scholarly journals Disengaged, Positive, or Negative: Parents’ Attitudes Toward Learning From Home Amid COVID-19 Pandemic

2021 ◽  
Author(s):  
Ahmad R. Pratama ◽  
Firman M. Firmansyah
Keyword(s):  
Attitudes Toward Learning

scholarly journals ATTITUDES TOWARD LEARNING PREFERENCE:THE RELATION WITH PERSONALITY

2020 ◽  
pp. 341-348
Author(s):  
Lilly E. Both ◽  
Keyword(s):  
Academic Success ◽  
Personality Traits ◽  
Learning Strategies ◽  
Learning Style ◽  
Teaching And Learning ◽  
Learning Preferences ◽  
Hierarchical Regression ◽  
Evidence Based Practices ◽  
Attitudes Toward Learning ◽  
Teaching And Learning Strategies

In this study, 106 women (M age = 23 years) completed a series of questionnaires online assessing personality traits and facets (subscales), learning preferences (Activist, Reflector, Theorist, Pragmatist), and attitudes toward learning preferences.The vast majority of participants in this study believed that students are more likely to have academic success when teaching and learning strategies match their learning style. However, the results of several hierarchical regression analyses found that a large proportion of variance in learning style was accounted for by personality traits or facets. For example, 43% of the variance in the Activist Learning Style was accounted for by higher scores on Extraversion, and lower scores on Conscientiousness and Negative Emotionality. When personality facet scores were used as predictors, the proportion of variance jumped to 55%. Similarly, between 27-31% of the variance in Reflector, Theorist and Pragmatist Learning Style was accounted for by personality facet scores alone. The results are discussed in terms of learning style attitudes and myths pervasive in the literature, and the need for evidence-based practices.

scholarly journals GALE SIG: Learning and teaching gender and sexuality issues in the EFL classroom: Where students and teachers stand

2013 ◽  
Vol 37 (5) ◽  
pp. 8 ◽  
Author(s):  
Reiko Yoshihara
Keyword(s):  
Domestic Violence ◽  
Personal Growth ◽  
Gender And Sexuality ◽  
College Instructors ◽  
Learning And Teaching ◽  
Japanese University ◽  
Attitudes Toward Learning ◽  
Teachers And Students ◽  
Positive Feelings ◽  
Students Attitudes

This paper explores the gap between teachers and students’ attitudes toward learning about domestic violence and gay/lesbian issues in the EFL classrooms in a Japanese university. Results showed that students had positive feelings toward learning about domestic violence and gay/lesbian issues, whereas college instructors were sometimes hesitant or disliked teaching about these issues. Students had an intellectual curiosity toward these issues and indicated the connection between learning about these issues and personal growth. On the other hand, instructors showed a lack of confidence or anxiety about discussing these issues in their classrooms. 本論では、大学のEFL教室における、家庭内暴力と同性愛問題に対する学生と教師の意識の違いを研究した。結果として、学生はこれらのトピックを学ぶことに好意的であったのに対し、教師はその重要性を認識しながらも、あまり積極的には取り上げたくないという反応がみられた。学生はジェンダーやセクシュアリティの問題に対する知的好奇心を示し、学ぶことは自己成長につながると述べた。一方、教師はこれらの問題を教えることに対する不安や自信のなさを示した。

Pre-Service Teachers' Self-Efficacy and Attitudes toward Learning and Teaching Science in a Content Course

2015 ◽  
pp. 1397-1415
Author(s):  
Cindi Smith-Walters ◽  
Heather L. Barker
Keyword(s):  
Traditional Approach ◽  
Teaching Science ◽  
Methods Course ◽  
Learning Science ◽  
Science Methods ◽  
Learning And Teaching ◽  
Attitudes Toward Learning ◽  
Science Efficacy ◽  
Teaching Content ◽  
Science Methods Courses

Science teaching is approached with hesitation by many PreK-8 teachers. This chapter explores the research on attitudes toward science and learning science as well as the perceived science efficacy of elementary pre-service teachers. It also describes a content-based, pedagogically rich life science course for pre-service preK-8 teachers that incorporates active and interactive teaching techniques in lieu of the traditional science methods course. Using evidence from this project and other research studies, the chapter argues for the inclusion and modeling of these approaches when preparing teachers of science and proposes that this non-traditional approach for teaching content-based courses for preparing teachers be considered in place of traditional science methods courses.

