scholarly journals Types of boredom and other learning activity emotions: A person-centred investigation of inter-individual data

2021 ◽  
Author(s):  
Dirk Tempelaar ◽  
Alexandra Corina Niculescu
Keyword(s):  
Latent Class ◽  
Educational Practice ◽  
Linear Ordering ◽  
Learning Activity ◽  
First Year ◽  
Cross Sectional ◽  
First Year Students ◽  
Discrete Learning ◽  
High Control ◽  
Level Of Analysis

AbstractWhether boredom is a unitary construct or if multiple types of boredom exist is a long-standing debate. Recent research has established the existence of boredom types based on frequency observations of boredom by experience sampling. This work tries to expand our understanding of boredom and replicate these previous findings by applying intensity observations of cross-sectional type for four discrete learning activity emotions: boredom, anxiety, hopelessness, and enjoyment. Latent class analysis based on activity emotion scores from 9863 first-year students of a business and economics program results in seven profiles. Five of these profiles allow a linear ordering from low to high control and value scores (the direct antecedents of emotions), low to high positive, and high to low negative emotions. Two profiles differ from this pattern: one ‘high boredom’ profile and one ‘low boredom’ profile. We next compare antecedent relationships of activity emotions at three different levels: inter-individual, inter-class or between classes, and intra-class or within classes. Some of these relationships are invariant for the choice of level of analysis, such as hopelessness. Other relationships, such as boredom, are highly variant: within-class relationships differ from inter-individual relationships. Indeed, our results confirm that boredom is not a unitary construct. The types of boredom found and their implications for educational practice are discussed and shared in this article.

scholarly journals Associated Factors with Adopting Preventive Behaviors for Breast Cancer in Iran

2020 ◽  
pp. 33-39
Author(s):  
Marzieh Hajikarimbaba ◽  
Rahman Panahi ◽  
Leila Dehghankar
Keyword(s):  
Breast Cancer ◽  
Physical Activity ◽  
Significant Relationship ◽  
Cross Sectional Study ◽  
First Year ◽  
Preventive Behaviors ◽  
Cross Sectional ◽  
First Year Students ◽  
Good Level ◽  
Study Population

Background: Considering the remarkable role of students in society and the relatively high prevalence of breast cancer in women, this study aimed to determine the factors related to adopting preventive behaviors for breast cancer in students.Methods: This was a descriptive cross-sectional study. The study population consisted of 375 female students of Qazvin city, who were selected by stratified random sampling during the year 2019. Data collection tools included a demographic and contextual questionnaire and a valid and reliable questionnaire for measuring breast cancer preventive behaviors. Data were analyzed using SPSS 23 software program, descriptive statistics and logistic regression.Results: Using there was a statistically significant relationship between adopting preventive behaviors against breast cancer and physical activity (P <0.001), so that the chances of adopting good preventive behaviors in students with "occasionally", "rarely" and "never" physical activity were respectively 0.410, 0.113, and 0.098 times chance for the students with daily physical activity. There was a significant relationship between breast cancer prevention and academic years (p= 0.027), so that the chances of adopting good-level preventive behaviors in the senior students was 1.498 times higher than the first year students. There was also a significant relationship between adopting preventive behaviors and employment (P = 0.017), so that the chances of adopting good-level preventive behaviors in unemployed students was 1.725 times higher than that of the employed students.Conclusion: Students with lower education and less physical activity and the employed individuals less commonly adopted preventive behaviors. Therefore, it is necessary to pay more attention to these students in designing educational programs.

scholarly journals Using Decision Trees and Random Forest Algorithms to Predict and Determine Factors Contributing to First-Year University Students’ Learning Performance

