scholarly journals Student Perceptions on War Topics and War Anxiety in History Classes

2019 ◽  
Vol 11 (1) ◽  
pp. 256
Author(s):  
Murat Tezer ◽  
Gizem Öneri Uzun
Keyword(s):  
University Students ◽  
Student Perceptions ◽  
Family Members ◽  
Significant Difference ◽  
Anxiety Levels ◽  
History Classes

The consequences of wars are not affecting only the humanity that existed in the period of war, but also the generations that lived afterward. These results are passed on to the students through history classes. Determining the change in students’ anxiety levels based on this is the main purpose of the research. The scale developed in the context of this goal is applied to 365 university students. The topics of war and war anxiety in history classes have been evaluated regarding gender, age, origin, the success of history lesson, family members participated in the war, and the idea of "war can come out any time”. While there is a significant difference between variables; gender, the success of history lesson, and the idea of "war can come out anytime," there is no significant difference in variables; age, origin, and having family members participated in the war.

The Relationship Between Leisure Management and Exam Anxiety Levels of University Students

2021 ◽  
Vol 15 (10) ◽  
pp. 2915-2921
Author(s):  
Fatih Yaşartürk ◽  
Buğra Akay ◽  
Betül Ayhan
Keyword(s):  
University Students ◽  
Test Anxiety ◽  
Goal Setting ◽  
Significant Relationship ◽  
Family Income ◽  
Pearson Correlation ◽  
Significant Difference ◽  
Anxiety Levels ◽  
Exam Anxiety ◽  
The Relationship

Aim: The aim of the study is to examine the relationship between leisure management and test anxiety levels of university students and their differentiation status in terms of some demographic variables. Methods: The relational survey model was used in the study, and there were 284 (147 male and 137 female) university students selected from the universe by convenient sampling method. Personal information form prepared by the researchers, “Leisure Management Scale (LMS)” and “Test Anxiety Inventory (TAI)” were used as data collection tools. In the analysis of the data, descriptive statistics, t-Test and Pearson Correlation analyzes were used by using SPSS 26.0 program. Results: There was no significant difference in the sub-dimensions of the leisure management scale and the total score averages according to the gender variable, while a significant difference was found in the TAI "delusional", "affective" sub-dimensions and total score averages. According to the family income variable of university students, a low-level and negative significant relationship was found in the "leisure attitude" sub-dimension of LMS, and in the total TAI and "delusional sub-dimension". A significant relationship was found between the age variable and the "goal setting and method" sub-dimension of LMS. A low and negative significant relationship was found between leisure and "goal setting and method", "leisure attitude" and total LMS score averages. In addition, while there was no significant relationship between LMS and TAI, it was found that there was a low and negative significant relationship between the "leisure attitude" sub-dimension and the test anxiety inventory and its sub-dimensions. Conclusion: It can be said that as the level of attitude towards leisure activities of university students’ increases, the feeling of exam anxiety may decrease, and the increase in free time will adversely affect the level of leisure management and attitude. Keywords: University students, Leisure management, Exam anxiety level. *It was presented as an oral presentation at the 5th Academic Sports Research Congress

scholarly journals Investigation of Social Appearance Anxiety in University Students

2021 ◽  
Vol 15 (5) ◽  
pp. 1694-1698
Author(s):  
Semra Cetin ◽  
Cuma Ece
Keyword(s):  
Body Weight ◽  
University Students ◽  
Art Education ◽  
Anxiety Scale ◽  
Weight Category ◽  
Appearance Anxiety ◽  
The Social ◽  
Significant Difference ◽  
Anxiety Levels ◽  
Social Appearance Anxiety

