scholarly journals Generic Skills of Final Year University Students in Preparation towards Industrial Revolution 4.0

2019 ◽  
Vol 8 (3S2) ◽  
pp. 900-905
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
University Students ◽  
Information Management ◽  
Industrial Revolution ◽  
Negative Relationship ◽  
Study Data ◽  
Continuous Learning ◽  
Generic Skills ◽  
Significant Difference

This study is aimed to identify the level of generic skills among final year university students in preparation towards Industrial Revolution 4.0. A total of 89 final year students from the Counseling Program had participated in this study. Data were collected using a questionnaire adapted from the generic skills questionnaire developed by SCANS, Mohamad Sattar et al., Kamaruddin , Soft Skills (KPTM) and the Malaysian Quality Framework (MQA) . Among the variables studied are the skills of communication, critical thinking and problem solving, teamwork, continuous learning and information management, moral and ethics, flexibility, and self-confidence. Results of the study show that the level of generic skills of these final year students is good. The final year students also exhibited high generic skills particularly for the self-confident, teamwork, and moral and ethics constructs. However, the critical thinking and problem solving construct showed opposite results, indicating that there is a negative relationship between generic skills and achievement (CGPA). Apart from that, the results also showed that there is a significant difference between generic skills and gender, but there is no significant difference with achievement. Communication, critical thinking and problem solving, continuous learning and information management, and flexibility skills emerged as the most important factors for effective learning in the four contexts under consideration. Finally, this paper ended with suggestions of further initiatives to be taken to improve the generic skills of university students in order to meet the aspirations of the National Higher Education Development Plan and Industrial Revolution 4.0.

The Influence of Challenge Course Participation on Moral and Ethical Reasoning

2002 ◽  
Vol 25 (2) ◽  
pp. 278-280 ◽  
Author(s):  
Carol A. Smith ◽  
Sharon E. Strand ◽  
Camille J. Bunting
Keyword(s):  
College Students ◽  
Problem Solving ◽  
University Students ◽  
Moral Reasoning ◽  
Ethical Reasoning ◽  
Defining Issues Test ◽  
Control Group ◽  
Challenge Course ◽  
Significant Difference ◽  
The Impact

This study investigated the impact of a 15-week outdoor experiential program on the moral reasoning of college students. One hundred and ninety-six university students volunteered to participate in this study, which utilized Rest's (1979) Defining Issues Test (DIT). The DIT investigates how individuals arrive at making decisions, and formulates a “P” (Principled moral reasoning) score for each subject. The groups were found to be homogeneous in moral reasoning at the pretest (outdoor experiential x = 36.07; control x = 33.08; F = 0.05). There was a statistically significant difference on the posttest scores of the outdoor experiential program participants (x = 40.98) in relation to the control group (x = 34.14) (F = 3.84). The results of this study demonstrated that the outdoor experiential program participants were significantly different from the control group at posttest. It is postulated that even though improved moral reasoning was not a stated objective, the outdoor experiential students, through front-loading, reflection, critical thinking, problem solving, and adherence to the full value contract, did enhance their level of moral reasoning. Through the combined modeling of behavior and discussion, changes in behavior can occur. The nature of outdoor experiential programs seems well suited to positively influence moral and ethical reasoning.

scholarly journals Information and Communication Technologies to Improve Problem Solving and Self-Efficacy: Exploring Geometry Learning Using Dynamic Mathematics Software Geogebra

2021 ◽  
Vol 1 (1) ◽  
pp. 45-52
Author(s):  
Mukhtar Mukhtar ◽  
R. Ahmad Zaky El Islami ◽  
Damanhuri Damanhuri ◽  
Ferdinand Murni Hamundu
Keyword(s):  
Problem Solving ◽  
University Students ◽  
Information And Communication Technologies ◽  
Self Efficacy ◽  
Communication Technologies ◽  
Significant Difference ◽  
Information And Communication ◽  
Dynamic Mathematics ◽  
The University ◽  
Mathematics Software

Information and communication technologies can support learning of geometry through geogebra software. This study aimed to investigate the effectiveness of dynamic mathematics software geogebra towards problem solving and self-efficacy. Seventy-four university students divided to one class assigned as geogebra assisted learning and the other as using conventional learning. The results showed a significant difference of problem solving between these two groups statistically. Additionally, The results showed that there is a significant difference of self-efficacy between these two groups statistically. The results indicates that the problem solving and sef-efficacy of the university students using geogebra assisted better than using conventional learning. We can conclude that the dynamic mathematics software geogebra is effective to improve problem solving and self-efficacy

scholarly journals Critical Thinking and Problem-Solving Skills of Visually Impaired Female National Judo Team Athletes

