Journal articles: '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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Alawiyah, Tuti. "The Influence of Students Motivation Toward Students Achievement." International Journal of Language Teaching and Education 2, no. 2 (August 1, 2018): 145–56. http://dx.doi.org/10.22437/ijolte.v2i2.5000.

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This paper examines the language attitudes of Minangkabau people toward Minangkabau language (MIN) and Indonesian (BI) in West Sumatra, Indonesia. The data were collected in the form of questionnaires, in-depth interviews and participant observation with a sample of 200 Adult respondents in six research areas. This research uses a Likert scale with the categories classified into five alternatives (1 = Strongly Disagree, 2 = Disagree, 3 = Uncertain, 4 = Agree, and 5= strongly agree) and there are some tables analyzed based on yes/no questions, no=0 and yes=1. There are twelve questions on the questionnaire pertaining to the attitudes of adults. The results show that the adult attitudes can be classified into three categories, (1) positive; (2) negative; and (3) ambivalent attitudes. The third category is dominant. The term ‘ambivalent” is used for intermediate results. It is shown that the respondents expressed their feeling in both positive and negative comments in the same utterance when answering the questions related to MIN. For these responses, it is seen that there is a mixed feeling where they use “but” or “although” after expressing their positive feelings thereby countering their first statement. The evidence of the ambivalent and mixed feelings from respondents is shown. This means that Minangkabau people tend to avoid the conflict of having negative opinions; they tend to say what they mean in more indirect ways. On the other side, there is a positive attitude in response to the questions about BI. Majority of respondents have very strong positive attitudes towards BI

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Rohs, Matthias, Ricarda Bolten, and Jonathan Kohl. "Between adoption and rejection: attitudes of adult educators toward digitization in Germany." International Journal of Training and Development 24, no. 1 (January 12, 2020): 57–73. http://dx.doi.org/10.1111/ijtd.12170.

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Leonardi, Mara Maya Victoria. "Attitudes of South Tyrolean University Students towards German Varieties." Languages 6, no. 3 (August 13, 2021): 137. http://dx.doi.org/10.3390/languages6030137.

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This paper examines language attitudes of South Tyroleans towards German varieties used in educational institutions by means of a questionnaire survey with 55 university students. The aim of this paper is to provide an insight into subjects’ attitudes towards their own and other German (standard) varieties, with a focus on the sociolinguistic situation in South Tyrol (northern Italy). Previous studies have shown that the German-speaking community often have the notion that their own standard variety is deficient combined with a feeling of linguistic inferiority towards German speakers from Germany. Therefore, this article seeks to answer the following research questions: Which attitudes do South Tyrolean university students have towards the different German (standard) varieties? Do university teacher-training students get in touch with the concept of the pluricentric variation within the German standard variety during their education? Results reveal that despite a certain awareness of the issue of linguistic variation in the German language, the standard variety used in Germany still enjoys high prestige among our subjects compared to other German standard varieties. Moreover, results show that the students were hardly confronted with the subject of the German standard variety used in South Tyrol or with the variation of the German language during their high school years. However, this changes as soon as they attend university.

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Topală, Ioana. "Attitudes towards Academic Learning and Learning Satisfaction in Adult Students." Procedia - Social and Behavioral Sciences 142 (August 2014): 227–34. http://dx.doi.org/10.1016/j.sbspro.2014.07.583.

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Glock, Sabine, Tobias Baumann, and Hannah Kleen. "German Teachers’ Implicit and Explicit Attitudes Toward Female and Male Muslim Students and Reactions to Social Exclusion." Social Psychology 53, no. 3 (May 2022): 178–83. http://dx.doi.org/10.1027/1864-9335/a000489.

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Abstract. Research has shown negative teachers’ attitudes toward ethnic minority students, who – in Germany – often belong to Islam which is stereotypically associated with traditional gender roles. So far, neither implicit attitudes nor the role of student gender have been investigated in this context. Among a sample of 136 teachers, we assessed implicit attitudes toward Muslim students in relation to Christian students using an Implicit Association Test. Implicit and explicit attitudes were less positive toward male than toward female Muslim students. After reading a social exclusion scenario, teachers were asked how they would react. Teachers’ reactions depended on the religion and the gender of the student. Our study implies that Islam might be part of the disadvantages ethnic minority students experience in school.

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Błaszczak, Joanna, Marzena Żygis, and Bettina Beinhoff. "What influences our attitudes? A survey study on attitudes of Polish university students towards German people." Studia Linguistica 39 (December 7, 2020): 27–55. http://dx.doi.org/10.19195/0137-1169.39.2.

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This study reports the results of a survey conducted on 121 Polish students at three universities in Szczecin, Wrocław and Lublin. The goal was to examine what young Poles think about Germany and Germans, and to what extent their attitudes towards German people are influenced by factors such as where they live, their level of German, the frequency of contact they have with Germans, and their acquaintances with them. The analysis reveals that while proficiency in German is not significant, other parameters such as frequency of contact or where they live contribute to forming their attitudes.