The aim of this study is to investigate Social Appearance Anxiety in university students according to gender, type of faculty, grade level, body weight and height. The present study was conducted on students of Sakarya University who were between the ages of 17 and 25. 247 of the participants were female and 256 were male. The social appearance anxiety scale filled in by 503 students was evaluated. T-test, one-way analysis of variance and LSD tests were used in statistical operations. In this study, the Social appearance anxiety scale score was found to be slightly lower in women than in men in the comparison made by gender. This difference did not show a statistically significant difference according to gender (p>0.05). The social appearance anxiety score differs statistically significantly according to the type of education and training faculties (p<0.001). Social appearance anxiety changes significantly according to education level (p<0.001). It was found that the students who were satisfied with their body weight and height had lower social appearance anxiety than the students who were not satisfied. Social appearance anxiety varies according to height and body weight category (p<0.001). In conclusion, social appearance anxiety was found to be similar according to gender in this study. It differed according to the field of study of the students. The social appearance anxiety levels of the students receiving sports education are the lowest. Anxiety levels of students who receive art education are higher than those who receive sports education. The social appearance anxiety of the students who did not receive sports and art education is the highest. In order to reduce social appearance anxiety, students should be supported in sports and art education and practice. Keywords: University student, Social Appearance Anxiety, Sports, Education, Age and Height

scholarly journals Views and Anxiety Levels of University Students Regarding Distance Education during the Covid-19 Pandemic

2021 ◽  
Vol 11 (3) ◽  
pp. 617-624
Author(s):  
Ceyda Uzun Şahin ◽  
Ayşe Nur Serbest Baz
Keyword(s):  
Distance Education ◽  
University Students ◽  
Family Income ◽  
Nuclear Family ◽  
Cross Sectional Study ◽  
Family Type ◽  
Cross Sectional ◽  
Significant Difference ◽  
Anxiety Levels ◽  
Exam Anxiety

This study was conducted to identify the views and anxiety levels of university students regarding distance education during the Covid-19 pandemic. The population of this descriptive and cross-sectional study consisted of the students studying at seven health-related departments at two state universities in Turkey. The data were collected using a questionnaire developed by the researchers and the State Anxiety Inventory (SAI). The results revealed that 50.2% of the students were first-year students, 30% were studying at the first and emergency aid program, 79.3% had a medium-income level, 50.1% lived in a metropolitan area, and 83% had a nuclear family. 50.9% of the students were satisfied with the distance education system, 52.1% found the lessons given through the distance education method partially understandable, 46.7% found the lecturing styles partially plain and understandable, and 72.7% had exam anxiety. The SAI score of the students was found to be 59.0±5.30 (range 29–73), and 52.8% of them had a moderate anxiety level. While the level of anxiety in students varied significantly according to gender, department, and family income, no significant difference was found among the participants in terms of age, year of study, family type, place of residence, and the presence of chronic and psychological illnesses. The anxiety scores of those who were not satisfied with the distance education, who experienced exam anxiety, who understood the online lessons partially, and who attended the lessons were found to be significantly higher. The study demonstrated that university students experienced anxiety about distance education and exams during the Covid-19 pandemic.

The Relationship Between Leisure Management and Exam Anxiety Levels of University Students

2021 ◽  
Vol 15 (9) ◽  
pp. 3069-3075
Author(s):  
Fatih Yaşartürk ◽  
Buğra Akay ◽  
Betül Ayhan
Keyword(s):  
University Students ◽  
Test Anxiety ◽  
Goal Setting ◽  
Significant Relationship ◽  
Family Income ◽  
Pearson Correlation ◽  
Significant Difference ◽  
Anxiety Levels ◽  
Exam Anxiety ◽  
The Relationship

