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Kawasaki, Nancy Noriko. "Midwestern college students' attitudes towards Asian Americans." Connect to resource, 1993. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1135195937.
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Hoang, Phu Dinh. "Attitudes of Southeast Asian immigrant students toward counseling /." Thesis, Connect to this title online; UW restricted, 1996. http://hdl.handle.net/1773/7782.
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Wood, Beverley. "Attitudes toward the elderly : a case study of nursing students' attitudes." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8808.
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Singh-Raud, Harkirtan. "Educational attitudes and aspirations of Asian girls." Thesis, Manchester Metropolitan University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364070.
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South-east Asian girls are frequently categorised as 'Asian' without taking into consideration their gender or religious up bringing. South-east Asian girls are not a homogeneous cluster as perceived by ethnocentric British establishments and institutions. They are discernible, for example, by religion, sect, linguistic association, caste and country of origin. The Asian culture has the prevalent image of being peculiarly oppressive and restrictive for women and the pronouncements of the 'community leaders' are often relied upon, and not the views of women themselves. Hence it is important to permit women to verbalise about their own situation and views. Researchers have, in the past, used their personal experience in formulating hypotheses. Being a British born Asian, one appreciates that the attitudes and aspirations of young Asian women are changing and more research is obligatory if educational establishments and other institutions are to understand and help their Asian female colleagues and students better, by aiding the policy making process and practice. This research has explored the relationship between religious upbringing and attitudes of Asian girls and women in higher education towards school education, further education, employment and settlement. The case study was intended to be illuminative. It was found that the girls answered in different ways and it was clear that some of the responses were clearly categorised by their religion. The findings suggest that if institutions in Britain fail to understand the contrasting effects of religion on ethnic minority students then South-east Asian students will experience 'creedism' and lack of support due to the non-religious orientated assumptions made.
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Burke, Rachel Jean. "Casualties, contributors, competitors or commodities? : images of the Asian international student population in Australia : reflecting notions of 'national identity' /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18916.pdf.
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McWhinnie, Louise J. I. Art History & Art Education College of Fine Arts UNSW. "An inquiry into the study of visual communication by international asian students within the context of an Australian university." Awarded by:University of New South Wales. Art History & Art Education, 2008. http://handle.unsw.edu.au/1959.4/43574.
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Extant bodies of research identify the dilemmas encountered by, and adaptive strategies of international Asian students (IAS) undertaking second language undergraduate study. However no substantive research has explored the existence of subject specific dilemmas that such students encounter in the study of design within a western setting. Doctoral work exploring design education is rare. This study addresses the gap in the research record by investigating the specifics of the study of visual communication by IAS attending an Australian university. Through the voices of the IAS and academics, the specific nature of the manifestation, understanding and misunderstanding of such dilemmas is explored. Together with the investigation of visual communication, the author discloses the nature of perception and misconception between a group of design academics and a cohort of IAS. The study uses complementary methodologies, synthesising quantitative and qualitative data. The study's statistical data was generated from 460 first and second year student surveys. This was undertaken over a three-year period, with resultant data sub-categorised to enable a representation of the IAS to emerge through identification of their particular motivations, expectations and actualisation of dilemmas within the context of the wider undergraduate cohort. The author develops and utilises an explanatory framework after Pierre Bourdieu, to analyse data emanating from interviews with multiple participants of an established population of academics and IAS. She explores the perceptions of their realities and the construction of their representations, as located through both their convergence and divergence. The study's paradigm is constructed by the field of design, as an objective world and site of the inquiry. Viewing the study's data through this conceptual framework, the author constructs a representation of the field and educational site using socio-cultural structures and the populations' multiple realities. The study reports on the layers and contradictions of communication, miscommunication, myth and fiction, constructed through the educational field. This is further interrogated to reveal the arbitrary structure of the field, its pedagogy and creation of its internal logic by which the field is perpetuated and student performances reproduced. The outcomes of the investigation include a detailed identification of lA design students' disclosures of the dilemmas of expectation versus experience, and the systematic misperception of paradoxes within the pedagogy of visual communication, presented as convergent and divergent expectations of the IAS and academics.