Algorithms ◽  
2021 ◽  
Vol 14 (11) ◽  
pp. 318
Author(s):  
Thao-Trang Huynh-Cam ◽  
Long-Sheng Chen ◽  
Huynh Le
Keyword(s):  
Random Forest ◽  
Performance Prediction ◽  
Prediction Models ◽  
Family Background ◽  
Educational Practice ◽  
Poor Performance ◽  
Learning Performance ◽  
First Year ◽  
First Year Students ◽  
Early Performance

First-year students’ learning performance has received much attention in educational practice and theory. Previous works used some variables, which should be obtained during the course or in the progress of the semester through questionnaire surveys and interviews, to build prediction models. These models cannot provide enough timely support for the poor performance students, caused by economic factors. Therefore, other variables are needed that allow us to reach prediction results earlier. This study attempts to use family background variables that can be obtained prior to the start of the semester to build learning performance prediction models of freshmen using random forest (RF), C5.0, CART, and multilayer perceptron (MLP) algorithms. The real sample of 2407 freshmen who enrolled in 12 departments of a Taiwan vocational university will be employed. The experimental results showed that CART outperforms C5.0, RF, and MLP algorithms. The most important features were mother’s occupations, department, father’s occupations, main source of living expenses, and admission status. The extracted knowledge rules are expected to be indicators for students’ early performance prediction so that strategic intervention can be planned before students begin the semester.

scholarly journals Anatomy of Teaching Anatomy: Do Prosected Cross Sections Improve Students Understanding of Spatial and Radiological Anatomy?

2016 ◽  
Vol 2016 ◽  
pp. 1-4 ◽  
Author(s):  
L. B. Samarakoon ◽  
S. Vithoosan ◽  
S. Kokulan ◽  
M. M. Dissanayake ◽  
D. J. Anthony ◽  
...  
Keyword(s):  
Cross Sections ◽  
Test Group ◽  
Control Group ◽  
First Year ◽  
Cross Sectional ◽  
First Year Students ◽  
Radiological Anatomy ◽  
Teaching Anatomy ◽  
And Gender ◽  
Identical Series

Introduction. Cadaveric dissections and prosections have traditionally been part of undergraduate medical teaching. Materials and Methods. Hundred and fifty-nine first-year students in the Faculty of Medicine, University of Colombo, were invited to participate in the above study. Students were randomly allocated to two age and gender matched groups. Both groups were exposed to identical series of lectures regarding anatomy of the abdomen and conventional cadaveric prosections of the abdomen. The test group (n=77, 48.4%) was also exposed to cadaveric cross-sectional slices of the abdomen to which the control group (n=82, 51.6%) was blinded. At the end of the teaching session both groups were assessed by using their performance in a timed multiple choice question paper as well as ability to identify structures in abdominal CT films. Results. Scores for spatial and radiological anatomy were significantly higher among the test group when compared with the control group (P<0.05, CI 95%). Majority of the students in both control and test groups agreed that cadaveric cross section may be useful for them to understand spatial and radiological anatomy. Conclusion. Introduction of cadaveric cross-sectional prosections may help students to understand spatial and radiological anatomy better.

scholarly journals Do Dutch nutrition and dietetics students meet nutritional requirements during education?

2013 ◽  
Vol 17 (6) ◽  
pp. 1237-1244 ◽  
Author(s):  
Joke J van der Kruk ◽  
Harriët Jager-Wittenaar ◽  
Roos MB Nieweg ◽  
Cees P van der Schans
Keyword(s):  
Vitamin D ◽  
Dietary Intake ◽  
Fruits And Vegetables ◽  
Longitudinal Research ◽  
First Year ◽  
Dietary Intakes ◽  
Cross Sectional ◽  
First Year Students ◽  
Dietary Record ◽  
Nutrition And Dietetics

