Relevant bibliographies by topics / Adult students – Germany – Attitudes

Academic literature on the topic 'Adult students – Germany – Attitudes'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Adult students – Germany – Attitudes"

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Davydova, Julia Gennad'evna. "English in Germany: Evidence from domains of use and attitudes." Russian Journal of Linguistics 24, no. 3 (December 15, 2020): 687–702. http://dx.doi.org/10.22363/2687-0088-2020-24-3-687-702.

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This paper discusses the changing role of English in Germany drawing on evidence from domains of English use and speakers attitudes. In so doing, it reports two case studies carried out at the University of Mannheim, Germany. The quantitative data and its methods of evaluation are discussed in the sections reporting case studies. The first study documents the use of English across formal and informal settings as well as in spontaneous interactions. In so doing, it reports the results of a survey collected from 172 students. The second study discusses the results of a survey tapping into German speakers attitudes towards two native (British, American) and two non-native (Indian, German) Englishes, thereby eliciting respondents attitudinal orientations towards English varieties including their own. This case study is based on data stemming from 94 students. The first case study shows that English in Germany has been continuously expanding its social domains of use and there is a small but stable minority of German speakers using English in spontaneous daily interactions. The second case study highlights the importance of the native-speaker model for the attitudinal mindset of the German learners; they see no value in speaking German English and clearly do not identify with this linguistic variety, a finding which reveals their exonormative orientation. Against this backdrop, I conclude that whereas English spoken in Germany shows clear signs of evolving into an ESL variety, it is still, by and large, an EFL English, at least in terms of attitudinal orientations professed by educated young adults.
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Vajen, Beate, Joelle Ronez, Wiebke Rathje, Laura Heinisch, Smilla Ebeling, Ulrich Gebhard, Corinna Hößle, and Brigitte Schlegelberger. "Students’ attitudes towards somatic genome editing versus genome editing of the germline using an example of familial leukemia." Journal of Community Genetics 12, no. 3 (May 8, 2021): 397–406. http://dx.doi.org/10.1007/s12687-021-00528-1.

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AbstractAlthough the discussion on possibilities and pitfalls of genome editing is ever present, limited qualitative data on the attitudes of students, who will come into contact with this technology within a social and professional context, is available. The attitude of 97 medical students and 103 students of other subjects from Hannover and Oldenburg, Germany, was analyzed in winter 2017/18. For this purpose, two dilemmas on somatic and germline genome editing concerning familial leukemia were developed. After reading the dilemmas, the students filled out a paper-and-pencil test with five open questions. The qualitative evaluation of the answers was carried by a deductive-inductive procedure of content analysis. There was a high approval for the use of somatic genome editing. When it came to germline genome editing, concerns were raised regarding enhancement, interventions in nature, and loss of uniqueness. The students recognized that somatic genome editing and germline genome editing prove different ethical challenges and need to be judged separately. Many students expressed not feeling fully informed. The results of this project show the importance of educating the public about the possibilities, limitations, and risks of somatic and germline genome editing. We recommend that this should already be addressed in schools in order to optimally prepare students and adults for participation in public discourse. Especially for patients affected by genetic diseases, it is of great importance that the treating physicians and geneticists are sufficiently informed about the method of genome editing to ensure good counseling.
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Eckstein, Katharina, Peter Noack, and Burkhard Gniewosz. "Predictors of intentions to participate in politics and actual political behaviors in young adulthood." International Journal of Behavioral Development 37, no. 5 (August 6, 2013): 428–35. http://dx.doi.org/10.1177/0165025413486419.

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Drawing on data from a three-wave longitudinal study, the present research examined predictors of young adults’ intentions to participate in politics and their actual political activities while referring to the broader assumptions of the theory of planned behavior. The analyses were based on a sample of university students from the federal state of Thuringia, Germany. The results showed that attitudes toward political behaviors and internal political efficacy beliefs explained changes in students’ intentions to participate in politics. However, the perceived meaning that political participation has for important others had no additional effect. Furthermore, students’ intentions to participate in politics and their internal political efficacy beliefs predicted changes in their actual behaviors. Together, the findings supported the theory of planned behaviors as a useful framework helping to predict young adults’ intentions and actual involvement in political activities.
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Clavel, Jose G., and Mauro Mediavilla. "The intergenerational effect of parental enthusiasm for reading." Applied Economic Analysis 28, no. 84 (November 13, 2020): 239–59. http://dx.doi.org/10.1108/aea-12-2019-0050.

