Grade perceptions of students in chemistry coursework at all levels

2018 ◽  
Vol 19 (2) ◽  
pp. 491-499
Author(s):  
Jeffrey A. Webb ◽  
Andrew G. Karatjas
Keyword(s):  
Student Performance ◽  
Strong Evidence ◽  
Physical Science ◽  
Self Report ◽  
Self Awareness ◽  
Science Courses ◽  
Perceptions Of Students

Various reasons are attributed to poor student performance in physical science courses such as lack of motivation, lack of ability, and/or the overall difficulty of these courses. One overlooked reason is a lack of self-awareness as to preparation level. Through a study over a two-year period, students at all levels (freshman through M.S.) of a chemistry program were surveyed and asked to self-report predictions of their score on examinations. At all levels, strong evidence of the Kruger–Dunning effect was seen where higher performing students tended to underpredict their examination scores while the lowest performing students tended to grossly overpredict their scores.

Validity of the Perceived Criticism Measure in an Undergraduate Sample

1998 ◽  
Vol 83 (1) ◽  
pp. 83-97 ◽  
Author(s):  
Jeffrey D. White ◽  
Joanna E. Strong ◽  
Dianne L. Chambless
Keyword(s):  
Negative Affect ◽  
Predictive Validity ◽  
Strong Evidence ◽  
Convergent Validity ◽  
Specific Interaction ◽  
Self Report ◽  
Divergent Validity ◽  
Perceived Criticism ◽  
Report Measure

The concurrent and predictive validity of the Perceived Criticism Measure's Criticism and Upset subscales was assessed for undergraduates, 21 men and 98 women. Participants were asked to identify five people important to them at present (typically these were parents as well as peers) and, for each, to rate how critical that person was as well as how upsetting they found that criticism to be. Scores on Upset exhibited convergent validity with another self-report measure of general sensitivity to criticism, whereas those on Criticism did not. Neither measure predicted higher ratings of criticism in a specific interaction with a mildly critical peer. Divergent validity with scores on a measure of depression was supported for Upset but was less clear for Criticism. Strong evidence of predictive validity for Criticism and Upset was obtained. Ratings for both Peer scales predicted increased negative affect after mild criticism from a peer, although this interaction took place 4 to 10 weeks after administration of the Perceived Criticism Measure.

Promoting an agentic orientation: An intervention in university psychology and physical science courses.

2021 ◽  
Author(s):  
Erika A. Patall ◽  
Jeanette Zambrano ◽  
Alana A. U. Kennedy ◽  
Nicole Yates ◽  
Joseph A. Vallín
Keyword(s):  
Physical Science ◽  
Science Courses

Development and Application of a Brief Measure of Emotional Intelligence for Vocational High School Teachers

2004 ◽  
Vol 95 (3_suppl) ◽  
pp. 1207-1218 ◽  
Author(s):  
Shwu Ming Wu
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
High School Teachers ◽  
Age Groups ◽  
Self Report ◽  
Self Awareness ◽  
Vocational High School ◽  
School Teachers ◽  
Intelligence Scale ◽  
Report Measure

To develop a psychometrically sound, self-report measure of emotional intelligence and examine the scores of vocational high school teachers by sex and age, 375 Taiwanese vocational high school teachers (186 men, 189 women) completed the 25-item Emotional Intelligence Scale of five domains: Self-awareness, Managing Emotions, Self-motivation, Empathy, and Handling Relationships. Analysis indicated that these teachers reported higher scores on Self-awareness and Empathy but slightly lower on Managing Emotions. The women gave higher self-ratings on Self-awareness and Empathy than the men. There were also significant differences across age groups on Self-awareness, Self-motivation, Empathy and the Total score for the Emotional Intelligence Scale.

scholarly journals Perceptions of students about Problems in Computing Higher Education

2021 ◽  
Vol 9 (5) ◽  
pp. 1-17
Author(s):  
Uyara Ferreira Silva ◽  
Deller James Ferreira ◽  
Dirson Santos de Campos ◽  
Anderson Cavalcante Gonçalves
Keyword(s):  
Computer Science ◽  
Sense Of Belonging ◽  
Gender Stereotype ◽  
Female Students ◽  
Drop Out ◽  
Science Courses ◽  
Computer Science Courses ◽  
Perceptions Of Students ◽  
Women Experiences ◽  
And Gender

Female students face various problems in the undergraduate computer science environment. In this paper we investigate undergraduate computer science students' perceptions of discrimination, harassment, drop out intention, gender devaluation, sense of belonging, gender stereotype, and self-efficacy. It also collects information about unpleasant facts that happened to students. A questionnaire was applied to two hundred and fifty students from undergraduate computer science courses from more than twenty universities in Brazil. Data from the questionnaire were analyzed using statistical methods. A comparison between men and women experiences is provided. In addition, we examine correlations between issues reported by the female students and their intentions to leave university. The results show that the majority of students in both sexes have a low sense of belonging and also that men bear some of the problems. Nevertheless, women suffer more from discrimination and gender stereotype than men.

scholarly journals The association between sedentary behaviour and indicators of stress: A systematic review

2019 ◽  
Author(s):  
Megan Teychenne ◽  
Lena D Stephens ◽  
Sarah A Costigan ◽  
Dana Lee Olstad ◽  
Brendon Stubbs ◽  
...  
Keyword(s):  
Mental Health ◽  
Health Outcomes ◽  
Sedentary Behaviour ◽  
Strong Evidence ◽  
Computer Use ◽  
Self Report ◽  
Mental Health Outcomes ◽  
Sitting Time ◽  
Tv Viewing ◽  
Best Evidence Synthesis

Abstract Background: Emerging evidence shows sedentary behaviour may be associated with mental health outcomes. Yet, the strength of the evidence linking sedentary behaviour and stress is still unclear. This study aimed to synthesise evidence regarding associations between time spent in sedentary behaviour and stress in adults. Methods: A systematic search was conducted (January 1990 – September 2019). Following PRISMA guidelines, an evaluation of methodological quality, and best-evidence synthesis of associations between time in sedentary behaviour (including sitting time, TV viewing, computer use) and stress were presented. Twenty-six studies reporting on data from n=72,795 people (age 18-98y, 62.7% women) were included. Results: Across the studies (n=2 strong-, n=10 moderate- and n=14 weak-quality), there was insufficient evidence that overall time spent in sedentary behaviour and sitting time were associated with stress, particularly when using self-report measures of sedentary behaviour or stress. There was strong evidence of no association between TV viewing, or computer use and stress. Amongst studies using objective measures of sedentary behaviour and/or stress there was also strong evidence of no association. Conclusion: Although previous research suggested sedentary behaviour may be linked to mental health outcomes such as depression and anxiety, the evidence for an association between various types of sedentary behaviour and stress is limited in quality, and associations are either inconsistent or null. High-quality longitudinal/interventional research is required to confirm findings and determine the direction of associations between different contexts (i.e. purpose) and domains (i.e. leisure, occupational, transport) of sedentary behaviour and stress. Keywords: sedentary behaviour; sitting time; television viewing; stress; mental health; adults

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