AbstractObjectivesTo compare the dietary intakes of Dutch nutrition and dietetics students with the Dutch RDA and the Dutch National Food Consumption Survey (DNFCS), and to assess whether dietary intake changes during education.DesignCross-sectional and longitudinal research (2004–2010).SettingData collection by 7 d dietary record and questionnaire.SubjectsDutch nutrition and dietetics students.ResultsThree hundred and fifty-two first-year and 216 fourth-year students were included. One hundred and thirty-three students in three cohorts were assessed twice. Of first-year students, >80 % met the RDA for all macronutrients. Of these students only 37 % met the RDA for fibre and in 43 % intake of saturated fat was too high. Fourth-year students more often met the RDA for fruits (55 %) and vegetables (74 %) compared with first-year students (32 % and 40 %, respectively). Intake of fruits and vegetables of both first- and fourth-year students was much higher than that of DNFCS participants (where 2 % and 7 %, respectively, met the corresponding RDA). Only <25 % of fourth-year students met the RDA for Fe, Se and vitamin D. In the cohorts, dietary intake for all macronutrients stabilised from the first to the fourth year (>80 %). Intakes of dietary fibre, Ca, Mg, Se, riboflavin, niacin, fruits, vegetables and fish improved significantly during education.ConclusionsDietary intake of nutrition and dietetics students is much better than that of DNFCS participants and improved during education. However, there is still a gap between actual dietary intake and the RDA, especially for Fe, Se and vitamin D.

Alcohol Consumption, Smoking and Substance Use in First and Final Year of Nursing School

2017 ◽  
Vol 41 (S1) ◽  
pp. S704-S705
Author(s):  
D. Soria ◽  
L.D.S.P.D. Magalhães ◽  
F.A.M.D. Souza ◽  
E.J. Domingos ◽  
C.C. Ribeiro ◽  
...  
Keyword(s):  
Religious Orientation ◽  
Roman Catholic ◽  
Early Years ◽  
Nursing School ◽  
First Year ◽  
Street Drugs ◽  
Cross Sectional ◽  
First Year Students ◽  
Exact Test ◽  
Competing Interest

AimsTo describe the use and abuse of alcohol, cigarettes and street drugs in nursing degree students of Alfredo Pinto nursing school at federal university of state of Rio de Janeiro.Methodscross-sectional and descriptive data of first and final year students enrolled in a nursing degree course. One hundred and seventeen students took part in a questionnaire, providing sociodemographic information and completed the alcohol smoking and substance screening test (ASSIST). A double variant and chi-squared analysis and Fisher's exact test was performed.ResultsOne hundred and seventeen students participated. Of the first year students 82% (n = 73) were woman; 61% (n = 54); 18–20 years old; 43% (n = 38) were white and 40% (n = 36) had parents that identified as Roman-Catholic. The students in their last year: 89% (n = 25) woman; 54% (n = 15) aged between 21–23 years old; 70% (n = 20) are white and 71% (n = 20) have roman-catholic parents. That is a high prevalence of alcohol use: 84% (n = 75) in the first year and 78% in the last year had used alcohol. 24% (n = 21) had smoked during their first year and 18% (n = 5) during the last year. It was found that the consumption of street drugs during early years of university is correlated to the age (P = 0.033) and the religious orientation by parents (P = 0.047).ConclusionUniversities responsibility towards their students, and students involvement with their learning process are factors that lead to changes in attitudes, beliefs and knowledge that are so important in maintaining healthy habits and lifestyle in line with what is taught in a nursing degree.Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals Utilising computer based learning to complement class teaching of gross anatomy

2019 ◽  
Vol 27 (8) ◽  
Author(s):  
Rudi Klein ◽  
Puspha Sinnayah ◽  
Kate Kelly ◽  
Maxwell Winchester ◽  
Gayathri Rajaraman ◽  
...  
Keyword(s):  
Teaching Method ◽  
Gross Anatomy ◽  
Learning Activity ◽  
First Year ◽  
Positive Contribution ◽  
Block Model ◽  
First Year Students ◽  
Student Centered ◽  
Computer Based Learning ◽  
Teaching Context

