Thematische Bibliographien / College students Australia Attitudes

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Auswahl der wissenschaftlichen Literatur zum Thema „College students Australia Attitudes“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 29. Januar 2023

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Zeitschriftenartikel zum Thema "College students Australia Attitudes"

Vogel, David L., Haley A. Strass, Patrick J. Heath, Fatima R. Al-Darmaki, Patrick I. Armstrong, Makilim N. Baptista, Rachel E. Brenner et al. „Stigma of Seeking Psychological Services: Examining College Students Across Ten Countries/Regions“. Counseling Psychologist 45, Nr. 2 (Februar 2017): 170–92. http://dx.doi.org/10.1177/0011000016671411.

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Stigma is an important barrier to seeking psychological services worldwide. Two types of stigma exist: public stigma and self-stigma. Scholars have argued that public stigma leads to self-stigma, and then self-stigma is the primary predictor of attitudes toward seeking psychological services. However, this assertion is largely limited to U.S. samples. The goal of this research was to provide a first step in understanding the relationship between public stigma, self-stigma, and attitudes toward seeking psychological services in international contexts ( N = 3,276; Australia, Brazil, Canada, Hong Kong, Portugal, Romania, Taiwan, Turkey, United Arab Emirates, and United States). Using structural equation modeling, we found that self-stigma mediated the relationship between public stigma and attitudes toward seeking services among college students in each country and region. However, differences in path strengths emphasize the need to pay attention to the role of public and self-stigma on attitudes toward seeking psychological services throughout the world.

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Austin, Daphne, Sung-Mook Hong und Wilma Hunter. „Some Determinants of Fear about Aids among Australian College Students“. Psychological Reports 64, Nr. 3_suppl (Juni 1989): 1239–44. http://dx.doi.org/10.2466/pr0.1989.64.3c.1239.

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An 18-item questionnaire assessing attitudes toward AIDS and homosexuality was administered to 420 Australian tertiary students. The predictive power of attitudes toward homosexuality, empathy toward AIDS sufferers, knowledge about AIDS, church attendance, age, and sex was tested using independent and stepwise multiple-regression analyses. In the stepwise analysis attitudes toward homosexuality and empathy toward AIDS sufferers were the major contributors to fear about AIDS. Church attendance and age improved the over-all prediction significantly, but only slightly. In the independent analysis all variables, except church attendance, were significant predictors. Educational programmes on AIDS should address the relationship between homosexuality and fear of AIDS.

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Mohd. Elmagzoub Eltahir, Najeh Rajeh Alsalhi, Geraldine Torrisi-Steele und Sami Sulieman Al-Qatawneh. „The Implementation of Online Learning in Conventional Higher Education Institutions During the Spread of COVID-19: A Comparative Study“. International Journal of Emerging Technologies in Learning (iJET) 18, Nr. 01 (10.01.2023): 68–99. http://dx.doi.org/10.3991/ijet.v18i01.36005.

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The purpose of this study is to investigate and explore the degree of success of the implementation of online learning in conventional higher education institutions instead of face-to-face learning during the spread of the Covid-19 Pandemic during the 2019/2020 academic year, via exploring the undergraduate students' perceptions of the application of the online learning system at Ajman University in UAE, and Griffith University in Australia. In the study, the descriptive approach was used. A questionnaire consisting of 40 items was designed and distributed to 630 students from Ajman University and 675 students from Griffith University, who were randomly selected from different faculties of the two universities during the 2019/2020 academic year during the COVID-19 pandemic. The results of the study revealed that students' a moderate satisfaction with the University's readiness, training, and technical support for online learning and the university's teaching and learning process during the COVID-19 pandemic, with female students finding them more satisfaction than male students. Disciplines and computer skills also showed an impact on such satisfaction, with Pharmacy & Health Science College students at Ajman University and Architecture, Art, and Design discipline students at Griffith University, and those with excellent computer skills in both Universities. In addition, the results showed positive attitudes of students towards the use of online learning at the two universities during the COVID-19 pandemic.