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Purpose This paper aims to focus on how reading for pleasure is transmitted within the family. Using data taken from the Programme for International Student Assessment test of 2009, which dealt in depth with the reading proficiency of students, the authors show that children of parents who read for pleasure are better readers. Within the extensive research and published results on reading performance, the authors focused on the transmission of parents’ reading attitudes to their children. Design/methodology/approach In this study, the authors have opted for an approach of “difference in differences”, applied to a population that represents all 15-year-olds from five countries (Germany, Denmark, Hungary, Italy and Portugal). To support this study, the authors chose as a response variable the difference between reading performance and maths performance of each student, taking into account five plausible values for each student. The authors have several explanatory variables, among them what we call the “treatment”, which is the parents’ enthusiasm for reading. Findings The calculated estimations clearly indicate that there is a positive effect for four out of the five countries analysed, ranging from 4 points for Italy to 6.5 points for Germany and Portugal. As for the significance of the effect, with the exception of Hungary, the result is reliable and robust. It should also be noted that the variable that indicates the existence of a reading habit by children (daily reading for pleasure) is seen as a factor that positively affects the difference between competence in reading and mathematics in four out of the five countries analysed. Originality value The results show positive effects on children whose parents read for pleasure, and this fact should be used to further encourage parents to promote their own reading time for pleasure. In view of the already quantified trend in international reports that adults are reading less, it seems crucial to involve educational authorities in reversing this phenomenon, knowing the impact that adult reading habits have on the reading competence of young people.
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Randler, Christoph, and Felicitas Heil. "Determinants of Bird Species Literacy—Activity/Interest and Specialization Are More Important Than Socio-Demographic Variables." Animals 11, no. 6 (May 28, 2021): 1595. http://dx.doi.org/10.3390/ani11061595.

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Biodiversity is declining, and knowledge about biodiversity declines in a similar way. Previous studies have already addressed predictors of species knowledge. Here, we studied bird species knowledge related to demographics, but also to individual differences in affinity to nature, by including (i) birding specialization and (ii) bird-related activities/interest. Data were collected from July to October 2020 via an online questionnaire, containing demographic data, birding specialization, interest/activity, and images of 28 bird species native to Germany. Participants were adult students, lecturers and administrative staff of the Eberhard Karls University Tübingen. A total of 1967 questionnaires were returned in this study (35.3% male, 53.8% students, 69% had access to a garden). Mean identification score was 16.31 ± 6.38. Thus, participants were able to identify more than half of the species (total species n = 28). Men identified more species than women, garden owners had higher identification scores than non-owners, while hometown size was not significant. A distance to the next forest patch >10 km was related to lower identification scores. Employees scored higher than students. Correlation between species knowledge and birding specialization was high, as was the correlation with bird interest/activity. Higher scores were found in older people. In the linear univariate model, birding specialization and bird interest were the most influential predictors of species knowledge, followed by distance to next forest patch and occupation (student vs employees). Other variables were not significant. We suggest including such measures (interest, attitude, etc.) into further studies and move forward from the urban–rural narrative to more complex analyses of living circumstances.
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Francis, Leslie J., Hans-Georg Ziebertz, and Christopher Alan Lewis. "The Relationship between Personality and Religion among Undergraduate Students in Germany." Archive for the Psychology of Religion 24, no. 1 (January 2002): 121–27. http://dx.doi.org/10.1163/157361203x00264.

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A sample of 311 undergraduate students in Germany completed German translations of the short form Revised Eysenck Personality Questionnaire together with the Francis Scale of Attitude toward Christianity. The data demonstrated that psychoticism is fundamental to individual differences in religiosity, while religiosity is independent of both extraversion and neuroticism. These findings are consistent with those from a series of studies employing the same measure of religiosity among school pupils, students and adults in the UK.
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Culbertson, Marjorie J., and Dianne M. Smolen. "Attitudes of RN Students Toward Obese Adult Patients." Journal of Nursing Education 38, no. 2 (February 1999): 84–87. http://dx.doi.org/10.3928/0148-4834-19990201-10.

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Massoud, Samia L. "Computer Attitudes and Computer Knowledge of Adult Students." Journal of Educational Computing Research 7, no. 3 (August 1991): 269–91. http://dx.doi.org/10.2190/hrrv-8eqv-u2tq-c69g.

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Mekhemar, Mohamed, Jonas Conrad, Sameh Attia, and Christof Dörfer. "Oral Health Attitudes among Preclinical and Clinical Dental Students in Germany." International Journal of Environmental Research and Public Health 17, no. 12 (June 15, 2020): 4253. http://dx.doi.org/10.3390/ijerph17124253.

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Oral health care providers are expected to show good examples of oral health behaviours and attitudes to their community. Previous studies displayed the constructive effect of dental education on oral hygiene manners of undergraduate students. The aim of this survey was to assess and compare aspects of oral health attitudes and behaviours between preclinical and clinical dental students in German universities. The German-language version of the HU-DBI was distributed to preclinical and clinical students from different German universities. Dichotomized (agree/disagree) responses to 20 HU-DBI items were provided in this study, with a maximum possible score of 19. A quantitative estimate of oral health attitudes and behaviours was provided by the total of appropriate answers given to every statement by each group. Data were analysed statistically. The overall mean score of answers favouring good oral hygiene was marginally higher in preclinical (14.62) than clinical students (14.31) but showed no statistical significance. Similarly, the analysis of each item individually displayed no statistically significant differences between preclinical and clinical participants, except in a single item of the survey. This study showed no effective differences in oral hygiene attitudes and behaviour between preclinical and clinical students in German universities. This reveals a weak effect of dental education on improving students’ oral health attitudes in Germany and might demand the introduction of more courses emphasizing the importance of correct oral health behaviour of health care providers.
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Gault, Thomas. "Adult immigrant Latinas' Attitudes towards ESL Classes." ITL - International Journal of Applied Linguistics 139-140 (January 1, 2003): 101–28. http://dx.doi.org/10.2143/itl.139.0.2003200.

