The Role of Gender and Familiarity in a Modified Version of the Almeria Boxes Room Spatial Task

Individual factors like gender and familiarity can affect the kind of environmental representation that a person acquires during spatial navigation. Men seem to prefer relying on map-like survey representations, while women prefer using sequential route representations. Moreover, a good familiarity with the environment allows more complete environmental representations. This study was aimed at investigating gender differences in two different object-position learning tasks (i.e., Almeria Boxes Tasks) assuming a route or a survey perspective also considering the role of environmental familiarity. Two groups of participants had to learn the position of boxes placed in a virtual room. Participants had several trials, so that familiarity with the environment could increase. In both tasks, the effects of gender and familiarity were found, and only in the route perspective did an interaction effect emerge. This suggests that gender differences can be found regardless of the perspective taken, with men outperforming women in navigational tasks. However, in the route task, gender differences appeared only at the initial phase of learning, when the environment was unexplored, and disappeared when familiarity with the environment increased. This is consistent with studies showing that familiarity can mitigate gender differences in spatial tasks, especially in more complex ones.

Diverse complexities, complex diversities: Resisting 'normal science' in pedagogical and research methodologies. A perspective from Aotearoa (New Zealand)

This paper offers an overview of complexities of the contexts for education in Aotearoa, which include the need to recognise and include Māori (Indigenous) perspectives, but also to extend this inclusion to the context of increasing ethnic diversity. These complexities include the situation of worsening disparities between rich and poor which disproportionately position Māori and those from Pacific Island backgrounds in situations of poverty. It then offers a brief critique of government policies before providing some examples of models that resist 'normal science' categorisations. These include: the Māori values underpinning the effective teachers' profile of the Kotahitanga project and of the Māori assessment model for early childhood education; the dispositions identified in a Samoan model for assessing young children's learning; and the approach developed for assessing Māori children's literacy and numeracy within schools where Māori language is the medium of instruction. These models all position learning within culturally relevant frames that are grounded in non-Western onto-epistemologies which include spiritual, cultural, and collective aspirations.

Diverse complexities, complex diversities: Resisting 'normal science' in pedagogical and research methodologies. A perspective from Aotearoa (New Zealand)

This paper offers an overview of complexities of the contexts for education in Aotearoa, which include the need to recognise and include Māori (Indigenous) perspectives, but also to extend this inclusion to the context of increasing ethnic diversity. These complexities include the situation of worsening disparities between rich and poor which disproportionately position Māori and those from Pacific Island backgrounds in situations of poverty. It then offers a brief critique of government policies before providing some examples of models that resist 'normal science' categorisations. These include: the Māori values underpinning the effective teachers' profile of the Kotahitanga project and of the Māori assessment model for early childhood education; the dispositions identified in a Samoan model for assessing young children's learning; and the approach developed for assessing Māori children's literacy and numeracy within schools where Māori language is the medium of instruction. These models all position learning within culturally relevant frames that are grounded in non-Western onto-epistemologies which include spiritual, cultural, and collective aspirations.

Following the Drum

This chapter provides an overview of motivational theory from adult education, psychology and educational psychology, spanning nearly 60 years. The first half of the chapter focuses on the motivational theories in terms of their developmental genesis, while later sections examine the relationship between motivation and learning resistance and engagement. Final sections suggest conclusions regarding the importance of studying learning resistance as a construct over and beyond motivational theory and position learning resistance scholarship as a learner-centered, positive approach to adult learning.

Diverse complexities, complex diversities: Resisting 'normal science' in pedagogical and research methodologies. A perspective from Aotearoa (New Zealand)

This paper offers an overview of complexities of the contexts for education in Aotearoa, which include the need to recognise and include Māori (Indigenous) perspectives, but also to extend this inclusion to the context of increasing ethnic diversity. These complexities include the situation of worsening disparities between rich and poor which disproportionately position Māori and those from Pacific Island backgrounds in situations of poverty. It then offers a brief critique of government policies before providing some examples of models that resist 'normal science' categorisations. These include: the Māori values underpinning the effective teachers' profile of the Kotahitanga project and of the Māori assessment model for early childhood education; the dispositions identified in a Samoan model for assessing young children's learning; and the approach developed for assessing Māori children's literacy and numeracy within schools where Māori language is the medium of instruction. These models all position learning within culturally relevant frames that are grounded in non-Western onto-epistemologies which include spiritual, cultural, and collective aspirations.

