Gender Differences in Adult Student Perceptions of College Classroom Social Environments

1989 ◽  
Vol 40 (1) ◽  
pp. 33-42 ◽  
Author(s):  
Carole T. Beer ◽  
Gordon G. Darkenwald
Keyword(s):  
Adult Students ◽  
Student Perceptions ◽  
Classroom Environment ◽  
Female Students ◽  
Future Research ◽  
Social Environments ◽  
Teaching Learning ◽  
The Relationship ◽  
General Linear Model Procedure ◽  
Scale Data

Adult male and female students’ perceptions of classroom social environments (climates) were compared on the Relationship dimensions of Affiliation and Involvement as measured by the Adult Classroom Environment Scale. Data were collected from 439 adult students enrolled at an urban community college. Theoretically grounded hypotheses were tested using the general linear model procedure. As predicted, women perceived more affiliation and a greater degree of involvement in the classroom than did men. Implications of the findings for future research and the teaching-learning transaction are discussed.

The Learners' Isle

2018 ◽  
pp. 240-258
Author(s):  
Menucha Birenbaum ◽  
Elhanan Gazit
Keyword(s):  
Virtual Environment ◽  
Classroom Environment ◽  
First Century ◽  
Learning Assessment ◽  
Educational Goals ◽  
Successful Implementation ◽  
Learner Agency ◽  
Teaching Learning ◽  
The Relationship ◽  
Context Characteristics

The multi-user virtual environment (MUVE) described in this chapter is aimed to promote learner agency and motivation by engaging students in authentic and challenging learning experiences aligned with educational goals to foster twenty-first century competencies. Principles of assessment for learning (AfL) and gamification will be integrated to design a MUVE governed by students. The students will engage in learning, assessment, and instruction-related activities. They will also initiate, manage, and monitor the activities. The relationship between The Learners' Isle virtual environment and the physical classroom environment will be complementary and reciprocal. The teacher (a digital immigrant) and the students (the digital natives) will be partners in the teaching-learning process. The design principles of The Learners' Isle, a scenario to illustrate blended learning, and its conceptualization through an activity theory framework will be presented. In addition, this chapter will discuss the educational context characteristics conducive to successful implementation of the MUVE.

Examining the Relationship Between Course Management Systems, Presentation Software, and Student Learning

2010 ◽  
pp. 592-606
Author(s):  
Daria C. Crawley ◽  
Barbara A. Frey
Keyword(s):  
Student Perceptions ◽  
Classroom Behavior ◽  
Negative Impact ◽  
Course Management Systems ◽  
Future Research ◽  
Classroom Behaviors ◽  
Course Management ◽  
Instructional Technologies ◽  
Exploratory Factor Analyses ◽  
The Relationship

This research examines the relative impact of students’ in-class behaviors (i.e., attendance and participation) by assessing student perceptions of the value of instructional technologies, such as eCollege course managementsystems and instructors’ PowerPoint presentations. Theresults of the study through exploratory factor analyses revealed that 13 items were divided into three factors (electronic presentations, onlinecourse management, andeffective classroom behavior) with 53 percent explained variance in instructional technologies’ impact on studentlearning. ANOVA results indicated significant differences in online-course management and perceived impact of electronic presentations on students’ classroom behavior among respondents who used the online-coursemanagement system. Respondents who used multiple onlinecourse management features viewed it more favorably and did not believe that it had a negative impact on classroom behaviors, such as attendance or class participation compared to those who used fewer features. Implications for construct refinement and future research are discussed.

scholarly journals Philosophy-in-Action in University Teaching

1994 ◽  
Vol 24 (3) ◽  
pp. 1-25
Author(s):  
Sue M. Scott ◽  
Donna M. Chovanec ◽  
Beth Young
Keyword(s):  
Classroom Environment ◽  
Teaching And Learning ◽  
Research Question ◽  
University Teaching ◽  
Theory Approach ◽  
Critical Thought ◽  
Institutional Issues ◽  
Teaching Learning ◽  
Study Participants ◽  
The Relationship