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Hite, Robert E., Joseph A. Bellizzi, and Catherine A. Busch. "Adult Students in the Classroom: Attitudes and Teaching Practices of Marketing Faculty." Journal of Marketing Education 9, no. 2 (June 1987): 8–13. http://dx.doi.org/10.1177/027347538700900202.

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The purpose of this study was to determine marketing faculty attitudes toward adult students and investigate the type and level of teaching adjustments that may follow as a result of adult student presence. The results indicate that marketing faculty feel that adult students are desirable in the classroom and bring special talents and characteristics which may elevate classroom ambiance.

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Flohr, Heiner. "Teaching Biopolitics in Germany." Politics and the Life Sciences 5, no. 1 (August 1986): 103–12. http://dx.doi.org/10.1017/s0730938400001684.

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Due to the prevailing paradigms in the social sciences and humanities and due to some traditional reservations against biology in Germany, biopolitics is facing particular difficulties in German political science. At the University of Düsseldorf, the only place where biopolitics is taught in Germany, students take courses which deal explicitly with biopolitical topics or learn about biopolitics in seminars and lectures devoted to other aspects of political behavior. There are difficulties in teaching biopolitics; some will arise wherever biopolitics is taught, while some may be specific for Germany. These difficulties require special teching efforts in order to motivate the students; some experience in dealing with these problems has already been gained. As far as the desirable participation in research projects and the practical application of biopolitical knowledge in particular professions is concerned, there are some possibilities, but still too few. Besides working with students on biopolitical questions, there are useful opportunities of teaching biopolitics outside the university, especially in adult political education and in political consulting.

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Bessette, Heidi D., and Sonja Stone Peterson. "Attitudes of Adult Nurse Practitioner Students Toward Women Experiencing Domestic Violence." Journal of Nursing Education 41, no. 5 (May 2002): 227–30. http://dx.doi.org/10.3928/0148-4834-20020501-09.

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Jansen, Paula, Martina P. Neininger, Matthias K. Bernhard, Wieland Kiess, Andreas Merkenschlager, Thilo Bertsche, and Astrid Bertsche. "Knowledge and attitudes about epilepsy: A survey of high school students in Germany." Seizure 51 (October 2017): 139–44. http://dx.doi.org/10.1016/j.seizure.2017.08.008.

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Akala, Folasade O., and Mary F. Powers. "Understanding the Perceptions and Attitudes of Pharmacy Students on Administering Adult Vaccines." Journal of Pharmacy Technology 21, no. 5 (September 2005): 254–57. http://dx.doi.org/10.1177/875512250502100503.

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Background: Community pharmacy practice is changing to include pharmacist-administered immunization. As this change occurs, there is a need to understand pharmacy students' attitudes and interests regarding this new role. Objective: To examine the attitudes and interests of pharmacy students in administering immunizations and to use the information obtained to design and implement an immunization training program within an existing course in the PharmD curriculum at a college of pharmacy. Methods: A survey questionnaire was distributed to the first- and second-year PharmD students during the fall semester of the 2003–2004 academic year. Descriptive statistics, including mean and standard deviation, were used to report the data. Results: Two hundred nine surveys were distributed to first- and second-year students, and 172 were completed, yielding a response rate of 82%. Survey results showed that 76.7% of the students were aware that pharmacists can legally administer adult immunizations in Ohio, 94.2% think pharmacist-administered adult immunization is an important healthcare service, and 93.6% indicated they would be willing to administer adult immunizations after graduating. Conclusions: With the incorporation of an immunization training program into the curriculum, students can be well prepared and confident in administering adult immunizations. The immunization training program can also provide students with an opportunity to become involved in immunization as advocates or facilitators.

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Lee, Jung-Ah, Dana Rose Garfin, Stephanie Vaughn, and Young-Shin Lee. "Factors associated with gerontological career choice: The role of curriculum type and students’ attitudes." Journal of Nursing Education and Practice 8, no. 4 (November 26, 2017): 1. http://dx.doi.org/10.5430/jnep.v8n4p1.

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Background and objective: Caring for a growing aging population presents a challenge in contemporary health care. This study aims to identify factors associated with nursing student’s career choice in older adult care and predictors of attitudes toward older adults. Such information is critical to inform effective gerontological nursing education.Methods: Undergraduate nursing students (N = 411) from three nursing schools in California participated in a cross-sectional, web-based survey.Results: In covariate-adjusted analyses, students who had prior experiences taking gerontology-related courses, working with older adults, living with older adults, being confident in providing older adults care, and having lower negative attitudes toward older adults were more likely to consider a future career in gerontological nursing. Students’ confidence in older adult care was negatively correlated with negative attitudes towards older adults.Conclusions: To increase students’ career choice in gerontology, nursing schools should provide more gerontology content in nursing curricula and explore avenues to increase student confidence in older adult care.

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Braßler, Mirjam, and Sandra Sprenger. "Fostering Sustainability Knowledge, Attitudes, and Behaviours through a Tutor-Supported Interdisciplinary Course in Education for Sustainable Development." Sustainability 13, no. 6 (March 22, 2021): 3494. http://dx.doi.org/10.3390/su13063494.