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Robertson, Tasha, Garry Walter, Nerissa Soh, Glenn Hunt, Michelle Cleary und Gin Malhi. „Medical Students’ Attitudes Towards a Career in Psychiatry before and after Viewing a Promotional DVD“. Australasian Psychiatry 17, Nr. 4 (01.01.2009): 311–17. http://dx.doi.org/10.1080/10398560902874298.

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Objectives: The objectives were, first, to determine attitudes towards psychiatry as a career among medical students currently enrolled at the University of Sydney and, second, to establish the immediate impact on those attitudes of a promotional DVD, released by the Royal Australian and New Zealand College of Psychiatrists. Method: Medical students enrolled in the University of Sydney in 2008 were invited to complete a voluntary online questionnaire, in which their attitudes towards psychiatry were explored, and the immediate effects of a 15-minute DVD were ascertained. Results: A total of 123 students participated. Only one student identified psychiatry as their chosen career. Medical students viewed psychiatry as the least attractive specialty for the degree to which patients are helped effectively and in terms of having a reliable scientific foundation. However, it rated well in regard to being intellectually challenging, a rapidly advancing field of medicine, and providing research opportunities and a good lifestyle. Psychiatry is less respected than most other specialties by students and they perceive this discipline to be poorly respected by other medical students and current medical practitioners. After viewing the DVD, there were improved student ratings of the benefits of a career in psychiatry, especially in relation to the specialty being enjoyable, offering effective treatment and having a scientific foundation. There was also enhanced understanding of the role of a psychiatrist in just over half of the participants and increased interest in psychiatry in about 30% of participants. The DVD was most effective in increasing awareness of the diversity of subspecialties available within psychiatry, good lifestyle factors, and the training involved. Conclusion: Among medical students, psychiatry is perceived as unattractive and fails to command the respect afforded other specialties. The viewing of a promotional DVD by medical students was found to be effective in improving their attitudes towards psychiatry and increasing their interest in pursuing a career in the specialty. However, the long-term impact of this modest improvement is unknown and the low survey response rate limits the extent to which the results can be generalized.

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Sommer, Joanne, Katherine Gill und Jane Stein-Parbury. „Walking side-by-side: Recovery Colleges revolutionising mental health care“. Mental Health and Social Inclusion 22, Nr. 1 (12.02.2018): 18–26. http://dx.doi.org/10.1108/mhsi-11-2017-0050.

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Purpose The Recovery College model is an innovative approach to providing education to consumers, carers and mental health staff, with the potential to facilitate both personal recovery gains and organisational transformation towards recovery-focused service provision. The purpose of this paper is to explore the experiences of students who attended the South Eastern Sydney Recovery College (SESRC). Design/methodology/approach An exploratory, descriptive qualitative design was employed with data collected through seven focus group interviews with consumers and mental health staff who had participated in courses run by the SESRC. Thematic analysis of the data was conducted using both deductive and inductive processes in order to interpret the data. Findings All participants were positive about their involvement in the RC. Four themes emerged from the thematic analysis: connection with others, hope for the future, the importance of the lived experience, and changing attitudes and systems. Originality/value The outcomes of this study indicate that the SESRC is achieving its aims in relation to both personal recovery gains, and the potential to impact on service transformation. It highlights the centrality of co-production as a fundamental aspect of the Recovery College model. This paper contributes to the emerging evidence base for this model and provides evidence that this model is applicable to the Australian context.

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Tangalakis, Kathy, Kate Kelly, Natalie KonYu und Dianne Hall. „The impact of teaching from home during the covid-19 pandemic on the student evaluations of female academics“. Journal of University Teaching and Learning Practice 19, Nr. 1 (08.03.2022): 160–75. http://dx.doi.org/10.53761/1.19.1.10.