Fourteen professors expressed their "traditional," "humanist," and "critical" philosophies about teaching and learning when they engaged in dialogue with us and each other. The relationship between their philosophy of teaching and their practice in the classroom is the research question. Four themes that elaborate these philosophies-in-action emerged from a grounded-theory approach to data analysis. One theme, "Expert vs. Co-learner" describes these professors' views of themselves as teachers. A second theme, "The Relationship of Comfort to Critique, " outlines some of the tensions that arise from attempting to create a comfortable classroom environment while also encouraging critical thought. "Learning for Change, " the third theme, is about the differing forms of change in the learner that these professors seek as evidence that learning is taking place. Finally, in the section called "Coping with Constraints, " our study participants identify institutional issues that have made it difficult for them to enact their particular teaching-learning philosophies in university classes.

scholarly journals Leadership Style and Student Satisfaction:Mediation of Teacher Effectiveness

2017 ◽  
Vol 5 (2) ◽  
Author(s):  
Jyoti Regmi Adhikary
Keyword(s):  
Transformational Leadership ◽  
Student Satisfaction ◽  
Teacher Leadership ◽  
Teacher Effectiveness ◽  
Leadership Style ◽  
Teaching Effectiveness ◽  
Future Research ◽  
Research Issues ◽  
Teaching Learning ◽  
The Relationship

Teacher leadership style, his/her teaching effectiveness, and student satisfaction are considered to be the key to enhancing effective teaching-learning experiences in educational setting. The purpose of this study was to examine the relationship between teacher leadership styles and student satisfaction, and investigate if teacher effectiveness mediated the relationship. One hundred thirteen graduate management students and 11 management teachers participated in the survey conducted in a business school in Kathmandu, Nepal. Results suggest that teacher’s effectiveness is significantly predicted by teacher’s transformational leadership style and is also a significant predictor of student satisfaction. Also, teacher effectiveness was found to partially mediate the relationship between teacher’s transformational leadership and student satisfaction, with teacher’s transformational style predicting student satisfaction. Limitations of the study are identified, important implications and future research issues are discussed.

scholarly journals Teachers’ Beliefs versus Learners’ Beliefs in Grammar Teaching: Harmonizing Teaching and Learning for Adult Learners’ Improved Proficiency in English

2017 ◽  
Vol 6 (7) ◽  
pp. 130 ◽  
Author(s):  
Iftikhar Ahmad ◽  
Muhammad Sabboor Hussain ◽  
Noor Raha Mohd Radzuan
Keyword(s):  
Adult Learners ◽  
Adult Students ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Grammar Teaching ◽  
Efl Context ◽  
Proficiency Level ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Teaching Learning

The study tends to explore the possible reforms to raise the proficiency level of the adult English as Foreign Language (EFL) learners. With this end in view, it investigates non-native EFL teachers’ beliefs in relation to adult learners’ beliefs in teaching grammar to university students in the Saudi Arabian EFL context. It finds out the harmony and disharmony between the teachers at the giving end and the taught at the receiving end to create a culture of awareness and to build a better teaching-learning environment. The study tries to fill the existing research gap as no previous research has tried to find out the solution to the problem from this angle. The main data collection tools are two five-point Likert-scale questionnaires, administered to 70 non-native EFL teachers and their 80 adult students. Teachers and learners have been selected based on stratified random sampling. Quantitative data have been analyzed using the statistical package for social sciences (SPSS). The major findings of the study are that there is discrepancy in the grammar teaching beliefs of the EFL teachers and the taught and there is a communication gap between them which result into low English proficiency level of the EFL adult learners.  Eventually, pedagogical implications of the lack of harmony between the teachers’ teaching creeds and the learners’ learning demands/expectations are provided for effective grammar teaching and better EFL classroom environment. The study recommends a better communicative harmony in both the stakeholders to bring reforms in adult education in EFL context.

scholarly journals Self-Esteem and Academic Achievement: The Relationship and Gender Differences of Malaysian University Undergraduates

2020 ◽  
Vol 6 (1) ◽  
pp. 43-54
Author(s):  
Frankie Subon ◽  
Norseha Unin ◽  
Nor Hafisah Binti Sulaiman
Keyword(s):  
Academic Achievement ◽  
Self Esteem ◽  
Female Students ◽  
Future Research ◽  
Chi Square ◽  
Grade Point ◽  
Male And Female ◽  
Significant Difference ◽  
The Relationship ◽  
Test Result