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Although the majority of limited English proficient adults in the United States are HIspanic immigrants with 12 years or less of school, few studies have looked at their special needs. This study looks particularly at immigrant Latinas. The most common reason for not attending ESL classes was the lack of childcare. The study also points up the need for information dissemination, including locations, times, and levels of classes. Respondents showed a strong preference for various features of a traditional classroom, particularly grammar instruction, error correction, tests and "mak[ing] sure that I understand everything." This explains why in many districts teachers using natural or communicative approaches do not reutain students as well as traditionalists, and why many students fail to achieve, despite the ample research showing the superiority of natural and communicative methods. Hence, teachers and programs need to clearly explain why they do what they do, and they may need to carefully frame the natural language lesson so that students feel they are learning something new and tangible in each class.
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Dissertations / Theses on the topic "Adult students – Germany – Attitudes"

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Zamudio, Gabriel. "Adult Attachment, Acculturation, and Help-seeking Attitudes of Latino College Students." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc801882/.

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Based on theoretical reasoning and empirical evidence, the present study examined the unique and shared effects of attachment anxiety, attachment avoidance, and acculturation on attitudes toward seeking professional help among Latino college students. The research participants included 149 bilingual Latino college students from a large, public southwestern university. Results of a multiple regression analysis indicated that attachment avoidance was positively associated with both the recognition of need for psychological help and stigma of seeking professional help. Acculturation to American society was found to be statistically insignificant in predicting help-seeking attitudes in this sample of the population. Findings from exploratory questions suggested that Latino individuals would most likely seek help from parents, close friends, and then professionals. This study suggested that Latino individuals with high attachment avoidance acknowledge the potential benefit of professional help-seeking but distrust the process of approaching others for help. Limitations, implications, and future research directions will be discussed.
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Bondy, Eloise Monnerat. "Attachment style, attitudes, and sexual behaviour among heterosexual young adult university students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq20819.pdf.

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Chung, Wing Yu. "Hong Kong adult learners' attitudes toward Putonghua in post-colonial times." HKBU Institutional Repository, 2006. http://repository.hkbu.edu.hk/etd_ra/730.

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Sitomer, Ann. "Adult Returning Students and Proportional Reasoning| Rich Experience and Emerging Mathematical Proficiency." Thesis, Portland State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3627775.

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This study explores adult returning students' mathematical experience and ways of thinking prior to enrolling in a community college arithmetic review course. It further examines one student's experience of the course. The first part of the study documents everyday activities adult students perceive as mathematical using Bishop's pan-cultural mathematical activities (Bishop, 1994), and queries students' prior experience with mathematics in school. The second part examines students' ways of thinking about proportion prior to instruction, using a framework developed from previous research (e.g., Lamon, 1993). The third part of the study examines the interaction between informal ways of thinking about mathematics that adult students bring to school and the mathematics they encounter in the classroom. Findings include: (1) Adult students view a variety of activities from their everyday lives as mathematical, (2) adult students' reasoning about proportional situations varies along a developmental trajectory described in previous research on proportional reasoning conducted with younger students, and (3) one student's experience in the arithmetic review course illustrates that she typically suppressed contextual ways of reasoning about problems she brought to the course and, when she did share prior experience, it was not leveraged to support the development of her and other students' mathematical understanding. These findings suggest that adult students' experience of everyday mathematics and ways of thinking about proportion should be the foundation that support students as they build upon informal ways of thinking toward the more formal ways of reasoning expected in school.

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Wilkinson, David Miles. "Adult ESL Students: Traits and Goals - A Case Study." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/4662.

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This study was conducted to examine the traits and goals of students enrolled in the ESL program at Clark College in Vancouver, Washington over the past two academic years (1992 and 1993). The study looks at the degree of awareness that these students have of further educational opportunities in the academic and vocational areas, and the degree to which the ESL program at Clark College engenders this awareness. Data was collected from two cohorts of students enrolled in the ESL program on two separate occasions, each approximately one year apart. The goals of the study included the following: ( 1) gathering background data for the students attending the ESL program; (2) collecting information regarding students' past and present knowledge of computer technology; (3) awareness of the financial aid programs available; (4) future goals in the areas of education and employment. Comparison of the responses from the two cohorts provides instructors and administrators a clear picture of the students they are serving and provides the rationale for providing the material and logistical support required to allow ESL students to enter into mainstream programs at the community college level.
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Brightman, Beth Lilessie Cagle. "The Relationship Between Attitudes and Perspectives of American Sign Language University Students Towards Deaf People." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4868.

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Brightman, Beth Lilessie Cagle. "The Relationship Between Attitudes and Perspectives of American Sign Language University Students Towards Deaf People." Thesis, University of South Florida, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3605652.