Diverse complexities, complex diversities: Resisting 'normal science' in pedagogical and research methodologies. A perspective from Aotearoa (New Zealand)

This paper offers an overview of complexities of the contexts for education in Aotearoa, which include the need to recognise and include Māori (Indigenous) perspectives, but also to extend this inclusion to the context of increasing ethnic diversity. These complexities include the situation of worsening disparities between rich and poor which disproportionately position Māori and those from Pacific Island backgrounds in situations of poverty. It then offers a brief critique of government policies before providing some examples of models that resist 'normal science' categorisations. These include: the Māori values underpinning the effective teachers' profile of the Kotahitanga project and of the Māori assessment model for early childhood education; the dispositions identified in a Samoan model for assessing young children's learning; and the approach developed for assessing Māori children's literacy and numeracy within schools where Māori language is the medium of instruction. These models all position learning within culturally relevant frames that are grounded in non-Western onto-epistemologies which include spiritual, cultural, and collective aspirations.

FAKTOR-FAKTOR YANG MEMPENGARUHI PRESTASI AKADEMIK MAHASISWA

Academic achievement is an indicator of the success of students at the higher education level. Because of the importance of academic achievement, it is important to conduct research on the factors that affect student academic achievement. The main purpose of this study is to identify the factors that influence student academic achievement. There are three independent variables, namely: seat position, learning facilities and achievement motivation. A total of 181 respondents were included in this study. The sample is chosen randomly by distributing questionnaires online using Google form. Data analysis was performed using binary logistic regression. The logistic regression model is to describe the relationship between some independent variables that are continuous, categorical, or binary. The results showed that: (1) seating position significantly influenced academic achievement. (2) Learning facilities have no significant effect on academic achievement. (3) Achievement motivation influences academic achievement. (4) There is a joint effect of independent variables on academic achievement. Prestasi akademik merupakan indikator keberhasilan mahasiswa di level pendidikan tinggi. Karena pentingnya prestasi akademik, maka penting untuk melakukan riset tentang faktor-faktor yang mempengaruhi prestasi akademik mahasiswa. Tujuan utama dari penelitian ini adalah untuk mengidentifikasi faktor-faktor yang mempengaruhi prestasi akademik mahasiswa. Terdapat tiga variabel bebas yaitu: posisi tempat duduk, sarana pembelajaran dan motivasi berprestasi. Sebanyak 181 responden dilibatkan dalam penelitian ini. Sampel di pilih secara acak dengan menyebarkan angket secara online menggunakan google form. Analisis data dilakukan dengan menggunakan regresi logistik biner. Model regresi logistik bertujuan untuk menggambarkan hubungan antara satu atau lebih variabel independen yang bersifat terus menerus, kategoris, atau biner. Hasil penelitian menunjukkan bahwa: (1) posisi tempat duduk berpengaruh signifikan terhadap prestasi akademik. (2) Sarana pembelajaran tidak berpengaruh sgnifikan terhadap prestasi akademik. (3) Motivasi berprestasi berpengaruh terhadap prestasi akademik. (4) Terdapat pengaruh secara bersama-sama variabel bebas terhadap prestasi akademik.

Following the Drum

This chapter provides an overview of motivational theory from adult education, psychology and educational psychology, spanning nearly 60 years. The first half of the chapter focuses on the motivational theories in terms of their developmental genesis, while later sections examine the relationship between motivation and learning resistance and engagement. Final sections suggest conclusions regarding the importance of studying learning resistance as a construct over and beyond motivational theory and position learning resistance scholarship as a learner-centered, positive approach to adult learning.

Diverse complexities, complex diversities: Resisting ‘normal science’ in pedagogical and research methodologies. A perspective from Aotearoa (New Zealand)

This paper offers an overview of complexities of the contexts for education in Aotearoa, which include the need to recognise and include Māori (Indigenous) perspectives, but also to extend this inclusion to the context of increasing ethnic diversity. These complexities include the situation of worsening disparities between rich and poor which disproportionately position Māori and those from Pacific Island backgrounds in situations of poverty. It then offers a brief critique of government policies before providing some examples of models that resist ‘normal science’ categorisations. These include: the Māori values underpinning the effective teachers’ profile of the Kotahitanga project and of the Māori assessment model for early childhood education; the dispositions identified in a Samoan model for assessing young children’s learning; and the approach developed for assessing Māori children’s literacy and numeracy within schools where Māori language is the medium of instruction. These models all position learning within culturally relevant frames that are grounded in non-Western onto-epistemologies which include spiritual, cultural, and collective aspirations.