Types Of Students Research Articles

Giftedness and allergy: A comparative study of the risk factors in gifted and typical children

Aim: To compare the various parameters associated with giftedness and allergy in gifted children within their group and with typical children of average intelligence. Methods: The case-control questionnaire study was conducted in Adıyaman, Türkiye, in April-May 2023. The study included 75 gifted and 190 typical children aged 6-14. The face-to-face survey consisted of 37 questions, 16 of which were added to the 21 questions of the International Study of Asthma and Allergies in Childhood (ISAAC) Phase 3. Results: The prevalence of recurrent ear infections in gifted children (33.3%) was found to be significantly higher than in typical students (20.5%) (P= 0.028). The rate of asthma in gifted students with recurrent ear infections (40%) was found to be significantly higher than the rate in gifted students without recurrent ear infections (16%) (P=0.022). The rate of allergic rhinitis in gifted students with food allergies (38.5%) was found to be significantly higher than the rate of those without food allergies (11.3%) (P=0.029). The high food selectivity (21.3%) of gifted students was found to be significantly higher than that of typical students (8.4%) (P=0.002). Among the gifted students, 50% of those who were very selective about food had asthma (P=0.014), and 37.5% had allergic rhinitis (P=0.029). Conclusions: The study has shown the association between giftedness and various allergic conditions, suggesting that certain factors like recurrent otitis and food selectivity behavior may contribute to the higher prevalence of these conditions in gifted children.

Results and implications for generative AI in a large introductory biomedical and health informatics course

Generative artificial intelligence (AI) systems have performed well at many biomedical tasks, but few studies have assessed their performance directly compared to students in higher-education courses. We compared student knowledge-assessment scores with prompting of 6 large-language model (LLM) systems as they would be used by typical students in a large online introductory course in biomedical and health informatics that is taken by graduate, continuing education, and medical students. The state-of-the-art LLM systems were prompted to answer multiple-choice questions (MCQs) and final exam questions. We compared the scores for 139 students (30 graduate students, 85 continuing education students, and 24 medical students) to the LLM systems. All of the LLMs scored between the 50th and 75th percentiles of students for MCQ and final exam questions. The performance of LLMs raises questions about student assessment in higher education, especially in courses that are knowledge-based and online.

SOCIAL PORTRAIT OF A STUDENT OF THE ADVANCED ENGINEERING SCHOOL OF KAZAN FEDERAL UNIVERSITY

Background. In modern Russia, there is a task of creating a strong corps of highly qualified engineers capable of implementing the country’s scientific and technical strategies. Engineers should not only possess professional skills but also creative thinking to generate and implement innovative ideas. Purpose. The aim of the research is to develop and analyze the social portrait of students of the Advanced Engineering School “Cyber Auto Tech” of Kazan Federal University. Materials and methods. The study relies on an integrative approach that combines theoretical positions of psychology and sociology, as well as research methods of comparative analysis, modeling, and classification. Social statistics methods included surveying and data analysis. Results. The research revealed that the typical student of the Advanced Engineering School “Cyber Auto Tech” of Kazan Federal University is a young person aged 18-21 years, with high academic motivation and interested in receiving quality education. Students value the opportunity for budget-based education and the geographical proximity of the university, strive for professional development and financial stability. The research results emphasize the importance of adapting educational programs to modern requirements and challenges to support the youth in the engineering field and contribute to the development of the country’s technological and economic potential.

The Cognitive Representation of Information and its Relationship to Cognitive Style (Verbal - Conceptual) Among a Sample of Fifth Year Primary Students –A Field Comparative Study Between Typical Students and Students with Reading Comprehension Difficulties in the City of Laghouat –

The current study aimed to identify the level of cognitive representation of information and verbal and conceptual cognitive styles among a sample of fifth year primary students with reading comprehension difficulties and their typical peers. To fulfill these objectives, the scale of cognitive representation of information and the scale of verbal and conceptual cognitive style were adopted after verifying their psychometric features.

“The University Is Made for Those Who Can Climb the Stairs”: Dialoguing With Counterstories in Higher Education

Entering higher education presents significant challenges for students whose learning styles differ from the norm of the “(neuro)typical student.” In Flanders, the prevailing notions persist in asserting that people with disabilities do not belong in a higher education system due to perceived shortcomings in meeting the traditional standards. In this article, we focus on a podcast “ I write so I am: The power of the dyslexic brain” created by a former student. By drawing on a critical dialogical methodology we engage with the stories presented in the podcast, contemplating ways to progress toward an affirmative and relational approach to disability. We make this more concrete by plugging-in concepts such as “recognition,” “relational accessibility,” and “caring communities” as they guide us in challenging ableist structures. The practice of dialoguing calls for engaging communities where listening with care opens negotiations to bypass the current rigid system of “reasonable accommodations.”

