A Study on the Relationship between Gender-Role Stereotype, Sexual Awareness of People with Developmental Disabilities, and Sexual Violence Permissiveness on People with Developmental Disabilities in the University Students

ResumoNeste artigo analisamos as relações com o saber, com o ensinar e com o aprender em atividades desenvolvidas em um subprojeto de Matemática no Programa Institucional de Bolsas de Iniciação à Docência (PIBID). Os dados consistiram no registro das ações realizadas em sala de aula por um supervisor (professor), seis estudantes da licenciatura em Matemática e alunos do Ensino Fundamental de uma escola pública do estado do Paraná, Brasil. Para a interpretação dos dados foi utilizado um instrumento que possibilita evidenciar as relações com o saber na sala de aula denominado Matriz 3x3. As análises revelaram implicações da ação do supervisor na ação tanto dos estudantes universitários quanto dos alunos da escola e, consequentemente, nas relações que estes estabeleceram com o saber, o ensinar e o aprender.AbstractIn this article we analyze the relationship with knowledge, with teaching and with learning in activities developed in a subproject of Mathematics in the Institutional Program of Initiation to Teaching (PIBID). The data consisted of the registration of actions carried out in the classroom by a supervisor (teacher), six undergraduate students in Mathematics and students of the Elementary School of a public school in the state of Paraná, Brazil. For the interpretation of the data we used an analytical instrument called Matrix 3x3. The analyses revealed the implications of the supervisor's action on the actions of the university students and of the school students and consequently on the relationships they established with knowledge, teaching and learning.

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THE RELATIONSHIP BETWEEN GENDER ROLE ATTITUDES AND EPISTEMOLOGICAL BELIEFS OF UNIVERSITY STUDENTS

European Journal of Education Studies ◽

10.46827/ejes.v8i4.3698 ◽

2021 ◽

Vol 8 (4) ◽

Author(s):

Alper Çuhadaroğlu

Keyword(s):

Gender Roles ◽

University Students ◽

Gender Role ◽

Epistemological Beliefs ◽

Qualitative Data ◽

Gender Role Attitudes ◽

Study Group ◽

And Gender ◽

The Individual ◽

The Relationship

In this study, the relationships between university students and their perceptions of gender roles and epistemological beliefs were investigated. Gender roles are a phenomenon that are determined by culture, and begin to emerge at an early age, which may include some stereotypical behaviors along with a number of attitudes, duties and obligations that the individual is expected to perform as a woman or a man. Epistemological belief is seen as an individual feature of how knowing and learning take place. In this study, a mixed method was used. The quantitative study group consists of 517 students from both universities, while the qualitative study group consists of 85 people. Gender Role Attitudes Scale and Epistemological Beliefs Scale were used to collect quantitative data. In order to obtain qualitative data, participants were given a form consisting of open-ended questions. According to the analyses, it was determined that there was a significant relationship between the participants' epistemological beliefs and gender roles attitudes and, epistemological beliefs were a significant predictor of gender roles attitudes. The results obtained are discussed in line with the existing literature. Article visualizations:<img src="/-counters-/edu_01/0798/a.php" alt="Hit counter" />

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Moderating Effects of Gender-Role Stereotype on the Percetion of Time-Based Work-Family Conflict

The Korean Journal of Industrial and Organizational Psychology ◽

10.24230/ksiop.22.3.200908.373 ◽

2009 ◽

Vol 22 (3) ◽

pp. 373-397 ◽

Cited By ~ 1

Author(s):

Jaewon Ko ◽

Nam,KiDok

Keyword(s):

Gender Role ◽

Family Conflict ◽

Moderating Effects ◽

Work Family Conflict ◽

Role Stereotype ◽

Gender Role Stereotype ◽

Work Family

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THE RELATIONSHIP BETWEEN THE COTININE LEVEL IN URINE AND VITAMIN D IN THE UNIVERSITY STUDENTS

Belitung Nursing Journal ◽

10.33546/bnj.1180 ◽

2020 ◽

Vol 6 (6) ◽

pp. 214-219

Author(s):

Ayse Berivan Bakan ◽

Naim Uzun ◽

Senay Karadag Arli ◽

Metin Yıldız

Keyword(s):