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Extant research into the efficacy of—especially interdisciplinary—higher education for sustainable development (HESD) is limited. A need exists to investigate students’ development of sustainability knowledge, attitudes, and behaviours. Furthermore, universities have experienced difficulties implementing interdisciplinary HESD because of organisational barriers due to monodisciplinary structures, as well as educators’ and students’ reservations. This study introduces an interdisciplinary approach to HESD and investigates its efficacy regarding students’ development of sustainability knowledge, attitudes, and behaviours at a university in Germany. The approach applies a series of lectures by different sustainability experts accompanied by several tutorials that support students’ interdisciplinary learning and teamwork towards an interdisciplinary sustainability product. Tutors were trained in interdisciplinary teaching methods, as well as interdisciplinary communication and conflict management, beforehand. Before participating in the interdisciplinary course, the students had a moderate level of sustainability knowledge and behaviour, and a high level of sustainability attitudes. The results from the pre–post-test analysis indicate an increase in students’ sustainability knowledge and behaviours, and no change in students’ sustainability attitudes. If typical barriers to interdisciplinarity are mitigated, interdisciplinary HESD can facilitate students’ development.

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Hanson, Richard A., and Ronald L. Mullis. "Intergenerational Transfer of Normative Parental Attitudes." Psychological Reports 59, no. 2 (October 1986): 711–14. http://dx.doi.org/10.2466/pr0.1986.59.2.711.

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The parenting and child-rearing attitudes of 97 female college students along with their parents were assessed using the Adult Adolescent Parenting Inventory. Analysis showed a generational effect for empathic awareness of children's needs between mother and daughter. Other cross-sex and demographic effects were discussed.

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Davidson-Schmich, Louise K. "Toeing the Line: Institutional Rules, Elites, and Party Discipline in Post-Wall Berlin." German Politics and Society 18, no. 2 (June 1, 2000): 1–29. http://dx.doi.org/10.3167/104503000782486624.

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The fall of the Berlin Wall and the disintegration of the Soviet Bloc provided students of Germany and eastern Europe with unprecedented opportunities to investigate the attitudes and values of those socialized under communism. Extensive mass and elite opinion studies have documented that after decades of rule by an all-encompassing political party imposing iron discipline, eastern Europeans distrust political parties as well as party discipline. Students of eastern Germany have found similar patterns, both at the mass and elite levels. Eastern German politicians and their voters clearly are skeptical of strict party discipline and united in their belief that common interests should outweigh partisan concerns when legislation is made. These attitudes differ sharply from western German opinion, which is more supportive of both parties as a whole and party discipline in particular.

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Cheng, Winnie Lai-Sheung. "Roles of Knowledge and Attitude in the Willingness of Nursing Students to Care for Older Adults in Hong Kong." International Journal of Environmental Research and Public Health 18, no. 15 (July 22, 2021): 7757. http://dx.doi.org/10.3390/ijerph18157757.

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Due to the ageing population, nursing students will be more likely to work with older adults after graduation. It is important to assess whether Hong Kong nursing students are well prepared to care for older adults. A convenience sample of 139 nursing students was surveyed using questionnaires: Palmore’s Facts on Ageing Quiz (FAQ), Kogan’s Attitudes Toward Old People scale (KAOP), and the Willingness to Care for Older People (WCOP) scale to assess the knowledge of and attitudes toward older adult care, and willingness to care for older adults, respectively. The overall score in the FAQ was medium-low (mean = 15.1, SD = 2.8). The KAOP score was medium-high (mean = 121.6, SD = 12.0). The willingness score was slightly high (mean = 5.2, SD = 1.1). Positive attitudes and knowledge about ageing are the predictors of nursing students’ willingness to take care of older adults. The findings provide evidence to nurse educators and clinical mentors that (a) courses providing knowledge about ageing are valuable, and (b) elements that cultivate positive attitudes towards older adult care should be included in curricula. Nursing curricula that provide knowledge and experience about older adult care play a pivotal role in creating a workforce of nurses ready and willing to care for the ever growing number of ageing adults.

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Baumann, Uwe, and Monica Shelley. "Adult learners of German at the Open University: Their knowledge of, and attitudes towards Germany." Open Learning: The Journal of Open, Distance and e-Learning 18, no. 1 (February 2003): 61–74. http://dx.doi.org/10.1080/0268051032000054121.

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Karayagiz, Saban, and Timucin Aktan. "Investigation of the Relationships Between Paranormal Beliefs, Parental Bonding, and Adult Attachment of University Students." Imagination, Cognition and Personality 39, no. 3 (March 13, 2019): 277–90. http://dx.doi.org/10.1177/0276236619831629.