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Zhang, Naijian. "Acculturation and counseling expectancies : Asian international students' attitudes toward seeking professional psychological help." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1125367.
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Coming to the United States, international students face numerous cross-cultural adjustment difficulties. Asian international students have had the most cross-cultural difficulties among all international students. Helping Asian international students deal with their life stress has become a challenge for American counselors and psychologists.Studies on the attitude toward seeking professional psychological help have been done primarily with African Americans, Mexican Americans, and Asian Americans. As the population of Asian international students increases, it becomes important that the attitudes of Asian international students toward seeking professional psychological help be examined. The present study examined the relationship between Asian international students' levels of acculturation and their attitudes toward seeking professional psychological help. In addition, this study explored the relationships between Asian international students' levels of acculturation and their recognition of need for psychotherapeutic help, their stigma tolerance, their interpersonal openness, and their confidence in mental health practitioners.One hundred and seventy Asian international students from one Midwestern university and one Northeastern university participated in this study. Participants completed two questionnaires and a demographic profile sheet: (1) the Suinn-Lew Asian Self-Identity Acculturation Scale-International (SL-ASIA-I); (2) the Attitudes Toward Seeking Professional Psychological Help Scale (ATSPPHS); and (3) the demographic sheet which included country of origin, religious beliefs, plans/intentions to stay in U.S., the length of time in the U.S., previous therapy experiences, age, gender, education, major, marital status, and children. Two hypotheses were tested: (1) There was a significant relationship between Asian international students' acculturation levels and their attitudes toward seeking professional psychological help; (2) The higher levels of acculturation the Asian international students had, the more positive their attitudes toward seeking professional psychological help. Multiple regression analyses were conducted to predict Asian international students' attitudes toward seeking professional psychological help.As was expected, a significant relationship between Asian international students' levels of acculturation and their attitudes toward seeking professional psychological help was observed. In addition, significant correlations were perceived between Asian international students' levels of acculturation and their stigma tolerance and their confidence in mental health practitioners. Discussions of these findings and limitations and recommendations for future research were presented.Department of Secondary, Higher, and Foundations of Education
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Townsend, Peter 1952. "The development of intercultural capability : a comparative analysis of the student international education experience." Monash University, Faculty of Education, 2004. http://arrow.monash.edu.au/hdl/1959.1/5442.
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Liang, Jenie Ching-hua. "The influence of role activation and sociocultural factors on the mental health attitudes and coping practices of Asian Pacific Americans /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3190530.
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Thesis (Ph. D.)--University of Oregon, 2005.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 148-158). Also available for download via the World Wide Web; free to University of Oregon users.
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Braginsky, Nafanua. "The Psychosocial and Cultural Values related to Dietary and Physical Activity Practice of Asian Americans and Pacific Islanders with Diabetes in Hawaii." Diss., University of Hawaii at Manoa, 2009. http://hdl.handle.net/10125/22045.
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Purpose: To explore psychosocial and cultural values related to dietary and physical activity practices of Asian Americans and Pacific Islanders (AAPI) with type 2 diabetes in Hawai'i.
Methods: Content analysis of data previously collected from the experimental study, "The Study of Cognitive Behavioral Interventions in Diabetes Self-Management," was completed. Focus groups were conducted with a total of 15 men and women of AAPI descent, ages 18 -75 years with type 2 diabetes. Focus group discussions were tape recorded and transcribed verbatim. Data were analyzed for emergent categories and themes using the social ecological framework. In addition, NVivo 8 computer software was utilized for organization and management of data.
Findings: Psychosocial themes related to dietary practices included depression, denial, happiness, self-control, and awareness of complications. Cultural values related to eating, such as family upbringing, social events, food variety, large food portions, and reciprocity were identified. Participants with underlying medical conditions posed as physiological limitations to physical activity. Psychosocial and cultural values that influenced physical activity were motivation, family values and gender.