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The purpose of this study was to analyze attitudes and perspectives of university students towards D/deafness before and after studying American Sign Language, ASL, and to determine if any relationship between them exists. A double pre-test quasiexperiment design was used with participants who were students enrolled in a basic ASL course at a metropolitan university.Participants were in either a “control” or “treatment” group. There were 3 instruments used for this study: an attitude scale, a perspective scale, and a control group questionnaire. The control group survey purpose was to decrease chances of pre-sensitization. The attitude survey served to score student opinions about capabilities of Deaf Adults. Scores ranged from negative to positive. The perspective survey was used to reflect student views of D/deafness ranging from medical to cultural. There were 228 ASL I students requested to participate. Of the 228, there were 110 respondents. The control group had n=52 and the treatment group had n=58. Of the 110 pre-survey participants, 71 responded to the post-survey. A Pearson product-moment correlation coefficient was run to determine any relationship between attitudes and perspectives of students before and after they studied ASL. Aninverse relationship between attitudes and perspectives was found. Before the students studied ASL, the treatment group attitude and perspective r=-.508 (n=58, p<.01). After participants studied one course of ASL the relationship was r=-.537 (n=71, p=<.01). As attitude score values increased to a negativeopinion about capabilities of Deaf adults,perspective scores decreased towards a medical view. While scores that leaned lower on the attitude scale were deemed more positive, they corresponded with higher score values on the perspective scale indicating a cultural view of D/deafness. There were 6 of the 71 post-survey respondents who had matching coded pre and post-survey response forms. A dependent t test was run to analyze if attitude or perspective scores changed for university students after studying ASL. It was determined one course of ASL does not significantly change attitudes or perspectives about and/or D/deafness ( p=>.05). A PPMCC was conducted to determine if a relationship between attitudes and perspectives of the six matched participants existed. Although not significant at the α<.05 level, the matched participants had an inverse relationship between attitudes and perspectives before studying ASL (n=6, r=-.660, p>.05). After studying ASL the matched participants had a significant inverse correlation between attitudes and perspectives towards D/deaf people (n=6, r =-.922, p<.01). In conclusion there is a relationship between attitudes of university students about capabilities of D/deaf adults and their medical or cultural perspective of D/deafness.

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Gsell, Margaret. "Individual Contributions to Stigma and Attitudes Toward Help-Seeking among Rural Emerging Adult College Students." VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2324.

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Rural communities are by definition less densely populated and more geographically isolated than non-rural communities, which often translates into higher rates of poverty and poor access to health care, especially mental health care. Previous research has found that persons residing in rural communities endorse higher rates of stigmatized beliefs towards individuals with mental illness and subsequently lower rates of professional help-seeking when compared to persons residing in non-rural communities. This study evaluated whether these attitudes were also present among emerging adults (18-24 years old) who had lived in a rural community for at least 10 years and were currently enrolled in a Virginia university. Further, this study extended prior work relating individual values linked to rural residence, stigma and professional (primary care provider and mental health specialist) help-seeking by also evaluating non-professional (spiritual leaders, family and friends) sources of help, a particularly salient source of help in rural communities. Three colleges were sites for recruitment (N=225) and surveys were completed online. Contrary to prediction, no rural cultural variable emerged within the data. Structural equation modeling was used to examine the relation among each of the hypothesized rural cultural variables (religious commitment, internal health locus of control, low emotional openness and family cohesion), stigma towards mental illness and both professional and non-professional help-seeking attitudes and behaviors. Values were entered into models as unique contributors of stigma and help-seeking attitudes. Religious commitment, internal health locus of control and low emotional openness were positively related to stigmatized beliefs towards persons with mental illness. As hypothesized, participants with stigmatized beliefs towards those with mental health concerns also endorsed low levels of professional help-seeking attitudes. However, there were no significant relations for non-professional help-seeking attitudes. Stigma reduced help-seeking behaviors from professional providers and increased help-seeking from religious providers. However, contrary to predictions, persons who endorsed stigma also endorsed prior help-seeking from family members and friends for mental health concerns. Future research can expand these findings by using longitudinal methodology with both rural emerging adults seeking higher education as well as their rural community dwelling counterparts.
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Martinez, Esmeralda. "ATTITUDES AND PERSPECTIVES OF SOCIAL WORK STUDENTS ON BINGE EATING DISORDER TREATMENTS FOR ADULT FEMALES." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/544.

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The purpose of this project is to gather an understanding of binge eating disorder and effective treatment approaches used for the reduction of binge eating symptoms for adult females. The research focus of this study will be, what are the attitudes and perspectives of binge eating disorder treatments for adult females among students who are in a masters of social work field or study. This research project utilized a post-positivist paradigm where data was gathered qualitatively through the implementation of interviews with MSW students of diverse ethnic backgrounds (e.g. Hispanics, whites, and blacks, professional and personal experiences) from California State University of San Bernardino. The researcher utilized literature review to prepare for the study execution, and participants were provided with an inform consent and debriefing statement. The researcher prepared questions, and audio recorded, transcribe, and then analyzed the interviews. Master’s students’ first-hand knowledge and perspectives contributed to a better understanding of what needs to be known in order to effectively treat binge eating disorder. The results consisted of the following themes: knowledge; basic knowledge of eating disorders, limited knowledge or awareness about binge eating disorder among adult females, no knowledge in regards to effective treatments for adult females with binge eating disorder, need for knowledge or awareness, perceptions; negative perceptions of binge eating disorder and treatments for adult females, experiences; personal and school experiences, and treatments; cognitive behavior therapy for treatment.
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Seger, Judith Marie 1932. "Assessing the needs of returning adult students from a developmental perspective." Thesis, The University of Arizona, 1989. http://hdl.handle.net/10150/277221.