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Student Evaluation of Teaching (SET) results play an important role in academic staff performance evaluation, but also in promotion processes. However, there is much evidence to suggest that the SET used in most universities across the Anglosphere has traditionally penalised female academics. As universities manage the recovery phase of the COVID-19 pandemic, they will also need to take into account the effect of remote teaching on the validity of student evaluation data. Given SET are critical to promotion success, it is important to then understand the gendered effect of remote teaching on student evaluations. We aimed to evaluate how intrusions of family life, academics’ home environment and competence with remote teaching technology of female academics were viewed by students and if there were noticeable differences in SET data. We analysed 22,485 SET data over 2019 (pre-COVID, face-to-face teaching) and 2020 (COVID-lockdowns, remote teaching) for female and male academics, matched with student gender, in the multidisciplinary First Year College at Victoria University, Melbourne Australia. Our results showed that there were no differences in the score ratings for teacher gender. However, the qualitative data showed that whilst overall there were overwhelmingly positive comments for both male and female teachers, there was an increase in the negative comments on teaching style by male students toward their female teachers during remote teaching and overall more comments relating to attitude. We speculate that this would have a negative impact on the confidence of teaching-intensive female academics hindering their leadership aspirations and career progression in academia.

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Brigham, John C. „College Students' Racial Attitudes“. Journal of Applied Social Psychology 23, Nr. 23 (Dezember 1993): 1933–67. http://dx.doi.org/10.1111/j.1559-1816.1993.tb01074.x.

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Beale, Elliott M., und Brenda J. Cude. „College Students’ Attitudes toward Debt“. International Journal of Undergraduate Research and Creative Activities 9 (21.12.2017): 5. http://dx.doi.org/10.7710/2168-0620.1099.

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Newman, Bernie Sue. „College Students' Attitudes About Lesbians“. Journal of Homosexuality 52, Nr. 3-4 (15.05.2007): 249–65. http://dx.doi.org/10.1300/j082v52n03_12.

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Klimova, S. M., und G. V. Martynova. „College Students' Attitudes Toward Religion“. Russian Social Science Review 50, Nr. 5 (September 2009): 71–80. http://dx.doi.org/10.1080/10611428.2009.11065369.

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Dissertationen zum Thema "College students Australia Attitudes"

Biswas, Minoti. „University students' receptivity to peers with disabilities“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/247.

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This research investigates university students' receptivity to peers with disabilities at two universities in Perth, Western Australia (Edith Cowan University and the University of Notre Dame in Fremantle), and two universities in India (The University of Kolkata (previously Calcutta) and the University of Jadavpur). Data were collected by three methods: (1) a 60 item questionnaire (N=996) based on six aspects supporting receptivity to peers with disabilities-Academic, Interactive, Social, Personal, Professional and Supportive; (2) written open-ended data (N= 201); and (3) four focus groups, two in Perth (N=1O) and two in Kolkata (N=10). The final questionnaire was composed of 30 stem-items each answered in two perspectives: (1) an ideal self-view (What I think I should do) and (2) their self-reported behaviour (what I actually do), making a total of 60 items.

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Amm, Lesley E. „Individual, family, social support and stress factors affecting university students' generalised self-efficacy beliefs“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/282.

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Students' success at university is influenced by their generalised self-ecfficacy beliefs. Previous studies compared these beliefs to individual variables derived from self-concept, family, stress, and self-support research. An holistic approach in this present study was used with data collected from 168 first-year students, to investigate the relationship between generalised self-efficacy beliefs and variables measuring students' self-descriptions, the functioning of their families-of-origin, their daily stress experienced in the university setting, stress management skills they wish to improve and their fear of disclosure in relation to peers.

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Ramdeny, Gianeeshwaree S. „Life transition of becoming a university student“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2010. https://ro.ecu.edu.au/theses/365.

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The transition to university is a common, but varied experience shared by all students. Although, it is a largely positive life transition, many students experience major difficulties in making this transition. New university students often have to move away from home, establish new friendships and cope with academic work. In addition, they tend to drop out of university during their first year of study due to the manifest difficulties they cannot overcome. However, some students are able to cope better than others and make this transition without difficulty. Students who experience those stressors but manage to overcome them are considered to be resilient. It is thus important to examine the factors which help those students to overcome those challenges and persist through their first year.

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Fazaeli, Ahmad. „Academic culture, attitudes and values of leaders, and students' satisfaction with academic culture in Australia's universities /“. View thesis, 1998. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030821.110738/index.html.

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Thesis (Ph. D.) -- University of Western Sydney, Nepean, 1998.
Submitted to the Faculty of Education, The University of Western Sydney, in fulfilment of the requirements for the degree of Doctor of Philosophy April 1998. Bibliography : p. 331-384.

