Introduction

2013 ◽  
Author(s):  
Craig M. Powell ◽  
Lisa M. Monteggia
Keyword(s):  
Graduate Students ◽  
Undergraduate Students ◽  
Genetic Basis ◽  
Biological Function ◽  
Gene Mutations ◽  
Psychology Students ◽  
Model Systems ◽  
Future Research

The Autisms: Molecules to Model Systems is designed to introduce the genetic basis for multiple autisms and discuss the gene mutations within the context of their biological function. The text is directed to advanced undergraduate students, graduate students, postdoctoral fellows, psychology students and professionals, psychiatrists, neurologists, and neuroscience researchers alike. It is hoped that readers will be engaged in this emerging field and will be motivated to read further and to cultivate their own understanding and constructs for future research into this enigmatic group of disorders known as the autisms.

International Students’ Social Outcomes, Educational Status, and Country of High School Graduation

2019 ◽  
Vol 23 (5) ◽  
pp. 589-606
Author(s):  
Nelson C. Brunsting ◽  
Megan Mischinski ◽  
Wenjin Wu ◽  
Tenisha Tevis ◽  
Risa Takeuchi ◽  
...  
Keyword(s):  
United States ◽  
High School ◽  
International Students ◽  
Graduate Students ◽  
Undergraduate Students ◽  
International Student ◽  
Educational Status ◽  
The United States ◽  
Social Outcomes ◽  
Future Research

Despite the increase in methodological sophistication and complexity of models being tested for international student adjustment to universities in the United States (U.S.), researchers often do not test or control for salient demographic differences between students, including their educational status (i.e., graduate or undergraduate) and country in which they graduated high school. The current study was designed to examine whether demographic variables are associated with a range of social outcomes. Participants ( N = 245) from 23 U.S. colleges and universities completed a survey in Fall 2017. Undergraduate students reported having a higher number of close friends at their institution than did graduate students; however, they also reported a lower sense of belonging than did graduate students. Students who graduated from high school in the United States reported less social support from international students at university. Implications for students and for future research are provided.

scholarly journals An Exploration of Yemeni University Students’ Attitudes towards Learning Linguistic Courses Using Google Classroom

2020 ◽  
pp. 1-16
Author(s):  
Mohammad Al-Mekhlafi
Keyword(s):  
Graduate Students ◽  
University Students ◽  
Undergraduate Students ◽  
College Of Education ◽  
Attitude Scale ◽  
Future Research ◽  
Learning Tool ◽  
Fourth Level ◽  
Significant Difference ◽  
Students Attitudes

This research paper intends to investigate the attitudes of Yemeni university students towards using Google Classroom as a learning tool. It also aims to explore any similarities and differences between graduate and undergraduate students and between males and females in terms of their attitudes towards using Google Classroom as a learning tool. This study employed a quantitative approach. One hundred and twenty students of the fourth level of the B.Ed. program and forty students enrolled in the M.Ed. program at the Department of English in the College of Education at Sana’a University in Yemen participated in this study during the academic year 2018/2019. Data were collected using a questionnaire whose analysis revealed a positive attitude towards using Google Classroom as a learning tool. The findings of this study indicated that the highest mean average among the five components of the attitude scale was the Behavioral Engagement (BE) (M= 4.09), followed by Developing Language Skills (M= 4.04) and the Linguistics Confidence (M= 3.92). Finally came the Attitude to Learning Linguistics with Technology (M= 3.76) and the Technology Confidence (M= 3.56). This study concluded that there was a statistically significant difference between the mean of the undergraduate and graduate students towards using Google Classroom as a learning tool in favor of the graduate students. Furthermore, there was no statistically significant difference between male and female students in terms of their attitudes towards using Google Classroom. This study ends with some pedagogical implications and directions for future research studies. Keywords Google classroom, students’ attitudes, gender, linguistics courses

scholarly journals From Anxiety to Confidence: Exploring the Measurement of Statistics Confidence and its Relationship with Experience, Knowledge and Competence within Psychology Undergraduate Students