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The purpose of this study was to identify the needs of returning adult students at community colleges in Arizona through the application of adult developmental theory. To differentiate adult students' needs from those of traditional-age students, samples of prospective freshmen and returning adults were surveyed. Participants in the study were 108 graduated high school seniors, and 104 community college students who were 25 years or older and had a break of three years or more in their education. Participants completed a questionnaire requesting demographic information, reasons for attending college, fears, expectations and needed services. Results showed that traditional-age college students enter higher education to expand their social world, to prepare for a career, and fearing the stresses of college life. Adult students' reasons for entering higher education relate to life transitions and personal growth. They are highly motivated yet hampered by multiple role responsibilities and fear of failing.
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Books on the topic "Adult students – Germany – Attitudes"

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Meulemann, Heiner. Die Geschichte einer Jugend: Lebenserfolg und Erfolgsdeutung ehemaliger Gymnasiasten zwischen dem 15. und 30. Lebensjahr. Opladen: Westdeutscher Verlag, 1995.

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Still, Rebecca. Exploring tutors' and students' beliefs about reading and reading strategies. Edmonton, Alta: Learning at the Centre Press, 2002.

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Executive, Scotland Scottish. Listening to learners: Consultation with learners about adult literacy education in Scotland. Edinburgh: Scottish Executive, 2001.

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Religious/spiritual attitudes of college/university students in U.S.A., Germany, and Korea: A survey. St. Louis, Mo: Institute for Mission Studies, 1994.

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Schollweck, Susanne. Lernprozesse in einem handlungsorientierten beruflichen Unterricht aus Sicht der Schüler. Frankfurt am Main: Peter Lang, 2007.

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Schülerurteile und Verlaufsuntersuchung über einen Handlungsorientierten Metalltechnikunterricht. Frankfurt am Main: P. Lang, 1997.

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Der Studienfachwechsel: Eine Längsschnittanalyse der Interaktionsstruktur von Bedingungen des Studienverlaufs. Frankfurt am Main: P. Lang, 1991.

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Jakku-Sihvonen, Ritva. Valtion koulutuskeskuksessa opiskelleiden suhtautumisesta työhön ja aikuiskoulutukseen. Helsinki: Valtion koulutuskeskus, 1987.

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Moericke, Helga. Wir sind verschieden: Lebensentwürfe von Schülern aus Ost und West. Frankfurt am Main: Luchterhand Literatureverlag, 1991.

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Against machismo: Young adult voices in Mexico City. New York: Berghahn Books, 2008.

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Book chapters on the topic "Adult students – Germany – Attitudes"

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Gökce, Habibe Erdiş, Sofia Sjö, Peter Nynäs, and Martin Lagerström. "Prosociality in an International Perspective: Civic Engagement and Volunteering." In The Diversity Of Worldviews Among Young Adults, 197–219. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94691-3_10.

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AbstractIn many studies of young adults, prosocial attitudes and behaviors are on the agenda. The often reported decline in civic engagement among young adults is generally presented as a concern. Prosocial attitudes and behaviors have been linked to aspects of well-being; high scores on some prosocial attitude indicators are seen as a sign of positive adjustment. Prosocial attitudes and behaviors are also key in discussions of civic engagement, volunteering, and altruism – aspects, in a sense, of the well-being of a society, and they are also of interest in discussions of religion. Commonly, a link between prosociality and religion has been indicated.In this chapter, we bring together findings from the research project Young Adults and Religion in Global Perspective (YARG) for an overview of prosocial attitudes and behaviors among young adult university students. We focus particularly on civic engagement and volunteering. Based on survey data, we first briefly explore who expresses prosocial attitudes and behaviors and the values connected to prosocial behaviors. This perspective offers only tentative answers. For a more in-depth view, we continue by exploring the data from the Faith Q-Sort. Finally, we zoom in on two examples, Turkey and Sweden, and compare the views on civic engagement and volunteering among young adults in these two contexts.
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Göbel, Kerstin, Corinne Wyss, Katharina Neuber, and Meike Raaflaub. "Student Feedback as a Source for Reflection in Practical Phases of Teacher Education." In Student Feedback on Teaching in Schools, 173–89. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75150-0_11.

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AbstractThe chapter focuses on the use of student feedback on teaching during practical phases in teacher education. After a brief introduction into the general relevance and validity of students’ perceptions on teaching, and on the use of student feedback for teaching development, core findings from two comparable quasi-experimental studies from Germany and Switzerland are presented in detail. The studies focus on the change of attitudes towards student feedback and towards reflection on teaching. The chapter concludes with a discussion of challenges and opportunities for the use of student feedback as an instrument for reflection on teaching and professional development for pre-service teachers.
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Karlsaune, Hanne, Therese Antonsen, and Gørill Haugan. "Simulation: A Historical and Pedagogical Perspective." In How Can we Use Simulation to Improve Competencies in Nursing?, 1–11. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10399-5_1.