This study examines the use of three computer programs designed for the study of gross anatomy; An@tomedia Online, AnatomyTV, and Thieme, as in-class learning support programs within the newly adopted “Block model” of teaching delivery at Victoria University. Victoria University is the first and only Australian university to have introduced a block model of education. With the introduction of ‘The Block Teaching Model’ the focus of the use of in-class time towards meaningful and active learning has become paramount. We used these programs as in-class student-centered inquiry based learning activity. The aim of this research was to investigate how the use of these programs impact on student engagement and student experience in their study of gross anatomy which is now offered in a time-compressed block teaching method. An opinion-based survey using the Qualtrics software was conducted at the end of each anatomy unit teaching block of semester 1 in 2019. The survey was distributed to all students enrolled in the unit. Results indicate that all programs used were viewed as making a positive contribution to student learning. The use of An@tomedia Online was particularly helpful in assisting first-year students studying gross anatomy with the interpretation of laboratory-based prosected cadaveric material within the new teaching context.

scholarly journals LEARNING MOTIVATION AS A BASIS FOR EFFECTIVE EDUCATIONAL PROCESS AT HIGHER EDUCATIONAL INSTITUTES

2017 ◽  
Vol 2017 (2) ◽  
pp. 4-11 ◽  
Author(s):  
Л. Гнездилова ◽  
L. Gnezdilova ◽  
М. Гнездилов ◽  
M. Gnezdilov
Keyword(s):  
Social Life ◽  
Educational Process ◽  
Learning Motivation ◽  
Process Efficiency ◽  
Learning Activity ◽  
First Year ◽  
Student Survey ◽  
First Year Students ◽  
Higher Educational ◽  
The One

<p>The article features the role of motivation for higher education. The authors state that learning motivation is one of the decisive factors of educational process efficiency at higher educational institutes, presenting a set of motives that cause students’ activity in the educational process. The knowledge available in the psycho-pedagogical science about the issues of learning motivation is synthesized. The article presents the results of the survey conducted among the first-year students of Kuzbass State Technical University named after T. F. Gorbachev to explore meaningful aspects of their learning motivation. It is noted that a group of material motives, in which students perceive learning as the basis for their future decent material life, and a group of civil motives, in which students perceive learning as preparation for future social life, are their main leaning motives. Cognitive motive, such as a desire for new knowledge, are also revealed in the student survey. A group of prestige motives, such as a desire for a high social status, is also revealed. Most of the students' learning motives are attributed to the group of external motives. The results obtained, according to the authors, are a signal for teachers to search for approaches that are aimed at developing their students' internal motivation. Internal motives of learning can be considered as semantic motives for learning activity. Identified motives are also referred by the authors to a group of conscious motives. The importance of conducting such surveys is emphasized; on the one hand, for students themselves and the process of comprehension of their desires and needs; on the other hand, for planning and development of learning motivation and searching for effective motivationally-oriented approaches to teaching.</p>

scholarly journals Relationships Self-Regulation Learning and Academic Stress First Year Students at Faculty of Nursing University of Jember

2021 ◽  
Vol 1 (1) ◽  
pp. 81-87
Author(s):  
Rista Dwi Pratiwi ◽  
Erti Ikhtiarini Dewi ◽  
Enggal Hadi Kurniyawan
Keyword(s):  
Self Regulation ◽  
Negative Relationship ◽  
Cross Sectional Study ◽  
Academic Stress ◽  
Bivariate Analysis ◽  
P Value ◽  
First Year ◽  
Cross Sectional ◽  
First Year Students ◽  
Cronbach Alpha