2019 ◽  
Vol 7 (3S) ◽  
pp. 8
Author(s):  
Sengul Demiral
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Visually Impaired ◽  
High Performance ◽  
Problem Solving Skills ◽  
Critical Thinking Disposition ◽  
National Team ◽  
Total Problem ◽  
Significant Difference ◽  
Thinking Disposition

A high level of critical thinking and problem-solving skills in visually impaired female national judo team athletes is an important factor in increasing their performance and for their high performance. The aim of this study was to examine critical thinking and problem-solving skills of visually impaired female national judo team athletes. The sample of the study was composed of visually impaired female athletes (n=15) in 2015 national team. A Personal Information Form, the California Critical Thinking Disposition Inventory and the Problem Solving Inventory were used as data collection tools. The data obtained in this study were analyzed using SPSS 17 software. Evaluation of the data analysis revealed that there was no statistically significant difference among groups in total Problem Solving Inventory and Critical Thinking Disposition Inventory scores in terms of age group or age of starting judo (p>0.05). There was no statistically significant relationship between total problem-solving and total critical thinking disposition scores of athletes (p>0.05). As a result, judo coaches are thought to play an important role in the development of strategies for increasing athletes’ problem-solving and critical thinking skills and in the development of their sporting performance, particularly in the development of high performance.

scholarly journals WILL I SURVIVE? THE ROLE OF PERCEIVED RISK AND KNOWLEDGE TOWARD HOPE IN THE TIME OF PANDEMIC: STUDY ON INDONESIAN STUDENTS

2021 ◽  
Vol 9 (1) ◽  
pp. 106-114
Author(s):  
Gumgum Gumelar ◽  
Herdiyan Maulana ◽  
Gita Irianda Rizkyani Medellu
Keyword(s):  
University Students ◽  
Undergraduate Students ◽  
Perceived Risk ◽  
Online Survey ◽  
Health Knowledge ◽  
Negative Relationship ◽  
Significant Difference ◽  
New Research ◽  
Risk Knowledge

Purpose of the study: The purpose of this study was to examine participant’s hopes whether the pandemic will end based on the perception of risk concerning vulnerability, severity, and anxiety as well as their knowledge about the pandemic among university students in Indonesia. Methodology: 431 (20 % male and 80 % female; Age mean = 19.98; SD = 1.421) undergraduate students in psychology were recruited from across university in Indonesia. A battery scale consists of three questionnaires evaluating perceived risk, knowledge, and hope were administered using the online survey. A multiple regression analysis was applied to examine the hypotheses. Main Findings: The results demonstrated that perceived risk and knowledge emerge as significant predictors of hope. The results also showed that there was a negative relationship between the dimension of perceived risk and hope. There was no significant correlation between health knowledge and hope. The results indicated a statistically significant model of regression. However, this study revealed that there was no statistically significant difference between health knowledge and hope. Applications of this study: The psychological aspect of risk perception and knowledge could be acknowledged as important variables to enhance the hope of university students to face this pandemic. Novelty/Originality of this study: The study offers a further explanation about the scope of earlier research in the field of hope in pandemic -19. It also provides a new research paradigm to the area of perceived risk by introducing understudied individual factors, such as knowledge associated with the hope of facing the pandemic among college students.

scholarly journals Prediction of Leisure Exercise Behaviors A Study on University Students of Hong Kong

2003 ◽  
Vol 9 (1) ◽  
pp. 8-19
Author(s):  
Judy K. NG ◽  
Tom CUDDIHY ◽  
Lena FUNG
Keyword(s):  
Physical Education ◽  
University Students ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Study Data ◽  
Measuring Instruments ◽  
Exercise Behaviors ◽  
Exercise Barriers ◽  
Significant Difference ◽  
Exercise Motives

