NURSING STUDENTS ATTITUDES AND BEHAVIORS TOWARDS CARING NURSE-PATIENT INTERACTION

This study uses data from the International Civic and Citizenship Education Study 2016 (ICCS 2016) conducted in four Nordic countries: Denmark, Finland, Norway, and Sweden (students, N=18,962; teachers, N=6,119; school principals, N=630). We look at students’ attitudes, awareness, and behavior in relation to the educational goals and pedagogical means of teachers and school leaders working toward environmental citizenship. Drawing on the pragmatic framework of John Dewey and the contemporary experiential learning model, we identify some key school conditions and pedagogical approaches to education for environmental citizenship education. Based on the whole-school approach to environmental education, we seek to understand in what ways school environment and educational practices may positively affect student attitudes and behaviors that promote environmental citizenship. The objective is to identify the extent to which the school environment and citizenship educational activities are efficacious in fostering environmental citizenship attitudes and behaviors in students.

Download Full-text

Environmental attitudes and behaviors among secondary students in Hong Kong

International Journal of Comparative Education and Development ◽

10.1108/ijced-10-2015-0004 ◽

2016 ◽

Vol 18 (2) ◽

pp. 70-80 ◽

Cited By ~ 3

Author(s):

Liz Jackson ◽

Ming Fai Pang ◽

Emma Brown ◽

Sean Cain ◽

Caroline Dingle ◽

...

Keyword(s):

Hong Kong ◽

Social Factors ◽

Environmental Attitudes ◽

International Schools ◽

School Type ◽

Content Type ◽

Attitudes And Behaviors ◽

And Behaviors ◽

Students Attitudes ◽

The Impact

Purpose – Although researchers have identified correlations between specific attitudes and particular behaviors in the pro-environmental domain, the general relationship between young people’s development of environmental knowledge, attitudes, and behaviors is not well understood. Past research indicates that geographic context can play a role, while social factors such as age and gender can have a more significant impact on predicting attitudes and behaviors than formal education. Few studies have systematically examined the relationships between education and environmental attitudes and behaviors among youth in Hong Kong. The purpose of this paper is to report the findings of a study comparing secondary school students’ environmental attitudes and behaviors with age and related factors in two international schools and two government schools in Hong Kong. Students’ attitudes and behaviors were compared based on school type (curriculum), while the authors additionally compared the significance of social factors and attitudes on students’ behaviors. Design/methodology/approach – Attitudes were measured using the New Ecological Paradigm (NEP) and the NEP for Children (NEPC), the most commonly used, internationally standardized tools for investigating environmental attitudes and values of adults and young people for comparative purposes. The authors compared NEP/NEPC scores and student self-reported environmental behaviors using a short questionnaire. Findings – No significant differences were found in attitudes or behaviors based on school type. However the authors did observe a significant effect of gender and age on students’ attitudes, and a significant correlation of student attitudes in the NEP with students’ self-reports regarding air conditioning consumption. Originality/value – This study builds a foundation for cross-national studies and for evaluating the impact of curricula over time.

Download Full-text

The power of philosophy, policies, programs, practices, and participation: alcohol-related institutional congruence and college students' attitudes and behaviors

10.31274/rtd-180813-12704 ◽

2002 ◽

Author(s):

William Russell Nelson

Keyword(s):

College Students ◽

Attitudes And Behaviors ◽

And Behaviors ◽

Students Attitudes

Download Full-text

Teacher and Teaching Effects on Students’ Attitudes and Behaviors

Educational Evaluation and Policy Analysis ◽

10.3102/0162373716670260 ◽

2016 ◽

Vol 39 (1) ◽

pp. 146-170 ◽

Cited By ~ 62

Author(s):

David Blazar ◽

Matthew A. Kraft

Keyword(s):

Standardized Tests ◽

Full Range ◽

Upper Elementary ◽

Classroom Organization ◽

Attitudes And Behaviors ◽

And Behaviors ◽

Students Attitudes ◽

And Behavior ◽

Nature Of Teaching

Research has focused predominantly on how teachers affect students’ achievement on standardized tests despite evidence that a broad range of attitudes and behaviors are equally important to their long-term success. We find that upper-elementary teachers have large effects on self-reported measures of students’ self-efficacy in math, and happiness and behavior in class. Students’ attitudes and behaviors are predicted by teaching practices most proximal to these measures, including teachers’ emotional support and classroom organization. However, teachers who are effective at improving test scores often are not equally effective at improving students’ attitudes and behaviors. These findings lend empirical evidence to well-established theory on the multidimensional nature of teaching and the need to identify strategies for improving the full range of teachers’ skills.

Download Full-text

INVESTIGATION OF ATTITUDES AND BEHAVIORS OF NURSES TOWARDS CARING NURSE-PATIENT INTERACTION IN TURKEY

International Journal of Health Services Research and Policy ◽

10.33457/ijhsrp.777568 ◽

2021 ◽

Author(s):

Gulistan UYAR ◽

Sibel COŞKUN

Keyword(s):

Attitudes And Behaviors ◽

Patient Interaction ◽

And Behaviors

Download Full-text

Can Students' Attitudes and Behaviors be Changed by Educational Interventions?

Dansk Universitetspædagogisk Tidsskrift ◽

10.7146/dut.v15i29.118641 ◽

2020 ◽

Vol 15 (29) ◽

pp. 14-33

Author(s):

Vidar Gynnild ◽

John Sølve Tyssedal

Keyword(s):

Academic Success ◽

Success Factors ◽

Engineering Students ◽

Educational Interventions ◽

First Year ◽

Student Survey ◽

Minimal Impact ◽

Attitudes And Behaviors ◽

And Behaviors ◽

Students Attitudes

This study examined engineering students’ attitudes and behaviors in a first-year Calculus course. Not surprisingly, High School mathematics and physics grades correlated closely with self-reported Calculus grades, and a student survey conducted four years apart demonstrated almost identical attitudes and behaviors despite the introduction of a range of measures aimed to enhance learning. The better the grades, the fairer students deemed it to be, and the less of in-depth learning, the poorer the grades. The higher the ambitions, and the more active and hardworking, the better the grades. Academic success factors included an ability to keep pace with progression, and a commitment to advance learning. The minimal impact of interventions appears as surprising; however, this study brings perspectives to make sense of such data, also capable of producing greater future successes.

Download Full-text