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Newman, W. S., und n/a. „Factors leading to the non-completion of units at an A.C.T. secondary college“. University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060411.115702.

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This study looks at factors relating to the noncompletion of units of study by students in a secondary college. It is aimed at providing information for decision-makers at Erindale College specifically in the area of course counselling. Administrators and counsellors at other colleges should also find the information of value. The study compared a sample of students who completed all their chosen units of study in one semester with all students who did not complete all of their chosen units in that semester. The latter group consisted of those who withdrew from one or more units during the semester, those who left the college and those who were deemed "unassessable" as a result of poor attendance or nonsubmission of assessment items. All 362 students in the college were asked to complete a Baseline Questionnaire during Week 3 of Semester 1, 1985. This sought background information about reasons for enrolling at college, influences on their choice of units, future intentions, preferred ways of learning and other details. Students who withdrew from, or changed units during the semester were asked to complete a Change of Unit Survey and any leavers were asked to complete a Leaver's Survey. In Week 16 (May, 1985) all students still enrolled were asked to complete an End of Semester Questionnaire designed to enable comparisons of attitudes between those who completed all units and those who did not. The study looks at a number of characteristics of students and their attitudes to various aspects of learning, college life and choice of units of study. It attempts to look at factors that might affect the student's decision to complete or not complete a chosen unit of study. The factors considered were largely based upon studies of early school leavers. FINDINGS. 1. Students who do not complete units tend to have one or more of the following characteristics (significant at the 0.05 level): (a) do not enrol to gain tertiary entrance qualifications (b) enrol to improve their chances of getting a job (c) are not definitely seeking a tertiary entrance score (d) have no definite intention of completing Year 12 (e) have no firm intention of studying subjects in order to complete major or minor courses in them (f) are less likely to have a part-time job (g) by the end of the semester, are not happy with their marks in most units (h) finish the semester studying less than 3 T-units (i) continue into Semester 2 with 3 or more A-units and less than 3 T-units (j) do not consider their parents' wishes an important influence on the choice of units for Semester 2. In addition to these, one other finding of interest, with a significance of 0.055 (approx.), showed that noncompleters tend to come from a socio-economic background of parents who are either managers/employers/self-employed or manual-skilled workers (i.e. not professional or nonmanual/clerical). 2. No significant differences at the 0.05 level were found between males and females nor between Year 11 and Year 12 students in their tendency to complete units. 3. Students who change or withdraw from units give the following reasons (in rank order of frequency): - they are getting poor marks - they are unable to understand the work - they find the class activities uninteresting - they state that the content is not very relevant to their needs - the unit is not suited to their career plans. IMPLICATIONS. The implications for administrators at Erindale College are: 1. Students should be encouraged to formulate specific goals and develop a commitment to their education. 2. Students who are "at risk" need to be identified early and given tutorial assistance in units where they are having difficulty with understanding. 3. The curriculum must be kept under review in order to provide for the needs of all students.

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Edries, Ahdielah. „Student and teacher-identified attitudes and needs at the Australian Islamic College“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2009. https://ro.ecu.edu.au/theses/1903.