Conclusion: Results of this study support the value of employing the social ecological framework when attempting to understand the health behavior of these minority populations. The contextual experiences of the participants in their families, environment, and the local culture in Hawaii greatly affected their dietary and physical activity behaviors. From the social ecological perspective, an important recommendation from results of this study is for future support programs to address individual needs in the context of family. Interventions should also focus on the environmental values that influence variety and portions of food; and provide culturally sensitive support for the psychosocial issues that potentially become barriers. Education programs related to support for diabetes should be tailored for the AAPI populations. Empowerment with knowledge and support would allow individuals and their families to take ownership of their health care and thereby equipping them with tools to develop nutritionally and physically sound health habits to control diabetes. Positive health outcomes are, after all, the ultimate goal of diabetes self management.
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Kiley, Margaret. "Expectations and experiences of Indonesian postgraduate students studying in Australia : a longitudinal study /." Title page, table of contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09PH/09phk478.pdf.
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Choi, Jin Ho. "Attitudes of international music students from East Asia toward U.S. higher education institutions." Thesis, connect to online resource, 2009. http://digital.library.unt.edu/permalink/meta-dc-9856.
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Dixon, Kathryn C. "Attitudes of staff and students towards vocational education at a case study school." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1991. https://ro.ecu.edu.au/theses/1121.
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The main purpose of this study was to investigate the attitudes of the staff and students at a metropolitan high school towards the vocational Education program, through examining the factors affecting the development of those attitudes and the factors affecting the implementation of the program at the school. The theoretical base of the study draws on the theories of attitude formation proposed by Fishbein (1963) who believed that there is a close relationship between individual belief systems and attitude formation. With respect to the formation of attitudes towards Vocational Education, this study proposes that in a school context influential areas are significant others, past experiences, individual personalities and information. The research is descriptive in nature. The staff and students were asked to complete a questionnaire and were formally interviewed. A measure of the non-verbal behaviour of staff and students during the interviews was also undertaken using a five point scale from negative to positive. The research was undertaken in a single metropolitan senior high school in Western Australia and the sample consisted of 14 staff and 240 students. The main findings of the study show that the majority of staff and students had developed negative attitudes towards Vocational Education. They believed that the course lacked rigour and that significant others such as peers, parents, students and the Western Australian Ministry of Education did not esteem Vocational Education. No needs analysis had been conducted prior to the introduction of the course in the school and staff were given no choice as to their involvement in teaching the units. Staff believed they were inadequately trained in the Vocational Education area and this led to low levels of confidence in teaching the course. The research question was investigated in terms of eight variables: individual attitudes towards Vocational Education; ,perception of the attitudes of significant others towards Vocational Education; satisfaction with course structure; satisfaction with availability of resources and equipment; level of choice with regards to involvement in Vocational Education; degree of ownership towards the course; level of involvement in decision making; and inservicing availability. With the exception of variable four; response to resources and equipment, the response by staff and students to questionnaire and interview items relating to the remaining variables were negative. The implications of the results of the study are discussed in full.
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Hy, Kevin Ha. "Motives as a factor in acculturation among Asian international students." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2678.
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This research examined the relationships between international students' acculturation levels and their motives for study abroad, residency intentions regarding the United States, English proficiency, and length of residency in the United States. Implications are discussed, including how the understanding of students' motives can be used in counseling and recruitment of international students.
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Saltmarsh, David L. W. (David Lloyd William). "National review of nursing education : student expectations of nursing education." Canberra, A.C.T. : Commonwealth Department of Education, Science and Training, 2001. http://www.dest.gov.au/highered/nursing/pubs/student_expect/1.htm.
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Adolphe, Francois. "A cross-national study of classroom environment and attitudes among junior secondary science students in Australia and in Indonesia." Thesis, Curtin University, 2002. http://hdl.handle.net/20.500.11937/547.