LANGUAGE NOTE | Document text in English; abstract also in Chinese.The purpose of this study is to examine the theoretical relationships among the variables of leisure exercise efficacy, leisure exercise motives, leisure exercise barriers, and leisure exercise behaviors of university students using the social cognitive theory as a framework. The Model of University Students' Leisure Exercise Behaviors (MUSLEB) was hypothesized before data collection to investigate the theoretical relationships among the variables. Initially, a total of 331 university students were recruited for this study. Data were collected on two occasions using measuring instruments that included the Leisure Exercise Efficacy Scale, the Motivation for Physical Activities Measure-Revised, the Leisure Exercise Barrier Questionnaire, and the Leisure Time Exercise Questionnaire. Participants were classified into Physical Education and Non Physical Education groups to examine their differences in leisure exercise behaviors. As no significant difference was found on the leisure exercise behaviors between the two groups at the end of the semester, all the participants were pooled to test the hypothesized model (n=172). The hypothesized model was found to be acceptable with x2 / df = 1.85, CFI = .98 and RMSEA= .07. However, in an attempt to test a more parsimonious model, all non-significant paths were removed from the model and a re-specified MUSLEB was analyzed again. The re-specified model provided evidences (x2 / df = 1.39，CFI = .98 and RMSEA = .05) that this was tenable and more parsimonious than the hypothesized model. Path analysis results showed that leisure exercise efficacy was found to be a significant and direct predictor of leisure exercise behaviors 3 months after the commencement of the semester. As hypothesized, positive and significant relationships were found between leisure exercise efficacy and leisure exercise motives. However, contrary to expectation, a positive significant effect between post 3-month leisure exercise efficacy and post 3-month leisure exercise barriers was observed. The investigators suggested the evidence gave support for the theoretical model hypothesizing possible external environmental cause on this phenomenon. Limitations and recommendations for the study are discussed.本文以「社會認知理論」為架構，研究大學生的"休閒運動信心"，"休閒運動動機"，"休閒運動障礙"，和"休閒運動行為"的理論關係。作者假設了一個"大學生休間運動行為模式"去測試它們的關係。結果顯示"休閒運動信心"能夠成功地預測三個月後的"休閒運動行為"。而"休閒運動信心"和"休間運動動機"亦有顯著的正相關。不過三個月後的"休閒運動信心"和"休閒運動障礙 "卻出乎意料地有顯著正關係。此結果揭示了外在環境因素具潛在影響這個模式的可能性，作者還提出了此文的限制和建議。

scholarly journals The Effect of Psychodrama on Women's Codependence, Self-Realization and Problem Solving Skill Perception

2021 ◽  
Vol 10 (1) ◽  
pp. 59-73
Author(s):  
Yağmur Ulusoy ◽  
Bircan Kırlangıç Şimşek
Keyword(s):  
Public Education ◽  
Problem Solving ◽  
Study Data ◽  
Study Group ◽  
Test Technique ◽  
Problem Solving Skills ◽  
Significant Difference ◽  
Self Actualization ◽  
The Impact ◽  
Dependent Samples

The aim of the present study was to investigate the impact of psychodrama on the codependency, self-actualization and problem-solving skills of women attending Public Education Center Tailoring Courses. The study was conducted with the quasi-experimental design based on the pretest-posttest model with an experimental group. Fifteen volunteering women attending tailoring courses at Malatya Battalgazi District Public Education Center during the 2015-2016 academic year participated in the study. The study data were collected with the Composite Codependency Scale, Health-Promoting Lifestyle Profile, and Problem-Solving Inventory. These three scales were applied to the study group before the application. After the pre-test, a psychodrama group study that included 18 sessions was conducted with eight women in the study group. At the end of the application, the scales were applied as post-test measurements to the study group. To test the effectiveness of the experimental process, the dependent samples t test technique was used. The comparison of the study group pretest and posttest scores revealed a significant difference between pretest and posttest self-actualization scores; however, there was no significant difference between codependency, interpersonal control, self-sacrifice, suppression of emotions, and problem-solving skill perception pretest and posttest scores. Thus, it was observed that psychodrama had a significant effect on the improvement of the self-actualization levels of participating women; however, it did not have a significant effect on the reduction of their negative perceptions about problem-solving skills and codependency levels.

Internet addiction in high school and university students: an evaluation in terms of various psychological, social and personal variables

2020 ◽  
pp. 1-12
Author(s):  
Hatice Odaci ◽  
Fatma Irem Değerli ◽  
Neslihan Cikrikci
Keyword(s):  
High School ◽  
Problem Solving ◽  
University Students ◽  
Interpersonal Relationships ◽  
Internet Addiction ◽  
Interpersonal Relationship ◽  
Automatic Thoughts ◽  
Problem Solving Skills ◽  
Significant Difference ◽  
Relationship Styles

Abstract The purpose of this research was to examine internet addiction among high school and university students in terms of interpersonal relationships, automatic thoughts and problem-solving skills. The sample of the study comprised a total of 480 participants: 195 (40.6%) high school and 285 (59.4%) university students. Females constituted 53.3% (256) of the participants and males 46.7% (224). In addition to a Personal Information Form, the Interpersonal Relationship Styles Scale, Automatic Thoughts Scale, Problem Solving Inventory and Internet Addiction Scale, for which validity, reliability and adaptation studies were performed, were used for data collection. A significant difference was determined between the groups with no or limited symptoms of internet addiction in terms of inhibitory interpersonal relationship styles, automatic thoughts and problem-solving skills. Inhibitory interpersonal relationships, automatic thoughts and problem-solving skills were identified as predictive of internet addiction.