The identities of employed students: Striving to reduce distinctiveness from the typical student

AbstractEndorsement of the employed student identity can provide social support for employed students or protection from negative intergroup comparisons. However, not much is known about what identity aspects or characteristics comprise the employed student identity and how they become important and central to that identity. Using data from 215 employed university students in the UK, we investigated two research questions (RQ's) in this mixed‐method study. RQ1. What are the identity aspects that participants ascribe to the employed student identity? RQ2. Are identity aspects that distinguish employed from non‐employed students, and are considered more suitable for employed versus non‐employed students, more central and more important to the employed students’ self‐concept? A thematic analysis categorized the identity aspects that participants self‐generated into 14 distinct categories, with the most important categories being hard‐working, being organized, having motivation, and discipline. Multilevel analyses of identity aspects within individuals revealed that distinctiveness was negatively associated with the importance and centrality of aspects, whereas suitability for employed students was positively associated with the importance and centrality of aspects. We offer practical value through revealing important identity aspects which inoculate employed students against negative intergroup comparisons, and theoretical value through suggesting future avenues for employed students’ identity construction.Public Significance StatementBeing an employed student carries a social cost but defining as one can help in obtaining social support or protecting from negative comparisons with non‐employed students. We identify fourteen categories of aspects that can define oneself as an employed student (e.g., motivation, hard work) with employed students experiencing those aspects which are more suitable to them as more identity‐defining, and those aspects which differentiate them from non‐employed students as less identity‐defining.

Comparison of Cognitive and Behavior Development Between Typical Students and Students with Multiple Disabalities (Deaf and Autism)

Comparison of Cognitive and Behavior Development Between Typical Students and Students with Multiple Disabalities (Deaf and Autism)

Bridging Gaps: Pre-Service Mathematics Teachers’ Handling the Difficulties in Posing Real-World Mathematical Problems

Real-world mathematical problem (RWMP) solving and posing are important aspects of teaching and learning mathematical modelling, as well as developing a mathematization disposition for both teachers and students. Several researchers have explored blockages or difficulties in such modelling processes and in problem posing. However, prior research has identified difficulties that the pre-service mathematics teachers (PSMTs) encountered when they tried to pose a modelling problem by choosing the general topic themselves, as there is little known about possible obstacles that PSMTs can encounter when trying to pose a real-world problem relevant to a given mathematical topic. The current study explored the difficulties encountered by PSMTs in a RWMP-posing activity. The target group was 23 PSMTs with prior experience in mathematical modelling and mathematical problem posing. The findings showed that the PSMTs struggled with: (a) task organization, which involved selecting and understanding mathematical knowledge; (b) specialized content knowledge, which included a lack of real-world knowledge and difficulty in connecting mathematical concepts to real-world contexts; and (c) individual considerations of aptness, which encompassed authenticity, interest, complexity, language, and relevance to task organization. The PSMTs applied various strategies to complete the posing task, such as using problem-posing and solving heuristics, adapting existing problems, sharing and discussing with friends, and considering the perspective of a typical student. The implications of these findings should help in developing preparatory instructional practices for mathematics teachers.

Teaching Experimental Instrumental Analytical Chemistry Are we forming professionals, training operators or illuding students (and ourselves)?

Teaching Experimental Instrumental Analytical Chemistry Are we forming professionals, training operators or illuding students (and ourselves)?

Latent profiles as predictors of response to instruction for students with reading difficulties.

