Students' group work contribution: Influence of work preference, gender, and individual assessment

2017 ◽  
Vol 45 (1) ◽  
pp. 19-28 ◽  
Author(s):  
Min-Ho Joo
Keyword(s):  
Undergraduate Students ◽  
Group Work ◽  
Work Group ◽  
Work Conditions ◽  
Assessment Method ◽  
Individual Characteristics ◽  
Self Report ◽  
Individual Assessment ◽  
The Individual ◽  
Academic Year

I explored the factors related to individuals' contribution to group work, using 649 undergraduate students as participants. The focal variables were the individual characteristics of gender, age, academic year, and group work preference, and the group work conditions of duration of group work, group size, and the existence or lack of individual assessment methods. Results of a self-report survey indicated that both the students' gender and their group work preference were significant factors in determining their contribution. Comparisons of group work contribution with the group work conditions showed that the existence of an individual assessment method was the only factor to influence group work contribution. Practical implications for organizing group work are discussed on the basis of these findings.

Managing Pain

2012 ◽  
Author(s):  
Nick Allcock ◽  
Ruth Day
Keyword(s):  
International Association ◽  
Emotional Experience ◽  
Individual Characteristics ◽  
Self Report ◽  
Evidence Based ◽  
Nursing Management ◽  
Patient’S Experience ◽  
Emotional Component ◽  
Individual Nature ◽  
The Individual

This chapter aims to provide you with the knowledge to be able to take an evidence-based approach to the nursing management of people who are experiencing pain. As a practising nurse, pain will be something that many of your patients will experience; however, one individual’s pain may be very different from another person’s. Pain can vary depending on the circumstances in which it is experienced and the individual characteristics of the person experiencing it. Understanding someone’s pain experience is therefore challenging because you cannot see someone’s pain or easily judge how bad it is, what it feels like, or how it affects him or her. This chapter provides you with knowledge and skills to recognize, assess, and manage the patient’s experience of pain effectively with evidence-based strategies. The variability of the experience of pain makes defining pain difficult. Pain is something that we have all experienced at some point in our lives and therefore, through these experiences, we have developed an understanding of what we consider to be pain. One of the most widely accepted definitions is that of the International Association for the Study of Pain (IASP), which defines pain as:…An unpleasant sensory and emotional experience associated with actual or potential tissue damage, or described in terms of such damage. (Merskey and Bogduk,1994)…Although this definition is often quoted, the difficulty in defining pain is illustrated by the fact that the IASP added a note (go to http://www.iasp-pain.org/ and search for ‘pain definitions’) to highlight the individual nature of pain and the fact that pain is a sensory experience with an emotional component. The individual nature of pain is also highlighted by another commonly used definition:…Pain is whatever the experiencing person says it is and happens whenever he/she says it does. (McCaffery, 1972)…This definition highlights the fact that pain is an individual experience and that measuring pain objectively is difficult. Therefore asking the person and actively listening to the self-report of the experience is the best way in which to understand another person’s pain. A common criticism of McCaffery’s definition is that some people cannot say what they are experiencing.

scholarly journals Uncovering the Moderating Role of Grit and Gender in the Association between Teacher Autonomy Support and Social Competence among Chinese Undergraduate Students

2020 ◽  
Vol 17 (17) ◽  
pp. 6398 ◽  
Author(s):  
Yongfeng Ma ◽  
Chunhua Ma ◽  
Xiaoyu Lan
Keyword(s):  
Social Competence ◽  
Undergraduate Students ◽  
Cultural Context ◽  
Autonomy Support ◽  
Two Dimensions ◽  
Individual Characteristics ◽  
Teacher Autonomy ◽  
Self Report ◽  
Convenience Sample

Does teacher autonomy support significantly facilitate the social competence of undergraduate students in a collective cultural context? Does this study association vary by individual characteristics, such as grit and students’ gender? To answer these research questions, we examine the association between teacher autonomy support and social competence. Moreover, we ascertain whether two dimensions of grit (perseverance and consistency) and/or gender may moderate this association. A convenience sample of 1009 Chinese undergraduate students (Mage = 20.66; SD = 1.30, 47.4% female) was involved in this study, and they were asked to complete a set of self-report questionnaires online. Results of linear regression analyses revealed that (a) teacher autonomy support was positively associated with social competence, and (b) when reporting higher levels of consistency, this association was significantly positive for both males and females; by contrast, when reporting lower levels of consistency, this association was only significant for males but not for females. The current study indicates the beneficial role of teacher autonomy support in undergraduate students’ social competence in a collective cultural context. Furthermore, university-based intervention or prevention programs should focus on facilitating teacher autonomy support for all students; it is noteworthy that, for female students, enhancing consistency should also be incorporated into these programs.