A positive correlation between self-esteem and academic achievement is often noted in the literature on educational psychology. As such, self-esteem and academic achievement are often inter-related. Additionally, gender is believed to have an impact on an individual’s self-esteem and varied disparities are found in self-esteem level between genders. The relationship between self-esteem and academic achievement among undergraduates in Malaysia, is still understudied and the lack of literature necessitates an empirical study. Hence, this study explored the relationship between self-esteem and academic achievement among undergraduates of a private university in Malaysia. Also, it investigated if there is any significant difference in self-esteem and academic achievement between genders. A convenience sampling method was employed on 60 male and 60 female undergraduates of TESL (Teaching English as a Second Language) program. The Rosenberg Self-Esteem Questionnaire was utilized to obtain the data on the participants’ self-esteem and their Grade Point Average (GPA). Data analysis using Spearman’s rho correlation revealed a significant relationship between self-esteem and academic achievement. Based on the Chi-square test result, a significant difference in academic achievement between male and female students was established. However, the independent t-test result revealed an absence of significant difference in self-esteem between male and female students. The findings demonstrate essential implications for students, counselors, and educators, and suggest relevant recommendations for future research. A larger sample size should be employed, and other important demographic variables should be explored to examine more in-depth into this interesting field of study.

HUBUNGAN TINGKAT KECEMASAN DAN DISMENORE DENGAN KONSENTRASI BELAJAR MAHASISWA

2021 ◽  
Vol 3 (2) ◽  
Author(s):  
Dita Permata Dewi ◽  
Vira Sandayanti ◽  
Nopi Sani
Keyword(s):  
General Medicine ◽  
Female Students ◽  
Anxiety Level ◽  
Cross Sectional ◽  
Cross Sectional Design ◽  
Research Students ◽  
Internal And External Factors ◽  
Keywords Anxiety ◽  
The Relationship ◽  
Scale Data

Students need learning concentration as an effort to focus their thoughts on the object being studied. The level of student concentration is influenced by internal and external factors. This study aims to determine the relationship between the level of anxiety and dysmenorrhea on learning concentration in students. This research is an analytical study with a cross sectional design. The research sample was calculated by the Slovin formula and obtained a sample of 145 female students of the Faculty of General Medicine, Malahayati University class of 2017. Retrieval of data using a scale of anxiety level, dysmenorrhea scale and learning concentration scale. Data were analyzed using Rank Spearman's. The results showed that there was a negatif significant relationship between the level of anxiety and dysminorrhea with learning concentration among female students of the general medical faculty of Malahayati University. From the results of the research, students are expected to minimize menstrual pain (dysmenorrhea) by taking drugs and it is also hoped that they can control anxiety by planning what will be done so that learning concentration is not disturbed. Keywords: Anxiety Level, Concentration In Learning, Dysminorrhea.  Mahasiswa membutuhkan konsentrasi belajar sebagai usaha memusatkan pikiran terhadap objek yang sedang dipelajari. Tinggi rendahnya konsentrasi mahasiswa dipengaruhi oleh faktor internal dan eksternal. Penelitian ini bertujuan untuk mengetahui hubungan antara tingkat kecemasan dan dismenore terhadap konsentrasi belajar pada mahasiswa. Penelitian ini merupakan penelitian analitik dengan desain cross sectional. Sampel penelitian dihitung menggunakan rumus slovin dan didapatkan sampel dengan jumlah 145 mahasiswi Fakultas Kedokteran Umum Universitas Malahayati angkatan 2017. Pengambilan data menggunakan skala tingkat kecemasan, skala dismenore dan skala konsentrasi belajar. Data dianalisis menggunakan Rank Spearman’s. Hasil penelitian menunjukkan adanya hubungan yang signifikan dengan arah negatif antara tingkat kecemasan dan disminore dengan konsentrasi belajar pada mahasiswi fakultas kedokteran umum universitas malahayati. Dari hasil penelitian mahasiswa diharapkan  dapat meminimalisir nyeri haid (dismenore) dengan cara mengonsumsi obat-obatan dan juga diharapkan dapat mengontrol kecemasan dengan cara membuat perencanaan terhadap hal yang akan dilakukan agar konsentrasi belajar tidak terganggu. Kata Kunci: Dismenore, Konsentrasi Dalam Belajar, Tingkat Kecemasan.