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One purpose of the present study was to validate a modified version of the What is Happening In This Class? (WIHIC) questionnaire and the Test of Science Related Attitude (TOSRA) in both Australia and Indonesia. It was the first classroom environment study that used the two above questionnaires simultaneously in these two countries. The second aim of this study was to find out whether the scores on the WIHIC questionnaire and TOSRA vary with country and with gender. The third and final aim of this study was to evaluate the strength of the associations between students' perceptions of their classroom environment and their attitude to science in both Australia and Indonesia. The sample consisted of 1,161 students (594 students from 18 classes in Indonesia and 567 students from 18 classes in Australia). All the students came from private coeducational schools. The original WIHIC questionnaire had eight scales made up of ten items per scale while the original version of TOSRA had seven scales made up of ten items per scale. Principal components factor analysis followed by varimax rotation resulted in the acceptance of a revised version of the WIHIC comprising 55 items and a revised version of TOSRA comprising 20 items. The a priori factor structure of the revised version of each questionnaire was replicated in both countries, with nearly all items having a factor loading of at least 0.30 on their a priori scale and no other scale.The use of MANOVA revealed that there were a few differences between Australian and Indonesian students' perceptions of their classroom environments and in their attitudes to science. For example, Australian students had a more positive attitude towards scientific inquiry while Indonesian students had a more positive attitude towards career interest in Science. A comparison between male and female students in the two countries revealed that both genders had almost similar perceptions of their learning environments and attitudes to science. However, female students had a slightly higher score when it came to career interest in science, student cohesiveness and equity. A series of simple correlation and multiple regression analyses revealed reasonably strong and positive associations between each classroom environment scale and the attitude scale. Overall Teacher Support and Involvement were the strongest independent predictors of student attitudes to science in both Indonesia and Australia.
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Sharma, Alka. "Low-income South Asian parents' concept of 'making it' in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B4979937X.
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This thesis addresses academic underachievement by ethnic minorities, a persistent sociological problem, in the context of low-income South Asian students in Hong Kong. South Asians have deep roots in the history of Hong Kong; however lower income groups among them find few opportunities for upward social mobility. Students from this community attend ‘designated’ local public schools, which do not seem to offer them a challenging academic environment. Hence, these students generally show poorer levels of academic performance and higher levels of dropout rates compared to the majority Chinese students. Most of them also do not go to university and seem to make poor career choices.
Existing research on this issue has explored the impact of factors such as limited school choices, segregation in designated schools, poor quality of education, Chinese language requirement, and stereotypes associated with the South Asian community, suggesting that the disadvantaged position of South Asian students is a consequence of their ‘non-Chinese status’ as it denies them the privileges enjoyed by the mainstream population. However, prior research has generally overlooked the role of South Asian parents in their children’s academic life. This thesis addresses this ‘research gap’ by exploring low-income South Asian parents’ understanding of the educational opportunities available in Hong Kong and their attitudes towards children’s education and future.
A qualitative study within the social constructionist paradigm is used, to examine the ways in which low-income South Asian parents understand and respond to the education system in Hong Kong. Grounded theory approach is used to collect and interpret the data obtained from seventy one interviews with South Asian students, their parents, teachers and social workers. Using ‘constant comparative’ and ‘inductive’ methods, three sensitizing concepts are identified - ‘parental involvement’, ‘ethnic identity’ and ‘folk theory of making it’; and these are used as the theoretical foundation for the data analysis process. In addition, four conceptual categories are developed - ‘educational perspectives’, ‘limited support’, ‘beyond control’, and ‘ensuring future success’, which define the process of adaptation of the South Asian parents to the education system in Hong Kong.
Data shows that the low socioeconomic status and strong ethnic identity of South Asian parents has a major impact on their educational expectations for their children and their adaptation pattern reflects ‘resistance’ against marginalization in the local education system. This study highlights the ‘instrumental’ view of education wherein South Asian parents do not conform to standard achivement ideology of Hong Kong society. Instead, they seem to withdraw from high academic expectations and upward social mobility, which further widens the existing social and economic gap between them and other groups, especially the majority Chinese group. In this process, their ethnic identity is reinforced with a focus on strong ties with their home countries; hence, most of them consider themselves only as ‘economic stakeholders’ in Hong Kong society.