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Abstract I hear and I forget. I see and I remember. I do and I understand. —Confucius 551–479 BCE Simulation is increasingly used in nursing education to supplement clinical and didactic learning activities. Simulation is a technique for practice and learning that can be used in many different disciplines as well as for trainees. Simulation is a technique (not a technology) aiming at replacing real experiences with guided ones; that is, it represents a context in which students can exercise and explore various aspects of a specific practical skill. Accordingly, simulation-based learning signifies a useful approach to develop health professionals’ knowledge, skills, and attitudes while protecting patients from unnecessary risks. Simulation involves learning situations that take place under the supervision of an expert or lecturer and is commonly applied as an active learning method in different health disciplines like nursing, social education, radiography, and medicine. This chapter concentrates on historical and pedagogical perspectives of simulation as a learning method in nursing education. Simulation as a learning method builds on pedagogical adult learning theory, with an emphasis on David A. Kolb and Donald Schön’s concepts experience-based learning, reflection-on-action, and reflection-in-action. Simulation-based learning is appropriate for topics such as patient safety, teamwork, and quality of health services. The literature states that simulation contributes positively to nursing students’ situational awareness, their ability to formulate and predict possible consequences of action implemented, decision-making, communication, and teamwork.
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Griffin, Patrick, Esther Care, Pam Robertson, Judith Crigan, Nafisa Awwal, and Masa Pavlovic. "Assessment and Learning Partnerships in an Online Environment." In Adult and Continuing Education, 360–75. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch021.

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This chapter shows how the online environment is used to promote quality teaching within a research project conducted by the Assessment Research Centre at the University of Melbourne. The project investigates how teacher teams use assessment data to inform teaching decisions and extensive efforts are made to check their learning through performance assessment procedures that monitor their discipline and pedagogy skills development. Teachers from the project are involved in a professional development course. The ways in which they adopt the knowledge, skills, and attitudes addressed by the course are tracked, along with assessment data from their students. The online environment is used to deliver the professional development course and to deliver online assessments for students and teachers. The authors are careful to ensure that the online experience for both teachers and students reinforces the ideas of the project. These include the notions of developmental approach rather than deficit, evidence rather than inferential decision making and collaboration rather than isolation.
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Aljafari, Roaa. "Self-Directed Learning Strategies in Adult Educational Contexts." In Research Anthology on Adult Education and the Development of Lifelong Learners, 611–21. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8598-6.ch030.

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Self-directed learning is a teaching model where the learning content which is predetermined by the educator as well as the students tends to learn at their own pace to enable them to master the content provided. The features of self-directed learning may include individual autonomy, learner control, and autoindexing. In addition, self-directed learning has grown to become a generic training model for medicine, business, and adult education. Problem-based learning also tends to involve elements of self-directed instructions in its model. Self-directed learning also has evaluation tools that enable it to measure the impact of the self-directed learning on the students such as the ability for the students to perceive themselves as having the skills as well as attitudes required for successful learning.
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Aljafari, Roaa. "Self-Directed Learning Strategies in Adult Educational Contexts." In Self-Directed Learning Strategies in Adult Educational Contexts, 124–37. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8018-8.ch007.

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Self-directed learning is a teaching model where the learning content which is predetermined by the educator as well as the students tends to learn at their own pace to enable them to master the content provided. The features of self-directed learning may include individual autonomy, learner control, and autoindexing. In addition, self-directed learning has grown to become a generic training model for medicine, business, and adult education. Problem-based learning also tends to involve elements of self-directed instructions in its model. Self-directed learning also has evaluation tools that enable it to measure the impact of the self-directed learning on the students such as the ability for the students to perceive themselves as having the skills as well as attitudes required for successful learning.
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Orr, Claudia, David Allen, and Sandra Poindexter. "The Effect of Individual Differences on Computer Attitudes." In Advances in End User Computing, 210–32. IGI Global, 2002. http://dx.doi.org/10.4018/978-1-930708-42-6.ch013.

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Computer competency is no longer a skill to be learned only by students majoring in technology-related fields. All individuals in our society must acquire basic computer literacy to function successfully. Despite the widespread influx of technology in all segments of our society, the literature often reports high levels of anxiety and negative attitudes about using computers. Monitoring the computer attitudes and developing an understanding of the variables that affect computer attitudes will assist educators and adult trainers in providing appropriate learning experiences in which learners can succeed. This study examined the relationship between computer attitude and experience, demographic/educational variables, personality type, and learning style of 214 students enrolled in a university computer literacy course.
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Akyol, Zehra, and D. Randy Garrison. "Community of Inquiry in Adult Online Learning." In Web-Based Education, 474–89. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-963-7.ch033.

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The adult education literature emphasizes communitybuilding in order to increase effectiveness and success ofonline teaching and learning. In this chapter theCommunity of Inquiry Framework that was developed by Garrison, Anderson and Archer (2000) has been introduced as a promising theory for adult learning in onlineenvironments. The chapter discusses the potential of the CoI framework to create effective adult online learning communities by utilizing the research findings from anonline course. Overall, the research findings showed that students had positive attitudes toward the communitydeveloped in the course and that their perception of constituting elements of the community of inquiry was significantly related to perceived learning and satisfaction.
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Brook, Ellen. "Investigating the Adult Learners' Experience when Solving Mathematical Word Problems." In Handbook of Research on Individualism and Identity in the Globalized Digital Age, 310–31. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0522-8.ch014.