Aim: The aim of the study is to examine the relationship between leisure management and test anxiety levels of university students and their differentiation status in terms of some demographic variables. Methods: The relational survey model was used in the study, and there were 284 (147 male and 137 female) university students selected from the universe by convenient sampling method. Personal information form prepared by the researchers, “Leisure Management Scale (LMS)” and “Test Anxiety Inventory (TAI)” were used as data collection tools. In the analysis of the data, descriptive statistics, t-Test and Pearson Correlation analyzes were used by using SPSS 26.0 program. Results: There was no significant difference in the sub-dimensions of the leisure management scale and the total score averages according to the gender variable, while a significant difference was found in the TAI "delusional", "affective" sub-dimensions and total score averages. According to the family income variable of university students, a low-level and negative significant relationship was found in the "leisure attitude" sub-dimension of LMS, and in the total TAI and "delusional sub-dimension". A significant relationship was found between the age variable and the "goal setting and method" sub-dimension of LMS. A low and negative significant relationship was found between leisure and "goal setting and method", "leisure attitude" and total LMS score averages. In addition, while there was no significant relationship between LMS and TAI, it was found that there was a low and negative significant relationship between the "leisure attitude" sub-dimension and the test anxiety inventory and its sub-dimensions. Conclusion: It can be said that as the level of attitude towards leisure activities of university students’ increases, the feeling of exam anxiety may decrease, and the increase in free time will adversely affect the level of leisure management and attitude. Keywords: University students, Leisure management, Exam anxiety level. *It was presented as an oral presentation at the 5th Academic Sports Research Congress

scholarly journals Bridging Pedagogical Gaps with Learner Agency

2020 ◽  
Vol 2019 (1) ◽  
pp. 115
Author(s):  
Kathryn Tanaka ◽  
Robert Sheridan ◽  
Daniel Tang ◽  
Jeanette Kobayashi
Keyword(s):  
University Students ◽  
Language Learning ◽  
Student Perceptions ◽  
Student Centered ◽  
Student Centered Learning ◽  
Significant Difference ◽  
Learner Agency ◽  
Students Attitudes ◽  
Insight Into

Currently, many educators in Japan seek student-centered approaches to language learning. Yet, the ways these pedagogies are understood and implemented remain uneven, and there is little research to support effective methods. Here, the researchers examine Japanese EFL university students’ attitudes towards student-centered learning. We elucidate how student perceptions of their language gains change when teachers, students themselves, or their peers are responsible for the preparation and teaching of lessons and material. Researchers had students from four classes teach lessons individually, in pairs, or in groups. Students designed and taught lessons based on articles from the teacher. The four groups completed surveys with quantitative aspects. After the study, follow-up questionnaires provided deeper insight into the results which point to a significant difference in answers for self- and peer-led lessons and also demonstrate that the significance of the results varied based on whether student-taught lessons were led by pairs, groups, or individuals. 現在、日本の多くの教育者が、言語学習における学生主体のアプローチを求めている。しかし、このような教授法への理解と実践は一様ではなく、効果的な方法を支援する研究も少ない。本研究は、日本人EFL大学生を対象に、学生主体の学習への態度を調査し、教師、学生自身、クラスメイトが授業の準備と指導に関与することで、学生の言語獲得に対する認識がどう変化するかを明らかにした。四クラスの学生が個人、ペア、グループで授業を行い、学生は、教師から与えられた記事を元に、授業の構成を考え、実施し、定量形式のアンケートに回答した。調査後、フォローアップアンケートにより、定量的結果についてより深い洞察が得られた。学生が個人で教える場合とペアになって教える場合では回答に大きな違いがあり、また、学生による授業がペア、グループ、個人のいずれによって行われたかにより結果の有意性が異なることが示された。

scholarly journals University Students’ Perceptions of the Key Elements of Cooperative Learning

2020 ◽  
Vol 2019 (1) ◽  
pp. 127
Author(s):  
Tomoko Hashimoto
Keyword(s):  
Cooperative Learning ◽  
University Students ◽  
Student Perceptions ◽  
First Year ◽  
Face To Face ◽  
Group Processing ◽  
Significant Difference ◽  
First Year University ◽  
Individual Accountability ◽  
Research Period