2019 ◽  
Vol 18 (2) ◽  
pp. 165-178
Author(s):  
Aspasia E Paltoglou ◽  
Wakefield L Morys-Carter ◽  
Emma L Davies
Keyword(s):  
Prior Knowledge ◽  
Factor Structure ◽  
Undergraduate Students ◽  
Psychology Students ◽  
Future Research ◽  
Statistics Anxiety ◽  
Online Questionnaire ◽  
The Relationship

Psychology students often feel anxious about learning statistics, which can impact their performance. However, little research has explored statistics confidence, which may be an important way to reduce the negative connotations of associating statistics with anxiety. We aimed to explore whether modifying an existing measure of statistics anxiety (the STARS scale) and reframing the questions so students rated their confidence instead, would be associated with competence, prior knowledge and experience. A total of 104 undergraduate students completed an online questionnaire comprising these measures. The factor structure of the STARS scale was predominantly maintained when wording was changed to measure confidence instead of anxiety. Confidence was related to experience and competence, but not knowledge. Two aspects of confidence (interpretation of statistics and exam confidence) plus initial experiences were significant predictors of competence. Confidence was a mediator of the relationship between experience and competence. These findings suggest statistics confidence can be measured in a similar way to anxiety, and highlight areas that could be addressed to increase competence. Future research is needed to explore the relationship between statistics anxiety and statistics confidence, as well as to determine their individual impact on performance in assessments.

scholarly journals Yemeni EFL University Students’ Attitudes towards Using Eliademy  as a Learning Tool: اتجاهات طلاب الجامعات اليمنية الدارسين للغة الانجليزية كلغة أجنبية نحو استخدام منصة الاليادمي الإلكترونية (Eliademy) كأداة تعليمية

2021 ◽  
Vol 5 (3) ◽  
Author(s):  
Mohammad Abdu Ahmad Al-Mekhlafi, Abdulrahim Ali Al-Showthabi
Keyword(s):  
Graduate Students ◽  
Undergraduate Students ◽  
College Of Education ◽  
Attitude Scale ◽  
Future Research ◽  
Learning Tool ◽  
Fourth Level ◽  
Significant Difference ◽  
Efl Students ◽  
Students Attitudes

The purpose of this quantitative study was to investigate the attitudes of Yemeni EFL students towards using Eliademy as a learning tool. The second goal was to explore any similarities and differences between graduate and undergraduate students and between males and females in terms of their attitudes towards using Eliademy as a learning tool. This study employed a quantitative approach. One hundred and twenty students of the fourth level of the B.Ed. program and forty students enrolled in the M.Ed. program at the Department of English in the College of Education at Sana’a University in Yemen participated in this study during the academic year 2017 /2018. Data were collected using a questionnaire whose analysis revealed a positive attitude towards using Eliademy as a learning tool. The findings of this study indicated that the highest mean average among the five components of the attitude scale was the Behavioral Engagement (BE) (M= 4.09), followed by Developing Language Skills (M= 4.04) and the Linguistics Confidence (M= 3.92). Finally came the Attitude to Learning Linguistics with Technology (M= 3.76) and the Technology Confidence (M= 3.56). This study concluded that there was a statistically significant difference between the mean of the undergraduate and graduate students towards using Eliademy as a learning tool in favor of the graduate students. Furthermore, there was no statistically significant difference between male and female students in terms of their attitudes towards using Eliademy. This study ends with some pedagogical implications and directions for future research studies.

Concept–based Analysis of Java Programming Errors among Low, Average and High Achieving Novice Programmers

10.28945/4246 ◽  
2019 ◽  
Keyword(s):  
Undergraduate Students ◽  
Classroom Practice ◽  
Group Discussion ◽  
Intervention Strategy ◽  
Practice Volume ◽  
Future Research ◽  
Achievement Level ◽  
Java Programming ◽  
Ability Levels ◽  
Programming Errors