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Paranormal beliefs are of interest for the college students especially studying psychology and philosophy. In addition, attitudes such as parental bonding and adult attachment affect levels of paranormal beliefs. Exploring the relationships among these principal themes is of great importance in illuminating possible effects of students’ attachments and bonding toward the development of paranormal beliefs. The purpose of this study is to examine the relationship among students’ parental attachment, relationship attitude, and paranormal beliefs; 239 university students responded to the items in three separate questionnaires, the Paranormal Belief Scale, parental bonding, and adult attachment survey. The research findings showed that a significant relationship exists between paranormal beliefs and attachment attitudes in the favor of females. In terms of the relationship between paranormal beliefs and adult attachment, the results also revealed that they have akin relationships between adult attachment and parental bonding. Although adult relationships affect paranormal beliefs, no significant correlation was found among three areas possible because the effect of parental bonding is limited in the long term.

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Hackenberg, Berit, Maximilian-Niclas Schlich, Haralampos Gouveris, Christopher Seifen, Christoph Matthias, Guglielmo Campus, Thomas Gerhard Wolf, Muthuraman Muthuraman, and James Deschner. "Medical and Dental Students’ Perception of Interdisciplinary Knowledge, Teaching Content, and Interprofessional Status at a German University: A Cross-Sectional Study." International Journal of Environmental Research and Public Health 20, no. 1 (December 27, 2022): 428. http://dx.doi.org/10.3390/ijerph20010428.

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Although oral health is considered a key indicator of overall health, dentistry is still neglected in medical education at the university level. Interprofessional education (IPE) is an important tool to promote collaboration among health care providers and to reduce barriers to access in health care. In this cross-sectional study, medical and dental students at Mainz University, Germany, were surveyed regarding their perception of interdisciplinary knowledge, teaching content, interprofessional standing, and attitudes toward IPE. Spearman’s rank correlation was used to identify associated statements. Structural equation modeling (SEM) was performed to understand how sex, study progress, and prior education might influence student attitudes. In total, 426 medical students and 211 dental students were included in the study. Dental students rated their interdisciplinary knowledge higher than medical students. The relevance of IPE as assessed by the students correlated significantly with their motivation to continue IPE after graduation. Both groups of students valued the other discipline but rejected a combined graduate program. Students with prior professional training valued the synergy of medicine and dentistry more the students without prior training. Interprofessional knowledge and interest in IPE was higher among dental students. Understanding students’ attitudes toward IPE is an important prerequisite for adapting university curricula to strengthen students’ attitudes and motivation.

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Liao, Hsin-Ya, Lisa B. Spanierman, Alicia J. Harlow, and Helen A. Neville. "Do Parents Matter? Examination of White College Students’ Intergroup Experiences and Attitudes." Counseling Psychologist 45, no. 2 (February 2017): 193–212. http://dx.doi.org/10.1177/0011000017694337.

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The purpose of the study was to examine the association between parents’ attitudes towards diversity and their young adult children’s intergroup experiences and attitudes. We surveyed a sample of non-Latino White, first-year university students ( n = 154) and one of their parents ( n = 154) at the start of the academic year; a subsample of these students ( n = 87) and one of their parents ( n = 87) was also surveyed again at the end of their first year. We found that, among parents who expressed greater openness to diversity, young adult children were more likely to appreciate diversity and less likely to endorse racial colorblindness. We found similar effects regarding parents’ openness to diversity on students’ likelihood to engage in campus diversity experiences, which subsequently increased students’ diversity appreciation and decreased students’ endorsement of racial colorblindness. Implications and future directions are discussed.

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Ioannidou, Olga, Despoina Georgiou, Andreas Obersteiner, Nilufer Deniz Bas, and Christine Mieslinger. "Do Prospective Teachers Care About PISA Studies? A Pilot Study among University Students in Germany." International Education Studies 10, no. 5 (April 29, 2017): 26. http://dx.doi.org/10.5539/ies.v10n5p26.

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The results of international comparison studies such as the Program for International Student Assessment (PISA) have initiated intense discussions about educational reforms in Germany. Although in-service and pre-service teachers are an essential part of such reforms, little is known about their attitudes towards PISA studies. The present study aims to fill this gap through the investigation of pre-service teachers’ awareness, interest, perception, and attitudes towards PISA. A questionnaire was used to survey a sample of 107 university students who were participating in a teacher education program. The results reveal that 100% of the participants are aware of PISA. Nearly 69% of the participants think that the impact of PISA is rather high or very high, while 41% of them believe that PISA results are reliable. Accordingly, half of the participants seem to be interested in PISA results for their country. The present study discusses these findings in the light of the expected outcomes as proposed in standards for teacher education.

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Martinez, Iveris. "REFRAMING STUDENT EXPERIENCES AND ATTITUDES TOWARDS WORKING WITH OLDER ADULTS." Innovation in Aging 6, Supplement_1 (November 1, 2022): 752–53. http://dx.doi.org/10.1093/geroni/igac059.2734.

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Abstract We are experiencing a shortage of trained health and social service providers to meet the needs of an aging society. However, few students have positive opportunities to work with older adults in their training. If they interact with older adults it is usually in end-of-life and nursing home care settings. We therefore need to find creative ways to motivate students in these fields to choose to work with older adults. We recruited students from health and social services programs to implement four health promotion projects at an older adult low-income residential community. We asked students (Nf22) to reflect on their experiences, and analyzed responses using a grounded theory approach. Myths regarding working with older adults included that they were mean, difficult, not technologically savvy, nor physically active. Initially nervous and uncertain about working with older adult prior to their experience, students gained confidence and had fun. They reported rewarding experiences, built relationships, and learned the benefits of prevention programs for older adults, and reconsidering their career trajectories to focus on working with older adults. Encouraging positive student experiences working with older adults can help prepare to develop the health and human services workforce for an aging society.