In this study I examined students’ perceptions of the way cooperative learning (CL) was used in their classroom setting. CL involves five key elements: positive interdependence (PI), face-to-face promotive interaction (FF), individual accountability (IA), interpersonal and small group skills (IS), and group processing (GP). For this study, first-year university students from three classes participated in informal CL (semistructured), formal CL (structured), and teacher-led instruction. At the end of the research period, students’ perceptions of these were rated. Analyses showed that for PI and IS, the mean score of the formal CL class was significantly higher than the teacher-led instruction class, but that there were no significant differences between FF, IA, and GP for these two groups. Student perceptions of the informal CL class did not show any significant difference when compared to the formal CL class nor the teacher-led instruction class for any of the five key elements. 本研究は、協同学習（CL）の5つの基本要素について、学生の認識を調べたものである。5つの基本要素とは、互恵的な相互依存（PI）、対面的で促進的な相互交渉（FF）、個人としての責任（IA）、社会的スキルや小グループ運営スキル（IS）、そしてグループの改善手続き（GP）である。本研究では、3つのクラスの大学1年生が、其々インフォーマルな協同学習、フォーマルな協同学習、そして、教員主導の学習を体験した後、協同学習の5つの基本要素の重要度を評価した。分析の結果、フォーマルな協同学習を経験した学生のPIとISの平均値は共に、教員主導の学習を体験した学生のものよりも、有意に高いことが示された。FF、IA、GPについては、この２つのクラス間に有意な差は見られなかった。また、協同学習の5つの基本要素は、インフォーマルな協同学習とフォーマルな協同学習、インフォーマルな協同学習と教員主導の学習のどちらを比較しても、有意差が認められなかった。

scholarly journals Anxiety and Depression Differences Between the Nurses Working at a COVID-19 Pandemic Hospital

2020 ◽  
Vol 7 (6) ◽  
pp. 526-531
Author(s):  
Mehmet Tercan ◽  
Firdevs Tugba Bozkurt ◽  
Gülçin Patmano ◽  
Gülben Saraçoğlu ◽  
Sibel Ceylan Gür
Keyword(s):  
Chronic Disease ◽  
Mental Status ◽  
Health Workers ◽  
Family Members ◽  
Anxiety And Depression ◽  
Depression And Anxiety ◽  
Health Organizations ◽  
Significant Difference ◽  
Convenience Sampling ◽  
Anxiety Levels

Objective: To investigate anxiety and depression differences between the nurses working at a COVID-19 pandemic hospital in Turkey.  Material and Methods: A quantitative approach using a survey was applied. There were 331 nurses recruited by convenience sampling. Results: Females have higher anxiety scores at a significant level (p=0.017). It was also found that nurses who have family members with chronic disease have higher depression scores than nurses who do not have at a significant level (p=0.376). Similarly, nurses who have elderly family members have higher depression and anxiety scores than nurses who do not have at a significant level (p=0.008). There was a significant difference between the nurses providing and not providing COVID-19 care for depression scores (p=0.002). Conclusion: This study explores nurses’ depression and anxiety levels. Even though this phenomenon has already been studied, the outbreak of COVID-19 draws more attention to health workers and especially nurses who are part of the pandemic context. Nurses who provide COVID-19 care have higher depression and anxiety scores. Nurses who help patients to recover from COVID-19 should be in functional mental status. Thus, governments, health organizations, and hospital administrations should take adequate steps to reduce nurses’ depression and anxiety to sustain a healthy world.

scholarly journals ESL Student Perceptions of VLE Effectiveness at a University in South Korea

2017 ◽  
Vol 8 (5) ◽  
pp. 847 ◽  
Author(s):  
Gary Robinson ◽  
Lelanie M. Basco ◽  
Yolanda Mathews ◽  
Ricky Dancel ◽  
Maria Auria Princena ◽  
...  
Keyword(s):  
University Students ◽  
South Korea ◽  
Student Perceptions ◽  
Computer Literacy ◽  
Language Skills ◽  
Survey Questionnaire ◽  
English Classes ◽  
Significant Difference ◽  
The Mean ◽  
The University

