scholarly journals Attendance and Gender Relations on Grades and Other Aspects

2018 ◽  
Vol 2 (3) ◽  
pp. 346-372
Author(s):  
Andy Chung ◽  
Graham Harding ◽  
Joonhong Kim ◽  
Koot Van Wyk
Keyword(s):  
First Year ◽  
Freshman English ◽  
First Semester ◽  
National University ◽  
Table Talk ◽  
Gender Performances ◽  
And Gender ◽  
First Year University ◽  
Better Than

Three aspects prompted this study: why are females in first year university in a countryside campus performing better than males as opposed to high school where the reverse is the case? Why are there waves of performance increases semester by semester? Why is there in the second semester always an increase in performance over the first semester? For this matter the researchers took a number of participants in total over the period 2012-2016, namely 3,963 students in Freshman English at a countryside campus (Sangju) for Kyungpook National University as their target. In the year 2016, only the first semester was calculated in this research. Three aspects were considered as far as data is concerned: attendance variables, grade variables and gender. Performances were always better in the second semester over the first and females almost always outperformed the males. What also came up as secondary considerations, are questions whether the environment like nature and the role of ‘table- talk’ of parents reverberating or not the GDP of the country over the period may have had an effect on the students. It was found when the GDP went up the students’ performance took a break but when the GDP is low the students increased their focus and performed better as their grades indicated. These last aspects were just mere observations and should be carried out with further investigation elsewhere. The attendance of females was always showing better attendance results than males for Freshmen at Sangju Campus, South Korea. While the GDP dropped and rose through the years investigated, the attendance of the students did not display a serious rise and fall but remained almost unchanged.

When girls draw the sword: Dansō, cross-dressing and gender subversion in Japanese shōjo manga

2021 ◽  
Vol 6 (1) ◽  
pp. 3-18 ◽  
Author(s):  
Marta Fanasca
Keyword(s):  
Japanese Society ◽  
Status Quo ◽  
Main Character ◽  
Gender Performances ◽  
Cross Dressing ◽  
And Gender ◽  
Shojo Manga ◽  
Gender Subversion

This article focuses on the representation of FtM cross-dresser characters in Japanese shōjo manga and their gender performances. The first cross-dresser heroine in manga is Sapphire, the main character from 1953s Ribon no kishi. Following this first example, similar characters have continued to appear in shōjo manga, obtaining very positive responses from the audience. While they are seen as rebellious characters challenging stereotypical views on gender in the Japanese society, the narratives where they appear do not always fully explore this aspect. The aim of this article is to investigate the role of cross-dresser heroines in manga as a tool to reinforce the sociocultural patriarchal status quo and as a different gender embodiment outside stereotyped femininity. It argues that the possibility for those characters to occupy powerful positions and succeed is related to masculinity, symbolized by the sword, stressing how ultimately their revolutionary potential is weakened and limited.

scholarly journals European first-year university students accept evolution but lack substantial knowledge about it: a standardized European cross-country assessment

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Paul Kuschmierz ◽  
Anna Beniermann ◽  
Alexander Bergmann ◽  
Rianne Pinxten ◽  
Tuomas Aivelo ◽  
...  
Keyword(s):  
University Students ◽  
Religious Faith ◽  
European Countries ◽  
First Year ◽  
Education Systems ◽  
Cultural Backgrounds ◽  
Acceptance Of Evolution ◽  
First Year University ◽  
School Curricula