[This Proceedings paper was revised and published in the 2019 issue of the Journal of Information Technology Education: Innovations in Practice, Volume 18.] Aim/Purpose: The study examined types of errors made by novice programmers in different Java concepts with students of different ability levels in programming as well as the perceived causes of such errors. Background: To improve code writing and debugging skills, efforts have been made to taxonomize programming errors and their causes. However, most of the studies employed omnibus approaches, i.e. without consideration of different programing concepts and ability levels of the trainee programmers. Such concepts and ability specific errors identification and classifications are needed to advance appropriate intervention strategy. Methodology: A sequential exploratory mixed method design was adopted. The sample was an intact class of 124 Computer Science and Engineering undergraduate students grouped into three achievement levels based on first semester performance in a Java programming course. The submitted codes in the course of second semester exercises were analyzed for possible errors, categorized and grouped across achievement level. The resulting data were analyzed using descriptive statistics as well as Pearson product correlation coefficient. Qualitative analyses through interviews and focused group discussion (FGD) were also employed to identify reasons for the committed errors. Contribution:The study provides a useful concept-based and achievement level specific error log for the teaching of Java programming for beginners. Findings: The results identified 598 errors with Missing symbols (33%) and Invalid symbols (12%) constituting the highest and least committed errors respec-tively. Method and Classes concept houses the highest number of errors (36%) followed by Other Object Concepts (34%), Decision Making (29%), and Looping (10%). Similar error types were found across ability levels. A significant relationship was found between missing symbols and each of Invalid symbols and Inappropriate Naming. Errors made in Methods and Classes were also found to significantly predict that of Other Object concepts. Recommendations for Practitioners: To promote better classroom practice in the teaching of Java programming, findings for the study suggests instructions to students should be based on achievement level. In addition to this, learning Java programming should be done with an unintelligent editor. Recommendations for Researchers: Research could examine logic or semantic errors among novice programmers as the errors analyzed in this study focus mainly on syntactic ones. Impact on Society: The digital age is code-driven, thus error analysis in programming instruction will enhance programming ability, which will ultimately transform novice programmers into experts, particularly in developing countries where most of the software in use is imported. Future Research: Researchers could look beyond novice or beginner programmers as codes written by intermediate or even advanced programmers are still not often completely error free.

Advocating for Transgender and Non-Binary Affirmative Spaces in Graduate Education

2020 ◽  
Author(s):  
Douglas Knutson ◽  
Em Matsuno ◽  
Chloe Goldbach ◽  
Halleh Hashtpari ◽  
Nathan Grant Smith
Keyword(s):  
Graduate Students ◽  
Graduate Education ◽  
Undergraduate Students ◽  
Ecological Model ◽  
Well Being ◽  
Educational Success ◽  
Post Secondary Education ◽  
Identity Exploration ◽  
Post Secondary ◽  
Social Ecological

Nearly 50% of graduate students report experiencing emotional or psychological distress during their enrollment in graduate school. Levels of distress are particularly high for transgender and non-binary graduate students who experience daily discrimination and marginalization. Universities and colleges have yet to address and accommodate the needs and experiences of transgender and non-binary graduate students. Given the multitude of challenges these students may face, educational settings should not present additional barriers to educational success and well-being. In an effort to improve graduate education for transgender and non-binary students, we add to the existing scholarship on affirming work with transgender undergraduate students by addressing the unique concerns of graduate students. We utilize a social-ecological model to identify sources of discrimination in post-secondary education and to provide transgender- and non-binary-affirming recommendations at structural, interpersonal, and individual levels. For practitioners who wish to do personal work, we provide guidance for multicultural identity exploration. A table of recommendations and discussion of ways to implement our recommendations are provided.

Recreational Prescription Drug Use Among College Students

NASPA Journal ◽  
2006 ◽  
Vol 43 (1) ◽  
Author(s):  
Ethan A Kolek
Keyword(s):  
Drug Use ◽  
Prescription Drug ◽  
Undergraduate Students ◽  
Prescription Drugs ◽  
Drug Users ◽  
Research University ◽  
Future Research ◽  
Negative Consequences ◽  
Prescription Drug Use ◽  
Other Substances

The purpose of this study was to explore recreational prescription drug use among undergraduate students. Although anecdotal accounts on this subject abound, empirical research is extremely limited. Data from a survey of a random sample of 734 students at a large public research university in the Northeast were examined. Results indicate that a substantial proportion of students reported having used prescription drugs for recreational purposes in the year prior to survey administration. Recreational prescription drug use was positively associated with the use of other substances including alcohol. Recreational prescription drug users were also more likely than other drug users to report negative consequences as a result of their drug use. Implications for future research and for student affairs are discussed.