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The Australian Islamic College is a co-educational Islamic Independent school with three campuses in Metropolitan Perth which cater for migrant students from war-torn countries and others with culturally and linguistically, diverse backgrounds. The purpose of this study was to identify the strengths and interests of Islamic students, across eight of Gardner’s intelligence domains, as perceived by the students, and to explore student and teacher attitudes and perceptions of current school practices, so that the College could better meet the needs of these students. This study is important for the Islamic Colleges because it is hoped that the study will lead to the provision of opportunities for students to increase their confidence, self-esteem and motivation, and to achieve better in academic and non-academic areas. Data relating to the research questions were collected from three sources: (1) a survey on Student Self-Views (eight scales) (N=321); (2) Teacher Guttman Scaling questionnaires (three scales) and open-ended responses (N=32); and (3) student Focus Group Interviews (N=4X=32). The student survey data were analysed using the Rasch Unidimensional Measurement Model computer program (RUMM 2020) to create eight linear, unidimensional scales measuring Student Self-Views for the Interpersonal, Intrapersonal, English, Mathematics, Art, Music, Sport and Drama domains. The Teacher Guttman scales measured perceptions of: (1) Priority Activities Providing Links to the Western Culture; (2) General Types of Resources Needed; and (3) School Needs for Professional Areas. The following valid inferences were drawn from the linear scales: (i) female students do not have statistically significantly higher mean measures for Interpersonal and Intrapersonal Self-Views than male students, (ii) males have statistically significantly higher Mathematical and Sports Self-Views than females; and (iii) females have significantly higher English, Art, Music, and Drama Self- Concept than males. Findings from the student interviews and teacher surveys have direct implications for staff; that is, teachers need to adapt their pedagogy to suit the multiple student needs in their classrooms, and take on a more active role in their students’ emotional well-being by enhancing the current pastoral care to include positive relations with the students’ parents. Staff should have consistent positive reinforcement and behaviour management strategies in their classrooms, collaborative learning needs to be introduced in subjects that are content-laden, and practical, ‘hands-on’ activities need to be increased in their classrooms. The findings from the interviews and open-ended responses suggest that there is a need for the Principal to foster inclusion of shared philosophies across the entire school community (parents, teachers, students and Islamic leaders), and to review

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Bravo, Rachel. „COLLEGE STUDENTS' ATTITUDES TOWARD OLDER WORKERS“. CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/442.

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As college students are preparing to enter the workforce as professionals, it is important that we examine their explicit and implicit attitudes toward older workers to investigate what organizations can do on behalf of older workers. For instance, organizations may have policies that are giving preferential treatment toward older workers and reinforcing younger workers’ negative attitudes. For the present study, I used a scenario based-procedure in which participants read about an older worker who has been promoted based on an employment policy that favors older workers or the most competent workers. I examined students’ pre- and post explicit and implicit attitudes toward older individuals for each condition. Students in the preferential treatment condition did not have significantly different explicit attitudes from students in the merit condition, thus Hypothesis 1 was supported. Aside from treatment, students’ post implicit attitudes significantly decreased (i.e., were less negative) from students’ pre-implicit attitudes. Therefore, Hypothesis 2 was partially supported. In addition, students in the preferential treatment condition exhibited only negative emotions toward the older worker and not harmful behaviors. Therefore, Hypothesis 3 was partially supported. Finally, there was no impact of preferential treatment toward older workers on students’ aging anxiety. Implications of these findings with regard to both implicit and explicit attitudes toward older workers are discussed.

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Wood, Beverley. „Attitudes toward the elderly : a case study of nursing students' attitudes“. Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8808.

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Brady, Stephen C. „Contemporary Engagement: Attitudes and Attitudes and Practices of College Students“. DigitalCommons@USU, 1988. https://digitalcommons.usu.edu/etd/2384.

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The purpose of this study was to evaluate the attitudes and practices regarding engagement in modern America, focusing on the attitudes and evaluations of college students concerning the purpose and function of engagement. A questionairre was designed to measure the attitudes and evaluations of college students regarding engagement through the use of open-ended and Likert-type questions focusing on different aspects of the engagement process and a number of quest ions providing extensive demographic information. Respondents designated their present heterosexual relationship, allowing comparisons to be made based upon the respondents' relationship experience and exposure to the engagement process. Data were collected from 464 respondents. The results of the study show that engagement is cons idered by young college students to be a stage of commitment and a preparation period for marriage. Nearly all respondents were involved in or planned to be involved in the engagement process and believed that engagement is a necessary and viable phase towards marriage. The custom of exchanging an engagement ring, as well as other symbolic behaviors, was found not only to still have importance in the engagement process but al so to possibly provide initiation into a stage of relationship separately distinct from marriage. Several factors emerged from a factor analysis of Likert - type items identifying distinct characteristics of the engagement process . These factors provide items of measurement that should be employed in future studies concerning engagement .

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Houin, Marilyn S. „Differences in college students' attitudes toward wellness“. Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/722447.