The increase self-regulation learning has an important role related to academic stress management. First-year students are faced with various academic rules and demands that cause first year students to be stressed. This research analyze the correlation between self-regulation learning and academic stress of first-year students of the Faculty of Nursing, University of Jember. This research method is a cross-sectional study of 126 first-year students using cluster random sampling techniques. Bivariate analysis using Kendall tau b correlation (α <0.05 CI = 95%). The research instruments used were Self-Regulated Learning (Cronbach Alpha = 0.864) and Educational Stress Scale for Adolescents (Cronbach Alpha = 0.849). The result of Kendall tau b correlation test results show p-value 0.015 (α < 0.05) and t = - 0.150. This study found that self-regulation learning correlated to academic stress first-year students of the Faculty of Nursing, University of Jember. The correlation results showed a negative relationship direction with very weak strength, the higher self-regulation learning, the lower level of perceived academic stress. From the results and conclusions, researcher hopes that of first-year nursing faculty students can make more efforts to improve self-regulation learning process as an effort to deal with various problems during the lecture period. 

scholarly journals A cross-sectional study of chiropractic students' research readiness using the Academic Self-Concept Analysis Scale

2017 ◽  
Vol 31 (2) ◽  
pp. 109-114
Author(s):  
Stephney Whillier ◽  
Kent Au ◽  
Louie Feng ◽  
Helen Su
Keyword(s):  
Multivariable Analysis ◽  
Concept Analysis ◽  
Cross Sectional Study ◽  
Self Concept ◽  
First Year ◽  
Sectional Study ◽  
Cross Sectional ◽  
First Year Students ◽  
Chiropractic Students ◽  
Analysis Scale

Objective: The shift toward evidence-based health care has reoriented tertiary clinical education in a way that necessitates and incorporates research. This study assesses the inclination and suitability of chiropractic students for research over a 5-year educational program. Methods: Research attributes of chiropractic students were assessed in this cross-sectional study using a validated and modified academic self-concept analysis scale. Students in first and final year were assessed in 4 domains: creativity, motivation, self-regulation, and general intellectual ability. Univariable differences were assessed using Welch 2-sample t tests, and multivariable analysis was carried out with multiple linear regression models. Results: The response rate was 71% (n = 165). First- and fifth-year students scored highly on all 4 domains (80% to 96%). Compared to first-year students, fifth-year students rated themselves significantly lower in 3 of the domains: general intellectual abilities (t[126] = −2.01; p = 0.047), motivation (t[115] = −4.82; p &lt; 0.001), and creativity (t[136] = −3.00; p = 0.003). Conclusion: Research suitability is high in chiropractic students. Both cohorts scored high in all domains despite the disparity between first and fifth years. First-year students outperformed fifth-year students in 3 domains, indicating a potential decline in the inclination to do research over time. However, unaccounted factors, such as the Dunning-Kruger effect, life changes, and “burnout,” may have contributed to these differences. Future studies should include questions about stress, fatigue, clinical orientation, and educational environment to inform the interpretation of findings.

scholarly journals Who Are Their Leaders? College Students Perceptions of and Engagement with Campus Leaders and Administrators

2021 ◽  
Vol 11 (3) ◽  
pp. 43
Author(s):  
Stephanie Rizzo ◽  
Dana J. Tribble ◽  
Louis S. Nadelson
Keyword(s):  
College Students ◽  
Campus Climate ◽  
Online Survey ◽  
Future Research ◽  
First Year ◽  
Exploratory Research ◽  
Cross Sectional ◽  
First Year Students ◽  
Campus Leaders ◽  
Campus Administrators

College students&rsquo; interactions with campus leaders is critical to their success, particularly in situations of distress. Yet, little is known about college students&rsquo; knowledge, perceptions, and identification of campus administrators, faculty members, and staff as leaders and their interactions with these campus leaders. To fill the gap in the literature, we applied a cross-sectional methodology to gather a combination of quantitative and qualitative data using an online survey. We had 60 first-year students participate in our exploratory research by fully completing our survey. We found that students identified their advisors as leaders on campus. We also found most of our participants avoided campus administrators in fear of judgment, intimidation, and feelings of anxiety. Our results have implications for campus leadership, college administrators, student retention, and campus climate. Following our results, we discuss implications for practice and offer additional recommendations for future research.

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