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The purpose of the study was to describe the experiences adult learners have while solving mathematical word problems. The focus of the study was on how these adult students used prior mathematical knowledge and how their past experiences with mathematics influenced their solving of mathematics word problems. The study found that the attitudes, feelings and beliefs that adult students in the study hold toward mathematics and problem solving are an integral part of their mathematics learning experience. This study also reports on the particular pattern observed within the participants' attitude toward mathematics education during their schooling years beginning from elementary school till college. The adult students participated in the study lacked the necessary knowledge of such concepts as motion and concentration. Finally, the study found that even after learning the topic during the college class, the participants had difficulties with applying algebraic approaches to word problem solving.
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Mills, Elizabeth, and Paula Procter. "Undergraduate Nurses’ Attitude Change to Health Technology Implementation." In Studies in Health Technology and Informatics. IOS Press, 2021. http://dx.doi.org/10.3233/shti210702.

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The poster will report upon a longitudinal study exploring the attitudes towards the implementation of health technology into clinical and community nursing practice from the perspective of third year undergraduate students studying adult, child, mental health and learning disability nursing.
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Conference papers on the topic "Adult students – Germany – Attitudes"

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Baier, A., and A.-L. Behnke. "Attitudes towards abortion among medical students and gynaecologists – a qualitative study from Germany." In 64. Kongress der Deutschen Gesellschaft für Gynäkologie und Geburtshilfe e. V. Georg Thieme Verlag, 2022. http://dx.doi.org/10.1055/s-0042-1756748.

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Kodirova, Oxana, and Lynn Henrichsen. "Experienced ESL Teachers’ Attitudes Towards Using Phonetic Symbols in Teaching English Pronunciation to Adult ESL Students." In Virtual PSLLT. Iowa State University Digital Press, 2022. http://dx.doi.org/10.31274/psllt.13337.

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Okay Toprak, Aslı, Canan Özge Eğri, and Güldenur Çetin. "The Usage of Credit Cards: An Empirical Analysis on Turkish College Students." In International Conference on Eurasian Economies. Eurasian Economists Association, 2019. http://dx.doi.org/10.36880/c11.02263.

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In recent years, there has been a dramatic increase in the number of credit card usage among university students. Credit cards can be a convenient payment tool that gives university students a number of advantages and benefits to learn financial responsibility when it can be used in a controlled and responsible manner. On the other hand, using credit cards also have serious financial consequences when mismanagedly used. The excessive credit card debt and overdue payments give burden on university students’ shoulders before starting their full-time jobs. Besides that, when the other debts such as education credits are added, inevitable stress and anxiety make negative impacts on their newly started adult life. Also, lack of experience on using credit cards and personal financial information, tend to put some students at a higher financial risk due to a large and perhaps unmanageable debt burden. Therefore, rising number of students who use credit cards increases the concern for these long-term negative results of the credit card. In this context, we aim to evaluate the basic demographic and socio-economic factors that affect the attitudes of Kırklareli University students towards credit card ownership, credit card usage, and to evaluate the students' ability to manage their financial situation.
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"Understanding Online Learning Based on Different Age Categories." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4253.

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[This Proceedings paper was revised and published in the 2019 issue of Journal of Information Technology Education: Research, Volume 18] Aim/Purpose: To understand readiness of students for learning in online environments across different age groups. Background: Online learners today are diverse in age due to increasing adult/mature students who continue their higher education while they are working. Understanding the influence of the learners’ age on their online learning experience is limited. Methodology: A survey methodology approach was followed. A sample of one thousand nine hundred and twenty surveys were used. Correlation analysis was performed. Contribution: The study contributes by adding to the limited body of knowledge in this area and adds to the dimensions of the Online Learning Readiness Survey additional dimensions such as usefulness, tendency, anxiety, and attitudes. Findings: Older students have more confidence than younger ones in computer proficiency and learning skills. They are more motivated, show better attitudes and are less anxious. Recommendations for Practitioners: Practitioners should consider preferences that allow students to configure the learning approach to their age. These preferences should be tied to the dimensions of the online learning readiness survey (OLRS). Recommendations for Researchers: More empirical research is required using OLRS for online learning environments. OLRS factors are strong and can predict student readiness and performance. These are opportunities for artificial intelligence in the support of technology-mediated tools for learning.
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Auziņa, Anita, Silvia Benini, Ireta Čekse, Marta Giralt, and Liam Murray. "Foreign Language Teachers’ Activities to Develop Students’ Digital Citizenship Competences: Findings of the Dice. Lang Project." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.27.

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he extreme situation connected with the outbreak of the pandemic coronavirus has forced foreign language teachers worldwide to challenge their teaching competences and approaches when teaching remotely. Now, more than ever, foreign language teachers are forced or encouraged to implement digital materials, learning objects and environments. Meanwhile, foreign language teachers’ knowledge, skills and attitudes related to Digital Citizenship Education (DCE) are tested and challenged, too. The aim of this paper is to explore how confident and knowledgeable about DCE foreign language teachers are in order to offer activities that can enhance the development of language learners’ digital citizenship competences. This study presents the survey findings of the ERASMUS+ project: “Digital Citizenship Education and Foreign Language Learning” (Dice.Lang), which brings together five European partner universities: University of Munich, University of Aveiro, University of Latvia, University of Limerick, and Siena Italian Studies. There were 627 foreign language teachers (312 pre-service teachers and 315 in-service teachers) in total who participated in the online survey representing Germany, Ireland, Italy, Latvia, and Portugal. The findings highlighted the needs foreign language teachers have to develop and apply their expertise on DCE in their language lessons. The authors of the paper present their vision to address the teachers’ needs, providing and analysing samples of a comprehensive set of open educational resources (OER) available in English and additional European languages. These OER, which have been designed by the Dice.Lang consortium and confirmed by the questionnaire results, aim at developing language learners’ digital citizenship competences. The resources intertwine the five DCE strands created by the consortium (Critical Digital Literacies; Intercultural and Transcultural Perspective on Digital Exchanges; Identity-oriented Component; Content-oriented Perspective and Critical and Meta-reflective Component) with the existing European theoretical frameworks.
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Weirauch, Angelika. "CREATIVE WRITING IN CONTEXT OF UNIVERSITIES." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end056.