Bringing Social Justice into the Statistics Classroom

2020 ◽  
pp. 009862832097987
Author(s):  
Tamera Garlington ◽  
Valerie M. Ryan ◽  
Catherine Nolty ◽  
Hannah Ilagan ◽  
Zachary J. Kunicki
Keyword(s):  
Social Psychology ◽  
Social Justice ◽  
Developmental Psychology ◽  
Statistical Tests ◽  
American Psychological Association ◽  
Psychology Students ◽  
Future Research ◽  
American Psychological ◽  
Pedagogical Tools ◽  
Student's Attitudes

Social justice is an American Psychological Association (APA) ethical principal which is often taught in content courses (e.g. social psychology, developmental psychology, introductory psychology) but rarely covered in psychological statistics courses. This is problematic, as psychology students may assume that bias is not an issue when implementing statistical tests and interpreting their results if social justice topics are not incorporated into statistics classrooms. The current study evaluated student’s attitudes toward a social justice lecture in a statistics classroom ( N = 100 students). Results show students had more favorable attitudes toward social justice and agreed it was important to cover in statistics classrooms. Future research should extend this work by seeking to replicate these findings and evaluating additional pedagogical tools to incorporate social justice into the statistics classroom.

STIMULANT MEDICATION IS ASSOCIATED WITH ENHANCING, RATHER THAN UNDERMINING, PERCEPTIONS OF THE TRUE ACADEMIC SELF

2020 ◽  
Vol 39 (7) ◽  
pp. 592-616
Author(s):  
David R. Pillow ◽  
Meghan A. Crabtree ◽  
Willie J. Hale ◽  
Sally Kordab ◽  
Betsy Hoza
Keyword(s):  
Undergraduate Students ◽  
Stimulant Medication ◽  
Positive Mood ◽  
Need Satisfaction ◽  
Future Research ◽  
Barriers To Success ◽  
Medication Usage ◽  
State Measure ◽  
History Of ◽  
Stimulant Medications

Introduction: Stimulant medication is effective in treating Attention Deficit Hyper-activity Disorder, and by removing barriers to success, may enhance perceptions of authenticity (i.e., feeling like one's true, core, autonomous self) among those receiving medication. In contrast, it is also possible that stimulant medications undermine perceptions of authenticity. Methods: To examine these two possibilities, 64 undergraduate students with a history of ADHD and medication usage wrote a narrative about a time when they felt either: least authentic while taking medication, most authentic while taking medication, least authentic while unmedicated, or most authentic while unmedicated. Participants then completed retrospective assessments concerning that experience. Results: Supporting the medication enhancement possibility, participants reported greater need satisfaction and more positive mood states when recalling states in which they were most like their true selves on medication than when off—especially when reporting on their academic selves. No differences were found on a state measure of prescriptive authenticity. Discussion: Results are discussed with respect to linkages to the literature on attributions and stimulant medications. Limitations and future research design possibilities are discussed as more research is needed regarding managing stimulant medication and authentic identities.

A checklist to help students analyze published articles in basic medical sciences.

1995 ◽  
Vol 268 (6) ◽  
pp. S21 ◽  
Author(s):  
P K Rangachari ◽  
S Mierson
Keyword(s):  
Graduate Students ◽  
Undergraduate Students ◽  
Biomedical Sciences ◽  
Medical Sciences ◽  
Student Responses ◽  
Life Long Learning ◽  
Research Article ◽  
Reading Textbooks ◽  
Scientific Life ◽  
Basic Medical

Because critical analysis of published information is an essential component of scientific life, it is important that students be trained in its practice. Undergraduate students who are more accustomed to reading textbooks and taking lecture notes find it difficult to appreciate primary publications. To help such students, we have developed a checklist that helps them analyze different components of a research article in basic biomedical sciences. Students used the checklist to analyze critically a published article. The students were assigned an article and asked to write a paper (maximum 2 pages of single-spaced type) assessing it. This assignment has been found useful to both undergraduate and graduate students in pharmacology and physiology. Student responses to a questionnaire were highly favorable; students thought the exercise provided them with some of the essential skills for life-long learning.

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