Does Perpetrator Occupation Affect Classification of Sexual Assault?

2019 ◽  
pp. 088626051987333
Author(s):  
Dayna S. Henry ◽  
Laura K. Merrell ◽  
Sarah R. Blackstone ◽  
Erika Collazo-Vargas ◽  
Christina Mohl ◽  
...  
Keyword(s):  
College Students ◽  
College Student ◽  
Sexual Assault ◽  
Undergraduate Students ◽  
Rehabilitation Program ◽  
Individual Characteristics ◽  
White Female ◽  
Sexual Rehabilitation ◽  
The Individual

Classification of sexual assault varies based on the characteristics of the victim, perpetrator, and event. However, most studies focus on the individual characteristics of participants asked to classify the assault, the victims’ characteristics, or the event; few have examined variations in the perpetrator. Therefore, this study examined whether the occupation of the perpetrator affected the classification of the event as sexual assault. Participants included a primarily White female sample of undergraduate students ( n = 401) at a south-Atlantic university. They completed a paper-and-pencil survey containing an ambiguous sexual assault encounter where the occupation of the perpetrator (athlete, reporter, college student, or politician) was randomly varied. Participants were asked to classify whether the encounter was sexual assault and what an appropriate punishment might be. Additional measures included the Illinois Rape Myth Acceptance Scale (IRMA) and questions about personal experience with sexual assault. Overall, most participants labeled the encounter as sexual assault, indicating that college students are aware of the legal parameters for providing consent. However, this classification occurred differentially based on the occupation of the perpetrator. Participants were most likely to label the athlete as committing sexual assault, followed by the college student, politician, and reporter, respectively. Females and those who reject rape myths were more likely to label the scenario as sexual assault. A “personal apology” and a “sexual rehabilitation program” were the most common punishments selected for the perpetrator. These findings highlight potential concerns and the need for additional training when college students adjudicate sexual assault reports and determine appropriate consequences.

Gender Differences in the Maltreatment-Youth Offending Relationship: A Scoping Review

2021 ◽  
pp. 152483802110521
Author(s):  
Susan Baidawi ◽  
Nina Papalia ◽  
Rebecca Featherston
Keyword(s):  
Gender Differences ◽  
Child Welfare ◽  
Scoping Review ◽  
Childhood Maltreatment ◽  
Child Protection ◽  
Individual Characteristics ◽  
Self Report ◽  
Future Research ◽  
Policy And Practice ◽  
The Individual

Maltreated and child welfare-involved youth are over-represented in juvenile justice systems. These youth are at a greater risk of serious offending and justice system entrenchment relative to their non-maltreated peers. Understanding gender differences in the pathways to justice involvement and the nature of offending among maltreated children is critical for informing policy and practice. Yet, this body of evidence is fragmented. This scoping review identified and narratively synthesized evidence from studies reporting on gender differences in the individual characteristics, maltreatment experiences, child protection involvement and offending profiles of maltreated youth who offend. A comprehensive search of four databases generated 11,568 publications, from which 180 met the review’s inclusion criteria. These primary studies included participants aged 8–21 years with a history of childhood maltreatment and youth offending and reported at least one gendered analysis. Some consistent findings were reported across studies. A greater level of child welfare involvement and maltreatment exposure (particularly sexual abuse and multi-type maltreatment) was found for justice involved girls, relative to boys. Maltreated and child welfare-involved boys appear more likely to offend than girls, but findings about how gender moderates the maltreatment-offending relationship were inconsistent. Child welfare systems involvement (particularly foster care and residential care) appeared to be an important moderator for girls, and school performance mediated outcomes for boys. Across this body of evidence, few studies accounted for under-reporting of abuse and neglect when using youth self-report measures of maltreatment. Future research is needed which explicitly explores how gender moderates the maltreatment-offending relationship.