Vitamin D ◽

University Students ◽

Vitamin D Deficiency ◽

Age Groups ◽

Cotinine Level ◽

Screening Design ◽

Significant Relationships ◽

Blood And Urine Samples ◽

The University ◽

The Relationship

Background: Vitamin D deficiency is today acknowledged as a pandemic. Vitamin D deficiency and insufficiency are associated with many chronic diseases, including common cancers, cardiovascular diseases, metabolic syndrome, and infectious and autoimmune diseases.Objective: This study aims to investigate the relationship between the cotinine level in urine and Vitamin D.Methods: This study employed a descriptive and relational screening design. It was conducted with 74 smoking university students between January 2019 and March 2020. Data were collected through socio-demographic form and Fagerstrom test for nicotine dependence. Besides, the participating students’ blood and urine samples were taken in a suitable environment.Results: The average age of the participating students was 21.50±2.09. Of all the students, 71.6% were males, 62.2% were exposed to the sun between 12 p.m. and 2 p.m., and the average number of cigarettes smoked daily was 13.52±8.22. The average Vitamin D level in blood was 32.4±15.3 (ng/mL), and the average cotinine level in urine was 1.60 ± .32 (ng/L). No statistically significant relationships were found between the Vitamin D level and the cotinine level (p<0.05).Conclusion: Smoking causes diseases and death in many people, and it is a changeable risk factor. Nursing practices on the struggle against smoking are effective. No significant relationships were found between the Vitamin D level in blood and cotinine level in urine. Similar studies are recommended to be conducted with larger groups and participants from different age groups.

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University Students’ Perception of Transformational Leadership of the University President in Korea: The Role of Students’ Personality, Affect, and Affective Commitment to the University

International Journal of Learning Teaching and Educational Research ◽

10.26803/ijlter.20.1.9 ◽

2021 ◽

Vol 20 (1) ◽

pp. 160-184

Author(s):

Boram Do ◽

Seung-Yoon Rhee

Keyword(s):

Transformational Leadership ◽

Negative Affect ◽

University Students ◽

Affective Commitment ◽

Affective State ◽

Hierarchical Regression ◽

University President ◽

University Leadership ◽

The University ◽

The Relationship

This study explores how university students’ personality and positive or negative affect influence their perception of transformational leadership of the university president. It further examines how the level of students’ affective commitment to the university moderates the relationship. Survey data were collected from 141 undergraduate and graduate students enrolled in a large public university in South Korea. The students answered survey questions to measure their big-five personalities, positive and negative affect, affective commitment to the university, and their perception of the university president’s transformational leadership. The results of hierarchical regression analyses show that (a) students’ positive affect is positively related to their perception of the university president’s transformational leadership, after controlling for the effect of the students’ personality and that (b) students’ affective commitment to the university moderates the relationship between negative affect and perception of transformational leadership of the university president. This study sheds light on the dynamic, reciprocal process of the social construction of university leadership with an emphasis on students’ affective state and personality traits as critical factors in understanding distant leadership.

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The role of executive functions in academic performance and behaviour of university students

Journal of Applied Research in Higher Education ◽

10.1108/jarhe-10-2018-0221 ◽

2019 ◽

Vol 12 (3) ◽

pp. 444-455

Author(s):

Carlos Ramos-Galarza ◽

Pamela Acosta-Rodas ◽

Mónica Bolaños-Pasquel ◽

Nancy Lepe-Martínez

Keyword(s):

Academic Performance ◽

University Students ◽

Executive Functions ◽

Measurement Instruments ◽

Content Type ◽

Research Findings ◽

Proportional Relationship ◽

The University ◽

The Relationship

Purpose The purpose of this paper is fourfold: first, to analyse the relationship between executive functions and academic performance; second, to identify the level of prediction executive functions have on academic performance; third, to determine the correlation between executive functions and academic performance; and fourth, to compare executive functions based on the level of academic performance. Design/methodology/approach The sample composed of 175 university students aged between 18 and 36 years (M=21.49, SD=3.22). The EFECO scale, the average student grade and a scale based on the diagnostic criteria for ADHD were used as measurement instruments. Findings Difficulties in executive functions: Difficulties in working memory (r=−0.30, p=<0.01) and difficulties in conscious supervision of behaviour (r=−0.29, p⩽0.01) have an inversely proportional relationship to academic performance (the greater the deficit of executive functions, the lower the academic performance). The regression analysis showed that executive functions explain 31 per cent of the variance of academic performance (χ2(25)=43.81, p <0.001). The study found that there is a relationship between all the executive functions and students’ behaviour in a medium to large magnitude. Research limitations/implications A limitation of this study was the size of the sample as it is not representative of the country. Nevertheless, the correlation among the variables studied here has the necessary magnitude for the proposed correlations to be found. Nonetheless, it is necessary that we perform a study with a larger number of participants in order to achieve adequate extrapolation of the results. Practical implications Data found in this study suggest that low academic performance of university students is related to a lower functionality of their executive functions. Originality/value The originality of the research lies in relating specific concepts of neuropsychology to explain the academic performance of university students. The research findings allow us to project new studies to improve the executive functions for the benefit of the university student.

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