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"We present an old process developed more than a hundred years ago at American universities. It means professional, journalistic and academic forms of writing. It also includes poetry and narrative forms. Creative writing has always been at the heart of university education. Today, there are more than 500 bachelor's degree programs and 250 master's degree programs in this subject in the United States. In other fields of study, it is mandatory to enrol in this subject. After World War II, it came to Europe, first to England and later to Germany. Here, ""... since the 'Sturm und Drang' (1770-1789) of the early Goethe period, the autodidactic poetics of the cult of genius prevailed. The teachability of creative writing has been disputed ever since and its dissemination has therefore always had a hard time in Germany"" [von Werder 2000:99]. It is rarely found in the curricula of German universities. At the Dresden University of Applied Sciences, we have been practicing it for five years with great response from social work students. They learn different methods: professional writing for partners and administration, poetic writing for children's or adult groups, scientific language for their final thesis and later publications. Although we offer it as an elective, more than 80% of students choose it. Final papers are also written on these creative topics or using the methods learned. ""Writing forces economy and precision. What swirls chaotically around in our heads at the same time has to be ordered into succession when writing"" [Bütow in Tieger 2000:9]. The winners of this training are not only our former students! Children in after-school programs and youth clubs improve their writing skills through play. Patients in hospitals work on their biographies. People who only write on the computer discover slow and meaningful writing, activating their emotional system. Therefore, this paper will show how clients benefit from creative writing skills of their social workers and what gain other disciplines can expect as well."
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Mont’Alvãoa, Claudia, and Soyun Kimb. "A Cross-Cultural Comparison of Safety Beliefs about Products and Warnings: Brazil vs. United States." In Applied Human Factors and Ergonomics Conference. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001299.

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Concerns about safety have generated considerable research on warnings in recent years. A number of factors that influence warning effectiveness have been investigated. One factor is perceived hazard, which is a belief about how dangerous a product, environment or activity may be. The purpose of the present study was to conduct a cross-cultural investigation between the beliefs and attitudes about the safety of consumer products, the roles of product manufacturers and government in product safety, and aspects regarding warnings by participants in Brazil and in the United States (U.S.). A total of 282 individuals (including college students and adult volunteers) were recruited from these two countries. Participants in both countries believed that government would act to protect them by recalling or banning unsafe products and that manufacturers are more concerned with profits than safety. U.S. participants believed that the products in the U.S. were safer at a level that was significantly higher than what Brazilians believed about their products. Interestingly Brazilians reported that they read warnings more than the U.S. participants reported but Brazilian participants believed their warning labels were of poorer quality than what the U.S. participants reported. Other results show additional differences between the two populations. The results are discussed in terms of acknowledging that cultural background can affect safety-related beliefs.
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Akinwoya, Stephanie. "Safe Space." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.7259.

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Mental health is a state of an individual’s emotional and psychological wellbeing (Mental health basics,2018). People with mental illness. // Unresolved mental health problems can to a great extent affect the social, emotional, physical and educational development of teens and young adults, which in turn can have an enormous long-term negative effect on their adult life. (Fraser et al 2007). Studies [ show that young people that have positive mental health are much less likely to exhibit risk-taking behaviors such as addiction and even suicide (Reynold et al., 2013). According to the W.H.O. (2019),1 in 5 of the world's children and adolescents have a mental disorder with About 50% of mental health issues beginning before the age of 14. // Studies in Nigeria reveal that there is an existing high level of ignorance about mental illness with people tending to exhibit negative attitudes towards people who identify as having mental health illness. Also, the Rates of mental health workers vary from below 2 per 100,000 populations in low-income countries like Nigeria to 70 per 100,000 in high-income countries. // Presently openly discussing mental health issues is seen as a taboo in a Nigerian setting and people are scared of being stigmatized or labelled as being mad as madness is abhorred as a sign of a cursed bloodline. Research shows that 1/5th of suicide cases in Nigeria are of people aged 13-19, between January- June 2019,30% of suicide committed in Nigeria were students between the ages of 15-29 (Daily Trust,2019). These are worrying figures showing that young people are not able to access the help they need. // This project safe space project is an open-access web-based innovative inclusive system that makes mental health care accessible to teens and young adults in Nigeria who would have been excluded from accessing necessary education /information because they would be unable to afford to see mental health personnel or are so afraid of being stigmatized. In the website is contained age-appropriate carefully curated OER in the form of informative and easy to understand write-up on the different mental disorders, explainer videos, inspirational stories and a provision of a safe online hub connecting people sharing the same diagnosis. Here users can anonymously share their feelings with an understanding and supportive group. This presentation will be centered on the import of this particular project and giving a walkthrough of the project to demonstrate its design features and functionality.
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