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Scharenberg, Katja, Eva-Maria Waltner, Christoph Mischo, and Werner Rieß. "Development of Students’ Sustainability Competencies: Do Teachers Make a Difference?" Sustainability 13, no. 22 (November 15, 2021): 12594. http://dx.doi.org/10.3390/su132212594.

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Sustainability competence is an important goal of Education for Sustainable Development (ESD) in school. It is therefore anchored in the education plans of almost all school tracks in Germany. However, empirical findings regarding ESD in schools are scarce. The present study thus examined how sustainability competencies of secondary-school students develop within the course of a school year. Based on a proposed framework model of sustainability competencies, we assessed (a) students’ sustainability-related knowledge, (b) their affective-motivational beliefs and attitudes towards sustainability, as well as (c) their self-reported sustainability-related behavioral intentions. Our sample comprised n = 1318 students in 79 classrooms at different secondary school tracks (Grades 5–8) in Baden-Wuerttemberg (Germany). Measurements were taken at the beginning and at the end of the school year after the introduction of ESD as a guiding perspective for the new education plan. We observed an increase in students’ sustainability-related knowledge but a decline in their affective-motivational beliefs and attitudes towards sustainability over the course of one school year. Multilevel analyses showed that, at the individual level, prior learning requirements as well as ESD-related characteristics (students’ activities and general knowledge of sustainability) proved to be the strongest predictors of their development. In addition, grade- and track-specific differences were observed. At the classroom level, teachers’ attitudes towards ESD as well as their professional knowledge were found to be significant predictors of students’ development. The higher the commonly shared value of ESD at school and the higher teachers’ self-efficacy towards ESD, the higher was the students’ development of sustainability-related knowledge and self-reported sustainability-related behavioral intentions, respectively. The significance of the findings for ESD in schools is discussed.

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Younis, Nasir Muwafaq. "Nursing Students' Attitudes towards Older Adult People = اتجاهات طلبة التمريض نحو كبار السن." Zagazig Nursing Journal 11, no. 2 (2015): 151–59. http://dx.doi.org/10.12816/0029182.

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Lwin, May O., Shelly Malik, Vernon Beng Tat Kang, and Grace Peimin Chen. "Disparities in the impact of a community hypertension education programme across age, gender, race and housing type." Health Education Journal 77, no. 5 (May 7, 2018): 555–70. http://dx.doi.org/10.1177/0017896918760950.

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Objective: This study investigated the extent to which the efficacy of a hypertension awareness programme in Singapore may differ based on age, gender, race and housing type (as proxy for income). Method: Pre- and post-programme survey responses on blood pressure (BP) knowledge and beliefs from 9,960 grade 5 students were assessed. Post-programme responses from 5,361 adult family members were also evaluated. Results: Female students were more likely to show better BP knowledge and beliefs. As compared to Chinese students, Malay students had lower levels of BP knowledge and attitudes, while Indian students possessed stronger attitudes. Programme efficacy among students in the most affordable housing was the least favourable. In the adult family member sample, Malay and Indian adults had higher self-confidence and intention to measure their BP in the future than the Chinese. Adult respondents in the most affordable housing possessed the least favourable beliefs towards BP measurement. Older adults, men, Malays and residents in affordable housing types had higher odds of being found with hypertension when tested at home. Conclusion: Despite the same hypertension education programme being implemented, disparities in programme impact were apparent in both student and adult sample across race, housing type and, to a lesser extent, gender. Future interventions should consider these disparities when developing health education programmes.

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Müller, Julia, Charlotte Ullrich, and Regina Poss-Doering. "Beyond Known Barriers—Assessing Physician Perspectives and Attitudes Toward Introducing Open Health Records in Germany: Qualitative Study." Journal of Participatory Medicine 12, no. 4 (November 6, 2020): e19093. http://dx.doi.org/10.2196/19093.