Undergraduate students' ownership of musical learning: obstacles and options in one-to-one teaching

2013 ◽  
Vol 30 (2) ◽  
pp. 277-295 ◽  
Author(s):  
Karin Johansson
Keyword(s):  
Music Education ◽  
Undergraduate Students ◽  
Collaborative Work ◽  
Real Life ◽  
Collective Levels ◽  
One To One ◽  
The Individual ◽  
Academic Year ◽  
Made In

This paper describes a longitudinal, collaborative case study, made in the framework of the project Students' Ownership of Learning (SOL) during one academic year with one vocal teacher and two female students. The aim of the study was to relate the interaction between the teacher's and the students' intentions and expectations to the institutional level as well as to the rules and ‘real-life’ practice of the musical profession that the students are trained for. In the study, one-to-one tuition in higher music education was theorised as a culturally and historically grounded activity system consisting of relationships between musicians, instruments, music-making traditions and audiences. The concept of contradiction was used as a tool when analysing individually experienced obstacles for musical learning. The results describe how learning obstacles such as conflicting views on the purpose of the activity may be articulated, confronted and transformed into options through collaborative work. By linking the individual and collective levels of knowledge and by using professional practice as a developmental transfer, all aspects of the ‘conservatoire tradition’ may be seen as holding potential for development and expansion.

scholarly journals STUDENT’S PERSPECTIVES TOWARD A-AIKEM 3 MODEL IN GROUP WORK PRESENTATION

2020 ◽  
Vol 5 (2) ◽  
pp. 53-67
Author(s):  
Henry Rio Putranto
Keyword(s):  
Cooperative Learning ◽  
Undergraduate Students ◽  
Group Work ◽  
Classroom Teacher ◽  
Peer Assessment ◽  
Group Processing ◽  
Individual Assessment ◽  
Research Questions ◽  
Positive Interdependence ◽  
Positive And Negative Feedbacks

As there is a tendency to regard that a classroom without the label of cooperative learning is not a good one, recent instructional practices then often utilize group work to encourage students to gain knowledge from one another – to assist and to seek assistance from their peers in addition to from the classroom teacher. Classrooms have the typical characteristics of small groups. With the trend to incorporate cooperative learning in the classroom practices, this Positive Interdependence is undoubtedly to be imposed to obtain the beneficial outcomes of cooperative efforts.This research would like to employ a new model in group work presentation called A-aikem 3.  This A-aikem 3 model is an innovative group work presentation model which emphasizes on CL approach. This model can be used to strengthen positive interdependence, individual accountability, interpersonal and also group processing skill from students. Basically,A-aikem 3 model is one of many A-aikem models formulated and designed by Tamah and Prijambodo on their book.  The A-aikem 3 model developed based on three new insights that are (1) transition from individual (conventional) assessments to group assessment, (2) transition from individual assessment to peer assessment , and (3) transition from Individual assessment without discussion to a representative assessment with discussion. (Tamah & Prijambodo, 2015 in Tamah, 2017) Deriving from the title of this thesis and the background of the study, two relevant research questions are formulated as follows: How do the undergraduate students perceive A-aikem 3 model? What are the positive and negative feedbacks of A-aikem 3 model’? In relation to the research questions above, this study aims to investigate the student’s perspective towards A-aikem 3 model and also their feedback after experiencing A-aikem 3 model.

scholarly journals Characteristics of Good Poker Players

2015 ◽  
pp. 45 ◽  
Author(s):  
Carrie A. Leonard ◽  
Robert J. Williams
Keyword(s):  
Information Processing ◽  
Individual Differences ◽  
Undergraduate Students ◽  
Social Information Processing ◽  
Financial Risk ◽  
Social Information ◽  
Individual Characteristics ◽  
Community Members ◽  
The Individual ◽  
Poker Players

Poker is characterized as a “mixed” game: a game that includes both skill and chance components. But what individual differences are characteristic of skilled poker players? No previous study has sought to evaluate the full scope of characteristics contributing to playing skill. The purpose of this study was to fill this void by attempting to comprehensively examining the individual characteristics associated with good poker players. Results from a sample of undergraduate students and community members (n = 100) showed that good players are more likely to be male, to have lower susceptibility to gambling fallacies, a greater tolerance for financial risk, superior social information processing skills, and less openness to aesthetic and imaginative experience. Evidence from this study also indicates that having sufficient levels of most of these attributes is more important for poker success than having exceptional strength in just one or two of these areas.

scholarly journals Role of Education on Spiritual Intelligence between Science and Arts Undergraduate Students