Improving Students’ Computing Skills and Attitudes toward Learning via Web-Mediated Self-Regulated Learning with Feedback in an Online Problem-Solving Environment

2011 ◽  
Vol 3 (2) ◽  
pp. 37-53 ◽  
Author(s):  
Chia-Wen Tsai ◽  
Pei-Di Shen
Keyword(s):  
Problem Solving ◽  
Teaching Methods ◽  
Learning Effects ◽  
Innovative Teaching ◽  
Self Regulated Learning ◽  
Attitudes Toward Learning ◽  
Positive Attitudes ◽  
Problem Solving Environment ◽  
Regulated Learning ◽  
Computing Skills

Online learning is generally a solitary process without teachers’ on-the-spot assistance. To help students achieve sustained learning effects, the authors conducted a quasi-experiment to explore the effects of web-mediated self-regulated learning (SRL) with feedback on enhancing students’ computing skills, and their attitudes toward blended learning through online problem-solving. In this study, two cases were studied and compared, one a class deploying web-mediated SRL with feedback and the other without. The results showed that students who received web-mediated SRL with feedback outperformed those without feedback on computing skills and exhibited positive attitudes toward this instruction integrated with innovative teaching methods and technologies.

scholarly journals The impact of personality traits on attitudes toward learning communication skills

2020 ◽  
Vol 30 (1) ◽  
pp. e37326
Author(s):  
Camila Ament Giuliani dos Santos Franco ◽  
Renato Soleiman Franco ◽  
Dario Cecilio-Fernandes ◽  
Milton Severo ◽  
Maria Amélia Ferreira
Keyword(s):  
Personality Traits ◽  
Communication Skills ◽  
Attitude Scale ◽  
Openness To Experience ◽  
Personality Factors ◽  
Undergraduate Medical Students ◽  
Cronbach’S Alpha ◽  
Cronbach's Alpha ◽  
Attitudes Toward Learning ◽  
The Impact

Aims: The aim of this study was to investigate the association between personality traits and attitudes toward learning communication skills in undergraduate medical students. The relation between students’ attitudes and personality trait could help us identify those who those who will need more support to develop communication skills, based on their personality traits.Methods: The data was collected data from an intentional and cross-sectional sample composed of 204 students from three Brazilian universities. The students answered questionnaires containing the Communication Skills Attitude Scale (CSAS-BR) and the Big Five Mini-Markers (BFMM) for personality. Data were analyzed using frequency calculations, principal components analysis, and the multiple linear regression model.Results: Seven among 26 items of the original Communication Skills Attitude Scale (CSAS) presented factor loads lower than |0.30| and must be excluded in the CSAS -BR that showed one domain including positive and negative attitudes. The value of Cronbach’s alpha of the 19-item scale was 0.894. The BFMM showed similar dimensional results with five domains with Cronbach’s alpha values of 0.804 for Extroversion, 0.753 for agreeableness, 0.755 for conscientiousness, 0.780 for neuroticism and 0.668 for openness. There were positive and statically significant linear associations with the CSAS-BR and agreeableness (β: 0.230, p<0.001), extraversion (β: 0.150, p=0.030), and openness to experience (β: 0.190, p=0.010). These personality factors drive social interactions and interpersonal relations, which involve the tendency to be friendly, flexible, and cooperative; to show a willing disposition; and the ability to actively engage with others. Conclusions: Based on the methods applied in this study, the results demonstrated a relation between agreeableness, extraversion and openness to experience with attitudes on communication skills in students from three Brazilian universities. Our results suggest that the evaluation of personality traits can contribute to the recognition of students for whom the establishment of special teaching strategies can improve communication skills.

scholarly journals Moving Towards a More Balanced English Teaching: A Case from Taiwanese EFL Classrooms

2011 ◽  
Vol 4 (2) ◽  
pp. 132 ◽  
Author(s):  
Jia-Ying Lee
Keyword(s):  
Language Learners ◽  
Teaching And Learning ◽  
Writing Skills ◽  
Language Play ◽  
Reading And Writing ◽  
English Curriculum ◽  
Attitudes Toward Learning ◽  
School Entrance ◽  
K 12 ◽  
Implicit Curriculum

In recent years, learning English has become a national movement. This article examines the national K-12 English curriculum in Taiwan, with specific criticism offered against some the prevailing practices that occur in Taiwanese classrooms. Influenced by the philosophy of essentialism and by an institutional regard for college and high school entrance requirements, many Taiwanese teachers spend their time teaching to the tests. But the tests only assess a partial range of skills and knowledge that successful language learners need. Teaching is not neutral. So if we examine the implicit curriculum, we could begin to appreciate some of the latent messages sent by schools in Taiwan, including important ones about reading and writing skills and the attitudes toward learning. Even the register of speech varieties and the sociolinguistics aspects of language play some role in the implicit curriculum. At last, the implications of ACTFL standards for language teaching and learning are discussed to further guide the English curriculum in Taiwan.

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