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Background Giving patients access to their medical records (ie, open health records) can support doctor-patient communication and patient-centered care and can improve quality of care, patients’ health literacy, self-care, and treatment adherence. In Germany, patients are entitled by law to have access to their medical records. However, in practice doing so remains an exception in Germany. So far, research has been focused on organizational implementation barriers. Little is known about physicians’ attitudes and perspectives toward opening records in German primary care. Objective This qualitative study aims to provide a better understanding of physicians’ attitudes toward opening records in primary care in Germany. To expand the knowledge base that future implementation programs could draw from, this study focuses on professional self-conception as an influencing factor regarding the approval for open health records. Perspectives of practicing primary care physicians and advanced medical students were explored. Methods Data were collected through semistructured guide-based interviews with general practitioners (GPs) and advanced medical students. Participants were asked to share their perspectives on open health records in German general practices, as well as perceived implications, their expectations for future medical records, and the conditions for a potential implementation. Data were pseudonymized, audiotaped, and transcribed verbatim. Themes and subthemes were identified through thematic analysis. Results Barriers and potential advantages were reported by 7 GPs and 7 medical students (N=14). The following barriers were identified: (1) data security, (2) increased workload, (3) costs, (4) the patients’ limited capabilities, and (5) the physicians’ concerns. The following advantages were reported: (1) patient education and empowerment, (2) positive impact on the practice, and (3) improved quality of care. GPs’ professional self-conception influenced their approval for open records: GPs considered their aspiration for professional autonomy and freedom from external control to be threatened and their knowledge-based support of patients to be obstructed by open records. Medical students emphasized the chance to achieve shared decision making through open records and expected the implementation to be realistic in the near future. GPs were more hesitant and voiced a strong resistance toward sharing notes on perceptions that go beyond clinical data. Reliable technical conditions, the participants’ consent, and a joint development of the implementation project to meet the GPs’ interests were requested. Conclusions Open health record concepts can be seen as a chance to increase transparency in health care. For a potential future implementation in Germany, thorough consideration regarding the compatibility of GPs’ professional values would be warranted. However, the medical students’ positive attitude provides an optimistic perspective. Further research and a broad support from decision makers would be crucial to establish open records in Germany.

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Randel, Bruce, Harold W. Stevenson, and Evelin Witruk. "Attitudes, beliefs, and mathematics achievement of German and Japanese high school students." International Journal of Behavioral Development 24, no. 2 (June 2000): 190–98. http://dx.doi.org/10.1080/016502500383313.

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A total of 1487 eleventh grade students in Leipzig (Germany) and Sendai (Japan) were given a test of basic concepts and operations in high school mathematics and a questionnaire involving beliefs, attitudes, and practices related to mathematics, their own abilities, and their psychological adjustment. Large differences were found between the two countries in the students’ performance. The lower scores of the German students are attributed to three major areas of difference. Compared to Japanese students, German students were less critical of themselves and their academic ability, held lower standards for their performance, and were less likely to attribute excellence in performance to studying. Students in both countries expressed few indications of maladjustment. When differences were found the indices of maladjustment were more common among German than among Japanese students. Boys obtained higher scores on the mathematics test than girls, were more likely to spend more time studying mathematics, and placed more importance on going to college than did girls. The poor performance of the German students appears to be attributable to the same kinds of beliefs and attitudes as those found in prior studies of US students, who also have received low scores on tests of mathematics achievement.

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Kleen, Hannah, Meike Bonefeld, Sabine Glock, and Oliver Dickhäuser. "Implicit and explicit attitudes toward Turkish students in Germany as a function of teachers’ ethnicity." Social Psychology of Education 22, no. 4 (June 7, 2019): 883–99. http://dx.doi.org/10.1007/s11218-019-09502-9.

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Watson, Wendy, Sandra Faulkner, Madison Pollino, Jaclyn Shatterly, and Charlie Stelle. "INTERGENERATIONAL CONNECTIONS: TURNING POINTS IN COLLEGE STUDENT ATTITUDES ABOUT OLDER ADULTS AND AGING." Innovation in Aging 6, Supplement_1 (November 1, 2022): 742. http://dx.doi.org/10.1093/geroni/igac059.2700.

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Abstract Intergenerational Connections was a semester-long community-based engagement project in which thirty-four undergraduate students enrolled in a relational communication course met via Zoom with older adults in a long-term care facility for four dialogues about close relationships. The project used a Critical Interpersonal and Family Communication Pedagogy approach to have students critically engage with stereotypes and expectations about older adults through class readings, discussion, and interaction. The students wrote reflections after each dialogue and a final reflection expressing their expectations and experiences of interacting with an older adult. We analyzed the reflections using a turning point analysis and found two turning points related to Perceptions of Aging and Developmental Changes and Understanding and Expectations of Relationships. Students recognized stereotypes they held about older adults and aging and how engaging with an older adult dispelled many of those assumptions. Students were surprised by how much they had in common with their older adult partner. They learned about relationships through their dialogues with their partner and found many “words of wisdom” they wanted to incorporate into their relationships. In their final papers, students reflected on being advocates for older adults and how this project helped them understand that they can have conversations with older adults and not be afraid that they will not be able to connect. This paper will discuss how this community engagement project served to reframe aging for these young adults, and students’ recognition of the role that older adults play and the value that their involvement brings to society.

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Martin, Scott B., David Lavallee, Michael Kellmann, and Stephen J. Page. "Attitudes toward sport psychology consulting of adult athletes from the United States, United Kingdom, and Germany." International Journal of Sport and Exercise Psychology 2, no. 2 (January 2004): 146–60. http://dx.doi.org/10.1080/1612197x.2004.9671738.