2015 ◽  
Vol 2 (4) ◽  
Author(s):  
Nancy Agrawal ◽  
Prof. Mahmood S. Khan
Keyword(s):  
Undergraduate Students ◽  
Educational Achievement ◽  
Great Majority ◽  
Spiritual Intelligence ◽  
Self Report ◽  
Life Outcomes ◽  
Way Of Life ◽  
Insignificant Difference ◽  
The Individual ◽  
The Mind

Intelligence plus character is the goal of true education (Martin Luther King, Jr.). Education must also guide one for fast, firm and successful thinking. Educational achievement is associated with many life outcomes, including income, occupation and many health and way of life variables. A great majority of the so-called educated people do not think logically and logically. Even the press, the classroom, the platform, and the stage in many instances do not give us objective and unbiased truths. Vaughan (2002) states that Working as a psychotherapist, my thought is that spiritual intelligence opens the heart, illuminates the mind, and inspires the soul, connecting the individual human psyche to the underlying ground of being. Spiritual intelligence can be developed with practice and can help a person discriminate actuality from illusion.In this situation an attempt was made to ascertain therole of education on spiritual intelligence between science and arts undergraduate students. For this purpose we selected 80 students randomly from the faculty of science and faculty of arts in A.M.U. to meet the objectives and have a better idea and analysis to understand the student’s behaviour. We applied the spiritual intelligence self-report inventory developed by D. King in 2008. We analyseddata with the help of t- test. The obtained results revealed that the students of arts are more spiritual as compared to students of science. We have found the insignificant difference between both the groups on holy intelligence level.

Gang members and extremists in Switzerland: Similarities and differences

2021 ◽  
pp. 147737082110298
Author(s):  
Sandrine Haymoz ◽  
Dirk Baier ◽  
Cédric Jacot ◽  
Patrik Manzoni ◽  
Maria Kamenowski ◽  
...  
Keyword(s):  
Young People ◽  
Relevant Information ◽  
Individual Characteristics ◽  
Self Report ◽  
Right Wing ◽  
Left Wing ◽  
Gang Members ◽  
Prevention Programmes ◽  
Compulsory School Age ◽  
The Individual

Scholars rarely compare youth gangs members and extremists. Yet, studies of gangs can yield relevant information on extremist groups, and vice versa. This article compares youth gang members with left-wing, right-wing and Islamist extremists. The aims of this article are to determine the prevalence of gang members and extremists among young people in Switzerland, to determine the overlap, if any, between gang members and extremists, and to analyse the differences and similarities of individual characteristics among the gang members and extremists, their delinquency and victimization. Comparisons of such groups may provide important insights into the individual members of these groups. The similarities between gang members and extremists could give us information for the prevention programmes. The study was based on a self-report survey completed by 8317 students of non-compulsory school age (about 17 years old) and living in Switzerland. The results show greater numbers of young people affiliated with gangs (6.6 percent) and left-wing extremism (6.2 percent), and more similarities between the members of gangs and left-wing extremists, compared with the other forms of extremism.

Coping Style as a Mediator of the Relationship Between Depressive Symptoms and Deliberate Self-Harm

Crisis ◽  
2011 ◽  
Vol 32 (5) ◽  
pp. 272-279 ◽  
Author(s):  
Allison S. Christian ◽  
Kristen M. McCabe
Keyword(s):  
Depressive Symptoms ◽  
Undergraduate Students ◽  
Cross Sectional Study ◽  
Self Report ◽  
Hierarchical Regression ◽  
Cross Sectional ◽  
Deliberate Self Harm ◽  
Self Blame ◽  
Self Harm ◽  
The Relationship

Background: Deliberate self-harm (DSH) occurs with high frequency among clinical and nonclinical youth populations. Although depression has been consistently linked with the behavior, not all depressed individuals engage in DSH. Aims: The current study examined maladaptive coping strategies (i.e., self-blame, distancing, and self-isolation) as mediators between depression and DSH among undergraduate students. Methods: 202 students from undergraduate psychology courses at a private university in Southern California (77.7% women) completed anonymous self-report measures. Results: A hierarchical regression model found no differences in DSH history across demographic variables. Among coping variables, self-isolation alone was significantly related to DSH. A full meditational model was supported: Depressive symptoms were significantly related to DSH, but adding self-isolation to the model rendered the relationship nonsignificant. Limitations: The cross-sectional study design prevents determination of whether a casual relation exists between self-isolation and DSH, and obscures the direction of that relationship. Conclusions: Results suggest targeting self-isolation as a means of DSH prevention and intervention among nonclinical, youth populations.

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