Abstract Background Investigations of evolution knowledge and acceptance and their relation are central to evolution education research. Ambiguous results in this field of study demonstrate a variety of measuring issues, for instance differently theorized constructs, or a lack of standardized methods, especially for cross-country comparisons. In particular, meaningful comparisons across European countries, with their varying cultural backgrounds and education systems, are rare, often include only few countries, and lack standardization. To address these deficits, we conducted a standardized European survey, on 9200 first-year university students in 26 European countries utilizing a validated, comprehensive questionnaire, the “Evolution Education Questionnaire”, to assess evolution acceptance and knowledge, as well as influencing factors on evolution acceptance. Results We found that, despite European countries’ different cultural backgrounds and education systems, European first-year university students generally accept evolution. At the same time, they lack substantial knowledge about it, even if they are enrolled in a biology-related study program. Additionally, we developed a multilevel-model that determines religious faith as the main influencing factor in accepting evolution. According to our model, knowledge about evolution and interest in biological topics also increase acceptance of evolution, but to a much lesser extent than religious faith. The effect of age and sex, as well as the country’s affiliation, students’ denomination, and whether or not a student is enrolled in a biology-related university program, is negligible. Conclusions Our findings indicate that, despite all their differences, most of the European education systems for upper secondary education lead to acceptance of evolution at least in university students. It appears that, at least in this sample, the differences in knowledge between countries reflect neither the extent to which school curricula cover evolutionary biology nor the percentage of biology-related students in the country samples. Future studies should investigate the role of different European school curricula, identify particularly problematic or underrepresented evolutionary concepts in biology education, and analyze the role of religious faith when teaching evolution.

scholarly journals Effects of Pairing on the Relationships between Motivation and Task Performance in an Interactive Task

2019 ◽  
Vol 7 (4) ◽  
pp. p451
Author(s):  
Katsuyuki Konno ◽  
Tsutomu Koga ◽  
Atsumi Yamaguchi
Keyword(s):  
Task Performance ◽  
First Year ◽  
Positive Role ◽  
Task Motivation ◽  
Computer Mediated ◽  
Interactive Task ◽  
And Performance ◽  
First Year University ◽  
Pair Work

This study investigates how learners’ own motivational variables are related to task performance and how learners’ task performance is influenced by their partners’ motivational variables in an interactive task. A total of 28 Japanese first year university students engaged in a computer mediated, decision making task, and the number of words produced and turns taken during the task was counted as their task performance. Questionnaires were administered to measure eight motivational dispositions related to the task. Correlation analyses were used to examine the relationships between task motivation and performance. The results showed that (a) learners’ task motivation was positively correlated with task performance, suggesting a positive role of task motivation in performing a task and (b) learners’ task performance was negatively correlated with the interlocutors’ task motivation, except for the highly motivated pairs, which implied limited effects of pair work. This study finally provides some pedagogical and future implications.

scholarly journals Self-efficacy in first-year university students: a descriptive study

2019 ◽  
Author(s):  
Paula Alvarez-Huerta ◽  
Iñaki Larrea ◽  
Alexander Muela ◽  
José Ramón Vitoria
Keyword(s):  
Social Sciences ◽  
Student Motivation ◽  
Self Efficacy ◽  
Future Research ◽  
First Year ◽  
Professional Career ◽  
And Gender ◽  
The University ◽  
First Year University ◽  
Motivation And Learning

The study and analysis of the self-efficacy beliefs of students has become an important line of educational research. The purpose of this study, conducted at the University of Mondragon (Spain), is to explore the different perceptions concerning the creative and entrepreneurial self-efficacy of students on their entrance to university. Results revealed clear patterns with regards to discipline and gender. Students commencing their degrees in social sciences show lower creative and entrepreneurial self-efficacy perceptions than their peers in other disciplines. Women show lower scores than men across different disciplines with the exception of women commencing engineering studies. Self-efficacy has been related to student motivation and learning and has been found influential in the choice of the professional career. The high significance of this construct in education makes the results of this study have clear implications for the development of learning environments that address the differences found between gender and disciplines. Directions for future research are also indicated.

scholarly journals Effects of University Preparation and Engagement on Achievement

2021 ◽  
Author(s):  
◽  
Elizabeth Marie Chinlund
Keyword(s):  
Undergraduate Students ◽  
Study Skills ◽  
School Achievement ◽  
First Year ◽  
University Preparation ◽  
Academic Challenge ◽  
University Degree ◽  
First Year University ◽  
Mainstream Students

<p>This study comprised an investigation of the longitudinal achievement of New Zealand first-year undergraduate students (n=967) who transitioned to their degrees through the Certificate of University Preparation (CUP) programme at Victoria University of Wellington between 2008 and 2012 and the role of preparation and engagement on their achievement. Certain student behaviours, development of study skills, importance of academic challenge, and emphasis on academic support were all correlated with later university achievement. Although engagement is a highly acclaimed concept, its links to achievement were unsubstantiated. Using linear regressions, students' academic perseverance and their achievement in CUP each uniquely predicted first-year university degree programme achievement. CUP students' university achievement was higher than mainstream students with similar secondary school achievement, based on a statistical model of achievement that accounted for the relative difficulty of achieving each result. These findings indicate that the CUP programme was effective in preparing learners to access and achieve in university.</p>