The purpose of this study is to determine students’ perception of the advantages, effects on language skills, suggestions for improvement, and limitations regarding the use of a VLE (Blackboard) and their differences according to gender, year, number of Blackboard courses taken, and computer literacy. The respondents of this study were 686 randomly selected university students enrolled in English classes at the University of Suwon in South Korea. An adapted survey questionnaire consisting of 33 items was administered to the students. The Mean was used to determine the students’ perceptions in the four areas followed by t-test and ANOVA to determine the differences in the students’ perceptions. The results showed that the students had a somewhat disagree rating in the areas of Advantages, Language, and Limitations and somewhat agree rating in the area of Suggestions. Significant differences were found in the students’ perceptions in the four areas when grouped according to gender and computer literacy; a significant difference was found in the area of Limitations when grouped according to year; and no significant differences were found according to number of Blackboard courses taken.

The University Student’s Motivation Level on Learning English

2016 ◽  
Vol 7 (1) ◽  
pp. 130
Author(s):  
Esmira Mehdiyev ◽  
Celal Teyyar Uğurlu ◽  
Gonca Usta
Keyword(s):  
University Students ◽  
Language Learning ◽  
English Language ◽  
T Test ◽  
University Graduates ◽  
Significant Difference ◽  
Personal Use ◽  
Motivation Level ◽  
Motivation Scale ◽  
The University

This study aims to determine the university students’ level of motivation in terms of different variables. A study group of this research has been designed through one of the non-random sampling methods, Using appropriate sampling, 606 students from Faculty of Education of C.U. have been involved in this study. Motivation scale in English Language Learning developed by Mehdiyev,Usta,Uğurlu (2015) was used as an instrument of data collection. T-test and one - way analysis of variance (ANOVA) were used to resolve problems of this research. As a result of the research the motivation level of university students hasn’t been revealed significantly different regarding to the gender variable. However, considering the t-test results of motivation scale dimensions, confidence, attitude and personal use, significant difference is seen in favour of women in personal use dimension. The level of language learning motivation of female students is higher than men’s regarding to personal use dimension. However, men’s and women’s views don’t differ significantly in attitude and confidence dimensions. University students don’t present significant differences in terms of birth place, parent’s education level, total motivation scores and confident, attitude and personal dimensions. Students’ motivation levels are seen not to be influenced by the places such as village, provision or city where they have spent the most of their lifetime. At the same time the findings revealed that parental status variable in terms of primary, secondary and university graduates has no effects on students’ motivation.

Effect of a-Week Summer Camp on the Hopelessness and Self-Esteem of the University Students Attending Sport Sciences Faculty

2018 ◽  
Vol 7 (4) ◽  
pp. 42-49 ◽  
Author(s):  
Korkmaz YİĞİTER ◽  
Hakan TOSUN
Keyword(s):  
University Students ◽  
Summer Camp ◽  
Pearson Correlation ◽  
Self Esteem ◽  
Female Students ◽  
T Test ◽  
Significance Level ◽  
Significant Difference ◽  
Post Test ◽  
The University

The aim of this study is to investigate the effects of participation in a 1-week summer camp on thehopelessness and self-esteem of the university students attending Sport Sciences Faculty. Participants were 36university students assigned to experiment group using a random procedure. Coopersmith Self-esteem and Beck Hopelessness Scales were completed at the beginning and end of the summer camp by designed the university. The obtained data were analysed in the SPSS 18.0 program and the significance level was taken as 0.05. The descriptive statistics, independent simple t test, paired simple t test and Pearson correlation were used for analyse the data in the study. According to the results of the research, no significant difference was observed in the comparison of the hopelessness and self-esteem levels between pre and post-test. In addition, there was a significant difference in the hopelessness level of male and female students but any significant difference was not observed in terms of self-esteem. There was a significant relationship between hopelessness and self-esteem pre and post-test. These result shows that a 1-week summer camp cannot change the hopelessness or self-esteem level. However, as the self-esteem rises, the rate of despair decreases whereas as the despair rises, the selfesteem decreases.

Sign in / Sign up

Export Citation Format

Share Document