The program code developed by others is appropriately cited in the text and listed in the references section. The raw and processed data on which study conclusions are based are not available. The statistical syntax needed to reproduce analyses in the article is available upon request. The methods section provides references for the materials described therein. We report how we determined our sample size, all data exclusions, all manipulations, and all measures in the study, and we follow APA Style Journal Article Reporting Standards. This study's design, hypotheses, and data analytic plan were not pre-registered. Prior research supports the need for elementary-aged students with reading difficulties (RD) to receive explicit systematic small group evidence-based reading instruction. Yet for many students, simply receiving an evidence-based reading instruction in a small group setting is insufficient to reach the progress milestones needed to meet grade level reading standards. The current study examined whether: (1) elementary school students with RD constitute a homogeneous or heterogeneous groups when considering their basic language and cognitive skills (using a latent profile analysis), and (2) if latent profiles are predictive of response to reading comprehension instruction (using a mixed modeling approach). The sample consisted of 335 students, including students with RD and typical students (n = 57). The results revealed heterogeneity within students with RD - there were two distinct profiles, with one having higher basic language (reading fluency and decoding) and cognitive (verbal domain productivity, cognitive flexibility, working memory) skills and lower attention skills, and the other having stronger attention skills and lower basic language and cognitive skills. The findings also suggested that latent profiles were predictive of response to reading comprehension instruction. Our results provide a convincing argument for leading the field in the direction of developing customized interventions. It is conceivable, but remains to be further examined, that researchers and educators could potentially improve reading outcomes through providing a customized reading intervention to a student based on their cognitive-language profile.

IMPLEMENTATION OF UNIVERSAL LEARNING DESIGN PRINCIPLES BY MAINSTREAM TEACHER IN INCLUSIVE EDUCATION PROGRAMS

Sustainable Development Goal 4 (SDG) has stressed the aspect of inclusive education. In Malaysia, the implementation of the Inclusive Education Program has been implemented, which is the placement of students with special educational needs (SEN) together with typical students in the classroom based on the experience of other countries. It is seen as more effective for SEN to obtain effective social interaction in life. To ensure that this inclusive education can be achieved, a universal learning design (UDL) has been developed. UDL is a framework for improving and optimizing teaching and learning for all individuals based on scientific insights into how humans learn. Therefore, the objective of this study is to identify the level of implementation of universal learning design (UDL) of mainstream teachers in the Inclusive Education Program (IEP) in primary schools in Kota Tinggi, Johor. The sample is a total of 82 mainstream teachers who teach the Inclusive Education Program at the primary school level. The census sampling method was used. The questionnaire that was constructed was adapted from the UDL Framework Scale 2023 and Borang Penskoran Evidens SKPM Gelombang 2 2016 with Cronbach's Alpha coefficient value a = 0.943 was used to collect data. Statistical Package for Social Sciences (SPSS) Version 29 software was applied to analyze the data obtained. Descriptive analysis found the level of implementation of the 3 principles of UDL in IEP by mainstream teachers at a high level.

Разработка краткой формы Шкалы оценки родителями одаренности детей (Short-Form Parent Rating Scale, SFPRS)

<p>The purpose of this paper was to develop a parent rating scale targeted at screening children in terms of giftedness. 292 parents of gifted and typical students participated in the study. Of the parents, 170 were female while 122 were male. In the study, parents were asked to indicate the prominent characteristics of their gifted children and 10 items were identified after the characteristics were examined by two experts. It was seen to that the items determined were compatible with the items in the parent rating scales in the literature. Content, construct and criterion-related validities were examined while the Cronbach alpha value as a sign of reliability was also examined. Content validity was approved by two experts, Kendall’s coefficient of concordance was calculated to determine inter-expert agreement and found to be 0.80. Confirmatory factor analysis results also supported a one-factor solution for an 8-item instrument. A comparison of scores given by parents of gifted and typical students also revealed a significant difference between two groups of the parents in favor of the parents having gifted children. The Cronbach’s alpha value was found to be 0.78, an acceptable value for internal consistency. Therefore, the Short-Form Parent Rating Scale (SFPRS) may be used to screen practically gifted children by the parents without using boring and long instruments. In addition, not checking convergent and divergent validity, test-retest reliability and measurement invariance are seen as the limitations of this paper.</p>

İlkokul Dönemi Üstün Yetenekli Çocuklar İçin Aday Bildirim Ölçeği (İDABÖ) Geliştirme Çalışması

Introduction: The aim of this study is to develop a teacher nomination scale for gifted students in primary schools. The developed scale is theoretically based on Renzulli’s Three-Ring Conception of Giftedness Theory. Method: In this study, a Teacher Nomination Scale for Gifted Children in Primary Schools (TNSG-P) was developed to identify gifted children attending primary school. The descriptive survey design was used in this study. In study 1, the exploratory factor analysis (EFA) using principal axis method was conducted. In study 2, the confirmatory factor analysis (CFA) using robust maximum likelihood estimation method was carried out. In study 3, the validity of the scale was tested. Findings: A pilot study involving 507 participants was carried out using the 89-item trial form. After the pilot phase, 50 items remained in the scale. A confirmatory factor analysis was conducted on the 50-item scale in a sample of 225 participants. This showed that the fit indices of the scale had a perfect fit and the second level three-factor structure of the scale with 27 items was confirmed. In the validity analysis of the scale, gifted students and typical students were compared and a statistically significant difference was obtained in favor of the gifted students. Cronbach’s α and stratified Cronbach’s α, McDonald’s ω, composite reliability coefficients and average variance extracted (AVE) values regarding the reliability of the scale were also examined. The reliability coefficients for both the overall scale and its subscales were found to be above .95. Discussion: The findings have revealed that the Teacher Nomination Scale for Gifted Children in Primary Schools is a valid assessment instrument and gives reliable scores in identifying gifted children.