Symptoms of Alcohol Dependence Predict Suicide Ideation Among Alaskan Undergraduates

Crisis ◽  
2016 ◽  
Vol 37 (3) ◽  
pp. 232-235 ◽  
Author(s):  
Christopher R. DeCou ◽  
Monica C. Skewes
Keyword(s):  
Depressive Symptoms ◽  
Alcohol Consumption ◽  
Alcohol Dependence ◽  
Suicide Ideation ◽  
Alcohol Problems ◽  
Future Research ◽  
Causal Mechanism ◽  
Students At Risk ◽  
The Relationship ◽  
Alcohol Related Problems

Abstract. Background: Previous research has demonstrated an association between alcohol-related problems and suicidal ideation (SI). Aims: The present study evaluated, simultaneously, alcohol consequences and symptoms of alcohol dependence as predictors of SI after adjusting for depressive symptoms and alcohol consumption. Method: A sample of 298 Alaskan undergraduates completed survey measures, including the Young Adult Alcohol Consequences Questionnaire, the Short Alcohol Dependence Data Questionnaire, and the Beck Depression Inventory – II. The association between alcohol problems and SI status was evaluated using sequential logistic regression. Results: Symptoms of alcohol dependence (OR = 1.88, p < .05), but not alcohol-related consequences (OR = 1.01, p = .95), emerged as an independent predictor of SI status above and beyond depressive symptoms (OR = 2.39, p < .001) and alcohol consumption (OR = 1.08, p = .39). Conclusion: Alcohol dependence symptoms represented a unique risk for SI relative to alcohol-related consequences and alcohol consumption. Future research should examine the causal mechanism behind the relationship between alcohol dependence and suicidality among university students. Assessing the presence of dependence symptoms may improve the accuracy of identifying students at risk of SI.

The Relationship Between Interoception and Metacognition

2016 ◽  
Vol 30 (2) ◽  
pp. 76-86 ◽  
Author(s):  
Judith Meessen ◽  
Verena Mainz ◽  
Siegfried Gauggel ◽  
Eftychia Volz-Sidiropoulou ◽  
Stefan Sütterlin ◽  
...  
Keyword(s):  
Memory Performance ◽  
Memory Task ◽  
Demographic Characteristics ◽  
Metacognitive Awareness ◽  
Interoceptive Awareness ◽  
Future Research ◽  
Heartbeat Perception ◽  
Interoceptive Accuracy ◽  
The Relationship

Abstract. Recently, Garfinkel and Critchley (2013) proposed to distinguish between three facets of interoception: interoceptive sensibility, interoceptive accuracy, and interoceptive awareness. This pilot study investigated how these facets interrelate to each other and whether interoceptive awareness is related to the metacognitive awareness of memory performance. A sample of 24 healthy students completed a heartbeat perception task (HPT) and a memory task. Judgments of confidence were requested for each task. Participants filled in questionnaires assessing interoceptive sensibility, depression, anxiety, and socio-demographic characteristics. The three facets of interoception were found to be uncorrelated and interoceptive awareness was not related to metacognitive awareness of memory performance. Whereas memory performance was significantly related to metamemory awareness, interoceptive accuracy (HPT) and interoceptive awareness were not correlated. Results suggest that future research on interoception should assess all facets of interoception in order to capture the multifaceted quality of the construct.

The Relationship Between Leader–Member Exchange and Employees’ Proactive Behaviors

2019 ◽  
Vol 18 (2) ◽  
pp. 106-111
Author(s):  
Fong-Yi Lai ◽  
Szu-Chi Lu ◽  
Cheng-Chen Lin ◽  
Yu-Chin Lee
Keyword(s):  
Hierarchical Linear Modeling ◽  
Future Research ◽  
Leader Member Exchange ◽  
Voice Behavior ◽  
Linear Modeling ◽  
Team Members ◽  
Member Exchange ◽  
Multi Temporal ◽  
The Relationship ◽  
Practical Implications

Abstract. The present study proposed that, unlike prior leader–member exchange (LMX) research which often implicitly assumed that each leader develops equal-quality relationships with their supervisors (leader’s LMX; LLX), every leader develops different relationships with their supervisors and, in turn, receive different amounts of resources. Moreover, these differentiated relationships with superiors will influence how leader–member relationship quality affects team members’ voice and creativity. We adopted a multi-temporal (three wave) and multi-source (leaders and employees) research design. Hypotheses were tested on a sample of 227 bank employees working in 52 departments. Results of the hierarchical linear modeling (HLM) analysis showed that LLX moderates the relationship between LMX and team members’ voice behavior and creative performance. Strengths, limitations, practical implications, and directions for future research are discussed.

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