Relationship between Academic Boredom, Learning Climate and Academic Motivation Among University Students

2019 ◽  
Vol 34 (3) ◽  
pp. 621-638
Author(s):  
Saira Khan ◽  
Rayna Sadia ◽  
Saba Zahid Hayat ◽  
Sonia Tahir
Keyword(s):  
University Students ◽  
Intrinsic Motivation ◽  
Extrinsic Motivation ◽  
Academic Motivation ◽  
Negative Relationship ◽  
Study Data ◽  
Learning Climate ◽  
Mediating Role ◽  
Academic Motivation Scale

The present research aimed at exploring the relationship between academic motivation, learning climate (Autonomy supported) and academic boredom among university students. In addition to this it aimed at confirming the mediating role of learning climate in relationship between intrinsic motivation and academic boredom among students studying in Universities of Pakistan. For the present study data was collected from 399 university students. The age of the sample ranged from 17 to 35 years (M = 21.45, SD = 2.40). Reliability coefficients of all the variables ranged from .65-.89 (Class Related Boredom Scale = .89, Learning Climate Questionnaire =.88, Academic Motivation Scale = .82, Intrinsic Motivation = .81, Extrinsic Motivation = .81, and A Motivation =.65). Further correlational analysis indicated a negative relationship of classroom related boredom with learning climate and intrinsic motivation. However, class related boredom was found to have positive relationship with extrinsic and a motivation. Learning climate (autonomy supportive) showed positive relation with intrinsic motivation. Based upon literature, mediation analysis was carried out which confirmed the mediating role of learning climate (autonomy supportive) in relation between intrinsic motivation and academic boredom. In the light of existing literature, findings were discussed, and suggestions were given for future researches.

Analysis of the relationship between the personality traits of university students and their grit levels

2021 ◽  
Vol 9 (2) ◽  
pp. 606-612
Author(s):  
Nezir Ekinci ◽  
Keyword(s):  
University Students ◽  
Personality Traits ◽  
Personal Information ◽  
Negative Relationship ◽  
Openness To Experience ◽  
Female Students ◽  
Male Students ◽  
Significant Difference ◽  
Research Findings ◽  
Age Range

This research aims to examine the relationships between personality traits and the grit levels of university students. Participants of the study are 379 students (304 females, 75 males). The age range of the study group is 18-25. Five-Factor Personality Scale, Short Grit Scale, and Personal Information Form were used as data collection tools in the study. Analysis of the data was performed using the Pearson product moments correlation with the SPSS program and t-test techniques for independent groups. According to the findings obtained from the study, a positive significant relationship was found between liability, openness to experience, extraversion and adaptation personality traits, and grit levels. It’s also found that a negative relationship between neuroticism and grit levels. In terms of gender, there was no significant difference between male students and female students in grit levels. However, in terms of gender, it was observed that there was a significant difference between male students and female students in terms of adaptation and openness to experience. The research findings were discussed within the scope of the literature and recommendations were made according to the results.

The Effect of Problem-Solving Training to Improve Student’s Critical Thinking and Decision-Making Skills: Racked Analysis

2020 ◽  
Vol 1 (1) ◽  
pp. 1-9
Author(s):  
Kadek Suranata ◽  
I Putu Agus Apriliana ◽  
Ifdil Ifdil
Keyword(s):  
Decision Making ◽  
Critical Thinking ◽  
Problem Solving ◽  
Industrial Revolution ◽  
Second Grade ◽  
Counseling Programs ◽  
Second Grade Students ◽  
School Counseling Programs ◽  
Post Test ◽  
The One

Critical thinking and decision-making skills are essential for non-cognitive capabilities for students in the era of the industrial revolution. This is pilot study designed to measure the effect of problem-solving training in school counseling programs to improving students' critical thinking and decision-making skills. The one group pre-post test experimental design applied in this study. This study involved 35 second-grade students of SMA Negeri 4 Singaraja, Bali, Indonesia. Student's critical thinking and decision-making skills are measured by 13 items of critical thinking and decision-making scales. The Racked analysis by Rasch Model is conducted to seek the treatment effects for 6-times (55 minutes) counseling session on students' critical thinking and decision-making skills. The results demonstrated that students' critical thinking and decision-making skills is increase in each of the 13 scales used. The effect was consistent for a man and woman participants. This findings show that problem-solving training in counseling programs affects students' critical thinking and decision-making skills.

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