback and use our trouble-shooting guide to overcome challenges and improve your active classroom. Collectively, these steps provide universal and clear methods for faculty of all developmental stages to effectively generate an active classroom experience in any curricular setting.

Trust Disabled Students and Their Technology

Women in Higher EducationVolume 27, Issue 7 p. 8-15 Disabled Students Trust Disabled Students and Their Technology Katie Rose Guest Pryal, Katie Rose Guest PryalSearch for more papers by this author Katie Rose Guest Pryal, Katie Rose Guest PryalSearch for more papers by this author First published: 28 June 2018 https://doi.org/10.1002/whe.20593Citations: 2Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article.Citing Literature Volume27, Issue7July 2018Pages 8-15 RelatedInformation

Effectiveness of delinquency prevention program using propensity score matching: is trust in teachers a turning point in zero-tolerance policies?

ABSTRACTAlthough the relationship between parental and teachers’ roles and exclusionary discipline practices (EDP) seems intuitive, the link has rarely been supported in school disciplinary literature. This current study tested whether delinquency prevention programs can be directly effective in reducing adolescent delinquency, considering the medium of student’s trust in teachers and parental contact with school. In detail, this study attempted to answer two questions: ‘Do current delinquency prevention programs decrease EDP?’ and ‘Do student–teacher trust and parental contact with school mediate the effectiveness of prevention programs on suspensions?’ Using the techniques of propensity score matching and structural equation modeling, we found that student trust in teachers is a relevant and valid construct and statistically significant mediator on suspensions. The authors suggested some considerations to use student trust in teachers and parental contact with school more effectively as policy tools in disciplinary practices.

Building a Trust Model for Social Network

The revolution in information technology and the use of the internet changed the lifestyle of people. A major change was in the way of shopping. Companies started to offer their products online using social network s and people started to buy from the internet. Using social network has many benefits to the users starting from exploring a large variety of products to the very first way of ordering and the availability of the products 24 hours a day. One of the main problems that is found in using a social network is trusting the using social network social network s. the student concern about trusting to buy from the using social network social network s. Trust is a major concern for the merchant too; his concern is how to gain the student trust and to keep it. Many factors play a major role in acquiring the student trust in the online market. These factors rely on the social network characteristics such as design, interactivity and age and other factors vary from the social network quality, service quality, security policy of the social network, the privacy policy, the guarantee offered, the satisfaction of the user, the ease of use, the risk aversion and the culture factors. This study introduces the trusting affecting factors mentioned above and their effect on the trustworthiness factors (ability, benevolence, and integrity) a trust model has been built to show the relation between these factors and the trustworthiness factors.