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The purpose of this investigation was to identify college students' attitudes toward wellness and to identify the differences in these attitudes among various groups of university students. The subjects who participated in this study were students randomly chosen from the six wellness residence halls and six traditional residence halls at Ball State University. One hundred and twenty-one of the 200 subjects selected, completed and returned a modification of the Archer Wellness survey on college students' attitudes toward wellness. A two-way analysis of variance on the data between groups of students living in wellness residence halls and students living in traditional residence halls found significant differences in the following categories: 1) need for information and assistance, 2) current level of wellness, 3) health and longevity concerns, and 4) environment. Differences between male and female respondents were found on the need for information and assistance score and the environment score. The chi-square statistic was computed for the data where subjects selected activities and behaviors they believed were beneficial and detrimental to their wellness. From the activities/behaviors selected to be detrimental to wellness, lack of leisure time was found to be significant between the two groups.
Department of Physiology and Health Science

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Bücher zum Thema "College students Australia Attitudes"

Stutchbury, R. Results of a 1989 survey of first-year geoscience classes at Australian tertiary institutions. Sydney, N.S.W: Earth Resources Foundation, University of Sydney, 1990.

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Katchadourian, Heraut A. Careerism and intellectualism among college students. SanFrancisco: Jossey-Bass, 1985.

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S, Maline Mindi, und United States. Office of Educational Research and Improvement. Office of Research, Hrsg. Academic dishonesty among college students. Washington, D.C: U.S. Dept. of Education, Office of Educational Research and Improvement, Office of Research, 1993.

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Maramark, Sheilah. Academic dishonesty among college students. Washington, D.C: U.S. Dept. of Education, Office of Educational Research and Improvement, Office of Research, 1993.

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Maramark, Sheilah. Academic dishonesty among college students. Washington, D.C: U.S. Dept. of Education, Office of Educational Research and Improvement, Office of Research, 1993.

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Morioka, Kōji. Nihon Roshia gakusei ishiki chōsa hōkokusho. Suita-shi: Kansai Daigaku Keizai Seiji Kenkyūjo, 1998.

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Luiz Teixeira do Vale Pereira. Anota aí!: Pequenas crônicas sobre grandes questões da vida escolar. 3. Aufl. Florianópolis, SC: Editora UFSC, 2013.

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Sawczuk, Wiktor. Wartości preferowane przez studentów w okresie transformacji ustrojowej. Olsztyn: Wydawn. Uniwersytetu Warmińsko-Mazurskiego, 2000.

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Furugaki, Kōichi. Seinen no seikatsu, kachikan ni kansuru chōsa (dai 2-ji): Daigakusei o chūshin to shite. Chiba-ken Chiba-shi: Chiba Kenritsu Hoken Iryō Daigaku Kenkō Kagakubu Eiyō Gakka Furugaki Kōichi Kenkyūshitsu, 2014.

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Schindler, Götz. Studentische Einstellungen und Studienverhalten. München: Bayerisches Staatsinstitut für Hochschulforschung und Hochschulplanung, 1994.

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Buchteile zum Thema "College students Australia Attitudes"

Rose, Ernest. „Faculty Development: Changing Attitudes and Enhancing Knowledge About Learning Disabilities“. In Success for College Students with Learning Disabilities, 131–50. New York, NY: Springer US, 1993. http://dx.doi.org/10.1007/978-1-4684-6416-0_7.

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DePauw, K. P., und G. Goc Karp. „Attitudes of Selected College Students Toward Including Disabled Individuals in Integrated Settings“. In Adapted Physical Activity, 149–57. Berlin, Heidelberg: Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/978-3-642-74873-8_23.

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Kashyap, Rajiv, und Easwar Iyer. „Attitudes and Behaviors of College Students in Regards to the Environment and Recycling“. In New Meanings for Marketing in a New Millennium, 71–79. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11927-4_24.

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Lum, Imran. „Muslim professionals and university students' interpretation of ribā and attitudes towards home loans,savings accounts and credit cards“. In A Comparative Study of Islamic Finance in Australia and the UK, 91–132. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429294808-4.

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D’Arcy, Grace, und Ilaria Mariani. „Science Gallery Dublin—Open Mind: Improving Mental Health of Young People“. In Springer Series in Design and Innovation, 119–27. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78733-2_12.