Probing the question order effect while developing a chemistry concept inventory

2017 ◽  
Vol 18 (1) ◽  
pp. 45-54 ◽  
Author(s):  
Molly A. Undersander ◽  
Travis J. Lund ◽  
Laurie S. Langdon ◽  
Marilyne Stains
Keyword(s):  
Assessment Tool ◽  
Order Effect ◽  
Assessment Tools ◽  
Concept Inventory ◽  
Order Effects ◽  
First Year ◽  
First Semester ◽  
Question Order ◽  
First Year University ◽  
The Impact

The design of assessment tools is critical to accurately evaluate students' understanding of chemistry. Although extensive research has been conducted on various aspects of assessment tool design, few studies in chemistry have focused on the impact of the order in which questions are presented to students on the measurement of students' understanding and students' performance. This potential impact has been labeled the question order effect in other literature and may be considered as a threat to the construct validity of the assessment tool. The set of studies described in this article tested whether question order effects were present within a concept inventory on acid-based chemistry. In particular, we tested whether the order of two conceptually isomorphic questions, one pictorial and one verbal, affected students' performance on the concept inventory. Two different versions of the inventory were developed and collected from students enrolled in the second semester of first-year university chemistry courses (general chemistry;N= 774) at two different institutions and to students enrolled in the first semester of organic chemistry (N= 163) at one of the two institutions. Students were further divided in two groups based on their self-reported level of effort in answering the concept inventory. Interviews were also conducted with a total of 19 students at various stages of the studies. Analyses of differences in students' responses to the two versions of the inventory revealed no question order effect in all settings. Implications for instructors and researchers are provided.

The relationships between personality, perceptual, cognitive and technological variables and students’ level of information literacy

2017 ◽  
Vol 51 (2) ◽  
pp. 527-544 ◽  
Author(s):  
Noa Aharony ◽  
Hadas Gur
Keyword(s):  
Learning Strategies ◽  
Undergraduate Students ◽  
Information Literacy ◽  
Self Efficacy ◽  
Computer Use ◽  
Primary Source ◽  
Openness To Experience ◽  
First Year ◽  
First Semester ◽  
First Year University

The Internet is students’ primary source of information, and the question that arises is whether students know how to evaluate the information they find on the Web. The present research aimed to explore whether openness to experience, curiosity, learning strategies, technological skills, and self-efficacy in computer use are associated with undergraduate students’ information literacy level. The research was conducted in Israel during the first semester of the 2014 academic year and included 180 first-year university students. Seven questionnaires were used to gather data on personal details, information literacy, computer mastery, curiosity, and openness to experience, self-efficacy in computer use, and learning strategies. Results confirm that the personality characteristics of openness to experience and curiosity, as well as cognitive variables such as deep learning strategies, the perceptual variable of self-efficacy in computer use, and computer mastery affect students’ level of information literacy.

Coping with transition: a case for providing resources to first year university students

2000 ◽  
Vol 10 (1) ◽  
pp. 81-94 ◽  
Author(s):  
Barbara Jones ◽  
Erica Frydenberg
Keyword(s):  
Secondary School ◽  
University Students ◽  
Coping Strategies ◽  
Positive Relationship ◽  
Transition Period ◽  
Academic Stress ◽  
First Year ◽  
Positive Experience ◽  
First Semester ◽  
First Year University

During the transition from secondary school to university many students experience stress associated with academic concerns and difficulties in coping with new academic and social demands. The present study investigated first year university students' level of academic stress across first semester and evaluated the coping strategies employed by students to deal with academic concerns. Students' level of academic stress was greater at the beginning of semester, during the transition period than at the end of semester, prior to the examination period. A positive relationship between academic stress and non-productive coping was also revealed. It was concluded that effective and timely assistance needs to be provided to students prior to, or during the transition period to make the commencement of university a positive experience.

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