Development and validation of the perceived approval of Risky Drinking Inventory in undergraduate students.

Undergraduates frequently engage in risky drinking (i.e., drinking alcohol in ways that may result in problems). The reasoned action approach identifies injunctive norms (i.e., perceptions that others approve of risky drinking) as central in predicting engagement in risky drinking. However, research linking injunctive norms and risky drinking is equivocal, possibly because of extensive variability in the operationalization of injunctive norms across studies. This study describes the development and validation of the Perceived Approval of Risky Drinking Inventory (PARDI), designed according to best practice guidelines in questionnaire development. Undergraduate students (N = 1,313) participated in one of the three phases of data collection, including focus group interviews for item generation (n = 31), self-report questionnaires for scale refinement (n = 407), and self-report questionnaires for scale validation (n = 875). Exploratory and confirmatory factor analyses supported a 20-item four-factor solution (Heavy Drinking, Drinking-Related Problems, Coping-Related Drinking, and Sexual-Risk Taking) across the three assessed referent groups (friends, parents, and typical students), all of which present satisfactory estimates of scale score and composite reliability. The results also provided preliminary support for the convergent validity of scores obtained on the PARDI, as demonstrated through correlations with other measures of perceived norms, alcohol use, alcohol-related problems, and coping-motivated drinking. Finally, the results supported the generalizability of the PARDI factor structure by demonstrating its measurement invariance across gender and drinking status (i.e., alcohol use and problems). The PARDI represents a reliable, valid, yet nuanced measure of injunctive norms that can be used to support further theory development and intervention. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

A typical student of the Moscow Theological Academy at the end of the 19th century: statistical analysis

A typical student of the Moscow Theological Academy at the end of the 19th century: statistical analysis

The role of teacher support in students' academic performance in low- and high-stakes assessments

Teachers' impact on learning outcomes is well supported, but more robust evidence is needed on the complex indirect pathways through which teacher support impacts performance in low-versus high-stakes examinations. This study sought to understand the divergent mechanisms through which teachers' support for students affects their performance on low- and high-stakes assessments. Bayesian structural equation modeling with the Markov Chain Monte Carlo algorithm and data from Ghana were used to test mediated, unmediated, and moderated-mediated relationships. The results show that a typical student's high-stakes exam performance increases by approximately 13 % for each one-unit increase in teacher support. A chain mediation effect also exists through student homework behavior and low-stakes everyday performance. Student gender is also a moderator. These results could aid in identifying the malleable leverage points associated with low- and high-stakes assessments. Such empirical clarity would help education administrators to develop appropriate professional development programs that enhance teachers' support roles, enabling them to respond better to learning disparities and related challenges.

Cognitive Profile Discrepancies among Typical University Students and Those with Dyslexia and Mixed-Type Learning Disorder.

Previous studies have identified areas of cognitive weakness in children diagnosed with Specific Learning Disorder (SLD), in the areas of working memory and processing speed in particular. In adulthood, this literature is still scant, and no studies have compared the cognitive profile of university students with dyslexia (DD) with that of students with Mixed-type SLD. Thus, in this study, the WAIS-IV was used to examine the cognitive functioning of three groups of university students: students with DD, with Mixed-type SLD, and typical students. Statistical analyses were performed to examine differences in WAIS-IV FSIQ, main, and additional indexes and subtests. The results showed strengths in perceptual reasoning and good verbal comprehension abilities in both the DD and Mixed-type SLD group, with weaknesses in working memory and processing speed, leading to a pattern of a better General Ability Index (GAI) than Cognitive Proficiency Index (CPI) in both clinical groups. Thus, discrepancies between GAI and CPI, well documented in children with SLD, still manifest in adulthood in university students. Our findings also revealed worse cognitive performance in university students with mixed learning disorder relative to students with only a reading deficit. The cognitive features and distinctive subtest profiles that emerged should guide the assessment and the definitions of intervention programs, special educational needs, and strategies of compensation.