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AbstractTo face the challenge of improving mental health and well-being with young people, Science Gallery Dublin initiates a high-school programme for mentorship among students. Involving academics, NGO’s, psychologists, parents, teachers, college and high-school students, ‘Open Mind’ intends to use hobbies and individual attitudes for favouring empowerment and the overall atmosphere of the school, also leading to a long-term increased well-being and fewer mental health issues.

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Fu, Lin-Chao, Ming-Hsin Lu, Hsin-Ying Wu, Weijane Lin und Hsiu-Ping Yueh. „College Students’ Attitudes and Preferences of Mobile Newspaper Reading: A Comparison Between Printed and Web Page Layout“. In Emerging Issues in Smart Learning, 105–6. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-44188-6_14.

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Workman, Jane E., und Seung-Hee Lee. „Attitudes Toward Technology, Digital Activities, and Use of Internet Shopping Features Among Chinese and US College Students“. In Chinese Consumers and the Fashion Market, 73–94. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8429-4_4.

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Wu, Zhou, Shuyan Huang, Yijian Fu, Junfu He, Wenquan Zhen, Xiaoyong Xie, Chun-Chieh Wang, Junhua Zhu und Kit Yue Kwan. „Asian Horseshoe Crab Conservation: Knowledge, Attitudes, and Intentions of Local College Students in Northern Beibu Gulf, China“. In International Horseshoe Crab Conservation and Research Efforts: 2007- 2020, 469–83. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-82315-3_26.

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Moon, Weon-Hee, und Soon-Young Yun. „Factors Affecting Attitudes Toward Death of Korean Nursing College Students; Including Spiritual Well-Being for Smart Healthcare“. In Smart Healthcare Analytics: State of the Art, 181–89. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-5304-9_12.

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Wong, Wai Kit, und Chi Keung Chan. „The Effect of a Brief Media Intervention on Help-Seeking Attitudes Among College Students in Hong Kong“. In New Media, Knowledge Practices and Multiliteracies, 33–41. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-209-8_4.

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Konferenzberichte zum Thema "College students Australia Attitudes"

Lowinger, Robert. „Attitudes of Hmong College Students Toward College Affirmative Action Policies“. In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1432804.

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Rusyidi Binahayati, Binahayati, und Rusyidi Kamrujjama Rusyidi Muhammad. „Attitudes toward homosexuality among Indonesian social work college students“. In International Conference on Diversity and Disability Inclusion in Muslim Societies (ICDDIMS 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icddims-17.2018.10.

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Hao, Zhi-hong. „Predictors of College Students' Attitudes toward Seeking Professional Psychological Help“. In 2010 4th International Conference on Bioinformatics and Biomedical Engineering (iCBBE). IEEE, 2010. http://dx.doi.org/10.1109/icbbe.2010.5516408.

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„Analysis of Chinese College Students’ Attitudes towards Brain Computer Interface“. In 2018 International Conference on Education Technology, Economic Management and Social Sciences. Clausius Scientific Press, 2018. http://dx.doi.org/10.23977/etemss.2018.1621.

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de la Garza, Jorge, Hugo Alarcon, Chandralekha Singh, Mel Sabella und Sanjay Rebello. „Assessing Students’ Attitudes In A College Physics Course In Mexico“. In 2010 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2010. http://dx.doi.org/10.1063/1.3515178.

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LV, Fenghua. „Students’ Risk Attitudes in College Choice Game under Information Constraint“. In 2013 International Conference on Information, Business and Education Technology (ICIBET-2013). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icibet.2013.199.

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„Investigation and Analysis of Current College Students’ Attitudes to Artificial Intelligence“. In 2018 2nd International Conference on Innovations in Economic Management and Social Science. Clausius Scientific Press, 2018. http://dx.doi.org/10.23977/iemss.2018.91457.

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Tan, Paul Juinn Bing, Hui-mei Yao, Chia-Hung Max Lin und Ming-Hung Hsu. „A SURVEY ON COLLEGE STUDENTS’ ATTITUDES TOWARD ENGLISH E-TUTORING WEBSITES“. In 2nd Eurasian Conference on Educational Innovation 2019. International Institute of Knowledge Innovation and Invention Private Limited, 2019. http://dx.doi.org/10.35745/ecei2019v2.137.