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Akbulut‐Yuksel, Mevlude, Dozie Okoye, and Mutlu Yuksel. "SOCIAL CHANGES IN IMPRESSIONABLE YEARS AND ADULT POLITICAL ATTITUDES: EVIDENCE FROM JEWISH EXPULSIONS IN NAZI GERMANY." Economic Inquiry 58, no. 1 (September 11, 2019): 184–208. http://dx.doi.org/10.1111/ecin.12843.

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Niroula, Kritee, and Erin !McKinley. "A Snapshot of Breastfeeding Knowledge, Attitude, and Intention of Childless Female College Students in Louisiana: A Basis for Future Education Plans." Current Developments in Nutrition 5, Supplement_2 (June 2021): 985. http://dx.doi.org/10.1093/cdn/nzab051_029.

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Abstract Objectives •Discuss the differences in breastfeeding knowledge and attitude by different demographics among a sample of adult, childless, college-age females. •Discuss the characteristics of the study sample that were found to have the highest breastfeeding knowledge, attitudes, and intention. •List 3 different suggested breastfeeding knowledge messages that could be used to educate adult, childless, college-age females. Methods A convenience sample of childless, adult, female students (n = 1039), 18 to 22 years old, were recruited to complete a 58-item web-based survey during the 2019–2020 school year. The questionnaire items assessed breastfeeding knowledge, attitudes, future breastfeeding intention, and general demographics. Results The mean breastfeeding knowledge and attitude scores were 13.16 (±2.48) and 64.19 (±7.69) respectively, both indications of relatively high breastfeeding knowledge and positive attitudes towards breastfeeding. Over 90% of the sample had intentions to breastfeed potential future children. Higher breastfeeding knowledge and more positive attitudes were found among those with higher intentions to breastfeed their babies in the future. Conclusions This sample of adult, college-age, childless females has the potential to give birth and breastfeed infants in the future. Similar populations may be responsible for changes in breastfeeding rates in the US. Nutrition education and behavioral health professionals who work with college-age individuals may want to focus pre-conception educational initiatives on increasing and maintaining breastfeeding knowledge and positive breastfeeding attitudes while encouraging breastfeeding initiation in the future. Funding Sources Not applicable

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Karl, Katherine, Joy Peluchette, and Christopher Schlagel. "A Cross-Cultural Examination of Student Attitudes and Gender Differences in Facebook Profile Content." International Journal of Virtual Communities and Social Networking 2, no. 2 (April 2010): 11–31. http://dx.doi.org/10.4018/jvcsn.2010040102.

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This paper examines cultural and gender differences in student reports of the likelihood that they would post various types of information on their Facebook profiles and their attitudes regarding non-students accessing their profiles. Significant gender and country differences were found. In general, U.S. students were more likely than German students to report they would post extreme information. Males in both countries (U.S. and Germany) were more likely than females to self-promote and be extreme in the information they would post and less concerned if employers viewed their profiles. Both U.S. and German students reported several items they would likely post on their profiles, but did not want employers to see. Implications of these results and recommendations for future research are also discussed.

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Stößel, Katharina, Nicole Kämpfe, and Rainer Riemann. "The Jena Twin Registry and the Jena Twin Study of Social Attitudes (JeTSSA)." Twin Research and Human Genetics 9, no. 6 (December 1, 2006): 783–86. http://dx.doi.org/10.1375/twin.9.6.783.

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AbstractThe Jena Twin Registry focuses on identifying twins in eastern Germany. It is based in part on registers of multiple births and data from registration offices, and in part on a volunteer sample approached by media calls and twin clubs. The Jena Twin Study of Social Attitudes (JeTSSA) is the first study based on the Jena Twin Registry. In a sample of 226 monozygotic and 168 dizygotic adult twin pairs, self- and independent reports of significant others (peers, spouses, parents) are collected to estimate genetic and environmental effects on social attitudes and the covariation of genetic influences on personality traits and social attitudes. In addition, the effects of measured environmental variables on attitude formation are examined.

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O'Brien, Christopher. "EXAMINING CHANGES IN STUDENTS' ATTITUDES TOWARD WORKING WITH OLDER ADULTS." Innovation in Aging 6, Supplement_1 (November 1, 2022): 661. http://dx.doi.org/10.1093/geroni/igac059.2439.

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Abstract Curricular intervention studies have examined if instruction in aging and gerontology affects undergraduates’ attitudes, knowledge, and perceptions towards older adults. However, less is known about curricular impact on undergraduates’ intentions to work with older adults. By identifying factors that increase undergraduates’ intentions to work with older adults we may elucidate meaningful points of intervention to enhance pursuit of careers in the geriatric workforce. The current study examined baseline data from a longitudinal study examining the impact of an upper-level adult development psychology course on student attitudes towards working with older adults. It was hypothesized that there would be positive associations between attitudes towards working with older adults, knowledge about aging, and positive attitudes towards older adults. Participants were 19 undergraduate students enrolled in upper-level undergraduate psychology courses. Participants completed validated, self-report questionnaires related to their attitudes towards working with older adults, ageism attitudes, and attitudes and knowledge about aging. Bivariate correlation analyses were used to examine cross-sectional associations among main outcome variables. More positive explicit attitudes towards older adults were significantly associated with more willingness to work with older adults (r= .49 , p=.04). Additionally, knowledge of aging was positively correlated with perceived social norms around working with older adults (r= .49, p=.04). These initial findings suggest that knowledge and positive attitudes about aging may positively impact attitudes towards working with older adults. Future work will assess curricular impact on undergraduates’ intentions to work with older adults, as well as evaluate predictors of change in intentions.