Проблемы реализации инклюзивного образования в государственных школах Санкт-Петербурга

This paper is intended to raise the problems of implementing inclusive school education in St. Petersburg. In-clusive education allows to improve socialization of children with special needs, promotes mutual understand-ing. Moreover, it reduces prejudice and strengthens social inclusion. Equally, it develops social justice, which is very important for these children. To develop these elements, several forms of inclusive education are being implemented. Inclusive education is a system that is based on the flexibility of the curriculum, taking into ac-count the contextual characteristics and needs of each of the students, which allows them to receive education most effectively. Within the framework of the topic, an applied study was conducted on the problems of imple-menting inclusive education in public schools in St. Petersburg. The study is based on the analysis of data ob-tained from a survey conducted among teachers, school administration, parents of typical students and stu-dents with special needs.

The role of cognitive linguistics in developing students' communicative competence and forming their linguistic personality

The research examines the specifics of cognitive linguistics regarding developing communicative competence and forming students' linguistic personalities. Attention is paid to the essence of cognitive linguistics, the history of the emergence of this direction, and the current state of research. The article analyzes the ways, methods, and forms of cognitive linguistics application in the educational process to form the student's linguistic personality and develop communicative competence. The structure of the concept is presented for the simplified perception of a specific phenomenon by a student of a philological specialty. The study aims to reveal the role of cognitive linguistics in developing communicative competence and forming a student's linguistic personality. The object of research is cognitive linguistics as a linguistic direction. Research methods. Such research methods as description, analysis and synthesis, generalization, and linguistic analysis were used in the work. The work examines the issue of cognitive linguistics in terms of the development of communicative competence and the formation of students' linguistic personalities. The essence of the concept of "cognitive linguistics," its direction, principles, and principles are revealed. The history of the emergence of cognitive linguistics as a linguistic direction and the current state of research are described. Cognitive linguistics’ impact on forming a student's communicative competence is described. The student's types of thinking are analyzed, in particular, abstract, professional, critical, fast, and systematic. The case method is a key cognitive linguistics method used during educational activities. The proof of the values of the method is implemented, and the stages of the case method are demonstrated with the help of a graphic image. The article provides ways of forming the student's communicative competence through cognitive linguistics. The advantages and disadvantages of each method are described. The construction of the concept is carried out, which contributes to the student's faster perception of the topic and the types of concepts given.

Career Self-Efficacy Profile of Students in SMKN 1 Bukittinggi

This research is motivated by the existence of problems in several students at SMKN 1 Bukittinggi related to career self-efficacy, including the dimensions of self-appraisal, occupational information, goal selection, planning, and problem-solving. The problems found are that some students still cannot do a self-assessment of the majors they choose and the abilities they have specifically in the career field, some students cannot collect job information provided by the school by the career field they are interested in, some students do not have clear goals related to the career they will achieve, some students do not have career planning to achieve and some students cannot solve problems when they are in an obstacle in the career field problems they face. The formulation of the problem in this study is how much the career self-efficacy profile of students at SMKN 1 Bukittinggi is. The purpose of this study is to obtain a clear picture of the career self-efficacy profile of class XI students at SMKN 1 Bukittinggi. This type of research is descriptive quantitative research. The population in this study was 714 participants, all grade XI of SMKN 1 Bukittinggi. While the sample in this study amounted to 88 participants using the Simple Random Sampling technique. Data was collected using a questionnaire instrument. The instrument used is the CDMSE (Career Decision Making Self-Efficacy) instrument developed by Jiang and Park. This instrument consists of 25 items and has been tested for validity and reliability on 30 students at SMKN 1 Bukittinggi and the results obtained are all valid items. Data analysis techniques and raw data processing using Microsoft Excel with the percentage formula. The results of this study concluded that overall the career self-efficacy profile of students at SMKN 1 Bukittinggi was in the high category, namely 74.9%. Among them, in the self-appraisal indicator, a percentage of 80.4% was obtained and was in the high category, occupational information obtained a percentage of 70.09% and was in the high category, goal selection obtained a percentage of 79.2% and was in the high category, planning obtained a percentage of 74.5% and was in the high category, and in the problem-solving indicator obtained a percentage of 70.3% and was in the high category. This shows that typical students at SMKN 1 Bukittinggi have confidence in their ability to complete career responsibilities that must be passed by the age range of career development faced.