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Iweriebor, Ebere, Kate Murray, Jessica Barnack-Tavlaris und Elizabeth Klonoff. „Abstract B29: Attitudes and beliefs of college students on biospecimen collection“. In Abstracts: AACR International Conference on the Science of Cancer Health Disparities‐‐ Sep 18-Sep 21, 2011; Washington, DC. American Association for Cancer Research, 2011. http://dx.doi.org/10.1158/1055-9965.disp-11-b29.

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Li, Bihong, und Lan Luo. „A Study on College Students' Explicit and Implicit Attitudes Towards the Disabled“. In 2021 3rd International Conference on Machine Learning, Big Data and Business Intelligence (MLBDBI). IEEE, 2021. http://dx.doi.org/10.1109/mlbdbi54094.2021.00073.

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Berichte der Organisationen zum Thema "College students Australia Attitudes"

Wernow, Mary. Traditional College-Age Students' Attitudes Toward Arnold's Seven Building Blocks Decision-Making Strategy. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.1336.

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Yan, Ruoh-Nan (Terry), und Miranda Podmore. Understanding College Students’ Attitudes toward Made in USA Apparel Products: Exploration of Projective Techniques. Ames: Iowa State University, Digital Repository, 2014. http://dx.doi.org/10.31274/itaa_proceedings-180814-958.

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Wilkerson, Julius. The Effects of an Innovative Curriculum on the Attitudes of "Educationally Disadvantaged" Freshman College Students. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.2384.

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Jung, Jaehee, und Choon Sup Hwang. Associations Between Attitudes Toward Cosmetic Surgery, Celebrity Worship, and Body Image Among South Korean and U.S. Female College Students. Ames: Iowa State University, Digital Repository, 2014. http://dx.doi.org/10.31274/itaa_proceedings-180814-1110.

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Thomson, Sue, Nicole Wernert, Sarah Buckley, Sima Rodrigues, Elizabeth O’Grady und Marina Schmid. TIMSS 2019 Australia. Volume II: School and classroom contexts for learning. Australian Council for Educational Research, April 2021. http://dx.doi.org/10.37517/978-1-74286-615-4.

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Annotation:

This is the second of two reports that look at the results of TIMSS 2019 and Australia’s performance. Volume I focuses specifically on the achievement results, detailing Australia’s results within the international context, and presents results for the Australian jurisdictions, and for the different demographic groups within Australia, including male and female students. This report, Volume II, presents the results from the contextual questionnaires, and examines the contexts in which learning and achievement occur, including home, school, and classroom contexts, as well as student attitudes. Each chapter focuses on different indicators that cover the school community, the school learning environment, mathematics and science teacher characteristics, mathematics and science classroom learning environments, and students’ attitudes and beliefs. Together, the different indicators of student and school life illustrate some of the many key aspects that make up the school experience.

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Programming for HIV prevention among college students in Thailand. Population Council, 2003. http://dx.doi.org/10.31899/hiv2003.1012.

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As national education programs incorporate HIV prevention into school curricula, policymakers and educators need to know what they can expect from these initiatives. Can such courses influence the behavior of students as well as their knowledge and attitudes? If not, what can these courses reasonably be expected to accomplish, and what part can they play in overall HIV programming for youth? To help answer these questions, the Thai Ministry of Education, the Program for Appropriate Technology in Health (PATH), and the Horizons Program embarked on a study to examine the outcomes of a school-based HIV/AIDS program for Thai college students. The curriculum for the “Teens on Smart Sex” Program consists of eight two-hour sessions conducted once a week among college-age students. As noted in this brief, the program successfully improved students’ HIV-related knowledge and attitudes about people living with HIV/AIDS. It also improved female students’ attitudes about condom use and increased actual use. There was no evidence, however, of the adoption of other protective behaviors, such as abstinence, among males and females. Evaluation findings are being used to strengthen course activities so that course impact can result in greater behavior change.

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