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Macintyre, Daniel I., and Peggy J. Cantrell. "PUNISHMENT HISTORY AND ADULT ATTITUDES TOWARDS VIOLENCE AND AGGRESSION IN MEN AND WOMEN." Social Behavior and Personality: an international journal 23, no. 1 (January 1, 1995): 23–28. http://dx.doi.org/10.2224/sbp.1995.23.1.23.

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Some sociological and psychological theories view physical punishment as a form of violence which promotes violent behavior and attitudes in children. However, it is used by 90% of American parents. The long-term impact of such widespread reliance on physical punishment on children's lives is largely speculative, as there is a paucity of empirical research in this area.The current study examines reported types of punishment during childhood and adult attitudes towards violence and interpersonal aggression. Differences in men and women are also examined. Two hundred and forty college students participated. Men and women reported different histories of punishment type, and differed in attitudes towards violence and interpersonal aggression. No relationship was found between punishment history and current attitudes towards violence and interpersonal aggression.

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Symons, Douglas K., Stephanie Adams, and Kathleen H. Smith. "Adult attachment style and caregiver attitudes after raising a virtual child." Journal of Social and Personal Relationships 33, no. 8 (July 9, 2016): 1054–69. http://dx.doi.org/10.1177/0265407515616710.

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Avoidance in adults is related to many negative aspects of caregiving and parenting. This was examined in a simulated parenting experience of 145 students who raised a virtual child from birth to age 19 using the website MyVirtualChild©. Avoidance and anxiety within adult relationships were assessed using the Experiences in Close Relationships–Relationship Structures questionnaire before and after this experience, and caregiver attitudes of positive feelings, perceptions of the child’s security, and willingness to serve as an attachment figure were assessed after the experience. As predicted, avoidance and anxiety were negatively related to caregiver attitudes, with avoidance accounting for these relations. These results support the negative impact of avoidance on caregiver attitudes, even when the child is raised in Cyberspace.

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Reinecke, Mark A., and Gregory M. Rogers. "DYSFUNCTIONAL ATTITUDES AND ATTACHMENT STYLE AMONG CLINICALLY DEPRESSED ADULTS." Behavioural and Cognitive Psychotherapy 29, no. 2 (April 2001): 129–41. http://dx.doi.org/10.1017/s1352465801002016.

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Previous research has found an association between adult attachment style and symptoms of depression among university students and indicated that this relationship may be mediated by dysfunctional attitudes. The present study represents an initial step toward extending these findings to a clinical sample with more severe forms of depression. A sample of psychiatric outpatients diagnosed with major depressive disorder (n = 54) completed measures of adult attachment style, dysfunctional attitudes, and depression. An association was found between insecure attachment style and depression severity. This association was partially mediated by dysfunctional attitudes. These findings are consistent with cognitive-interpersonal models of depression that propose that adverse early experiences may contribute to vulnerability for depression through the establishment of dysfunctional attitudes.

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Tackmann, E., P. Kurz, and S. Dettmer. "Attitudes and knowledge about post-mortem organ donation among medical students, trainee nurses and students of health sciences in Germany." Der Anaesthesist 69, no. 11 (July 21, 2020): 810–20. http://dx.doi.org/10.1007/s00101-020-00812-8.

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Adams, Andrew A., Sarah Hosell, and Kiyoshi Murata. "Following Snowden, German uncertainty about monitoring." Journal of Information, Communication and Ethics in Society 15, no. 3 (August 14, 2017): 232–46. http://dx.doi.org/10.1108/jices-01-2017-0006.

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Purpose As part of an international study of knowledge of and attitudes to Snowden’s revelations about the activities of the National Security Agency/Government Communications Headquarters, this paper aims to deal with Germany, taking its socio-cultural and political environment surrounding privacy and state surveillance into account. Design/methodology/approach A questionnaire was answered by 76 German University students. The quantitative responses to the survey were statistically analysed as well as qualitative considerations of free text answers. Findings Snowden’s revelations have had an important influence over German students’ attitudes toward privacy and state surveillance, and show concerns over the privacy risks associated with Internet activity. Practical implications The study results imply a need to build a collective awareness of the importance of the right to privacy and its responsibilities, the available technological options for individuals to exert their own privacy and security and the democratic means to agree and enforce appropriate legal restrictions on state surveillance. Social implications Young Germans support Snowden’s actions and would be more willing to emulate him in Germany than in the USA. While many believe that people must give up some privacy and freedom for security, few seem to believe that current US or German approaches are valid and justified. Originality/value This study is the first attempt to investigate the social impact of Snowden’s revelations on German students’ attitudes toward privacy and state surveillance as part of cross-cultural analyses between eight countries.

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

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