These findings emphasize the immediate need for the provision of quality education for ethnic minority groups and concerned attitude from the educators and citizenship educationpublished_or_final_version
Education
Doctoral
Doctor of Philosophy
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Hedges, Pamela Mary. "Antecedents and outcomes of international student adjustment." University of Western Australia. Graduate School of Management, 2003. http://theses.library.uwa.edu.au/adt-WU2003.0027.
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This study considered the adjustment of international students to their life in a new country and their work in the business faculty of a large Australian university. Prior research into expatriate adjustment was used as the study’s basis and a model for analysis was developed from that research literature. Although some aspects of the relationships found with expatriate employees were not demonstrated, generally the similarities were strong and the features of an expatriate employee’s experience and that of an international student were seen to be very alike. Over 500 international students completed a survey based on well-validated measures from the research literature. The results were analysed using structural equation modelling. The hypothesised model did not fit very well in its original form and alternative models were suggested and tested in order to identify a better-fitting model. Cultural novelty, personal abilities in interpersonal interactions and communication skills, self-esteem, self-efficacy and general adjustment were found to be the most significant variables in explaining the outcomes of academic achievement, workrelated and general wellbeing and work-related and general satisfaction, with selfesteem, self-efficacy and general adjustment having the greatest influence on successful outcomes. Adjustment was found not to be a mediating construct, as suggested in the expatriate literature, but an antecedent influence upon the outcomes. Relationships between the constructs were complex, as had been suggested by previous research, making generalisations about causes and consequences of adjustment very difficult. This complexity emphasised that, for international students, the experience of living and working in an international location needs to be regarded in a holistic fashion and that there are many and varied contributors to its success. Several potentially fruitful avenues for future research, concerning both international students and expatriate employees, were identified and discussed. The implications of the present study were considered, both from an academic perspective and in terms of usefulness within a university. A number of possible practical strategies were suggested, relevant to students, lecturers and university administrators that might assist in improving the experience of ‘expatriation’ for international students.
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Ciszek, Robert J. Strand Kenneth H. "Relationships among selected perceptions, attitudes, needs, and expectations of Pacific Rim foreign students concerning their experiences in U.S. higher educational institutions." Normal, Ill. Illinois State University, 2000. http://wwwlib.umi.com/cr/ilstu/fullcit?p9986982.
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Thesis (Ph. D.)--Illinois State University, 2000.Title from title page screen, viewed July 31, 2006. Dissertation Committee: Kenneth H. Strand (chair), George Padavil, Paul J. Baker, Louis Perez. Includes bibliographical references (leaves 202-205) and abstract. Also available in print.
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Speller, Heather Korkosz. "Mental Health Literacy: A Comparative Assessment of Knowledge and Opinions of Mental Illness between Asian American and Caucasian College Students." Thesis, Boston College, 2005. http://hdl.handle.net/2345/364.
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Thesis advisor: Ramsay LiemUnderutilization of mental health services among Asian Americans is a pressing concern. It is possible that knowledge and beliefs about mental illness (a.k.a. “mental health literacy”) serve as barriers to seeking appropriate help, and that Asian cultural values plays a role in determining such attitudes. This study investigated the relationships among mental health literacy, attitudes towards mental health services, and adherence to Asian cultural values. A sample of 17 Caucasian and 22 Asian American college students completed a questionnaire including the Asian Values Scale, the Attitudes Toward Seeking Professional Psychological Help Scale – Shortened Version, and four vignettes portraying depression, schizophrenia, alcohol dependency, and anorexia. Results indicated that Caucasians were slightly more likely to correctly recognize and identify mental illnesses than were Asian Americans. Causal attributions varied greatly across different mental disorders, and Asian Americans showed less positive attitudes towards seeking professional psychological help, and preferred to solve problems on their own or seek help from family or friends. The greatest barriers to treatment for Asian Americans were a fear of showing personal weakness and concern about stigma. Adherence to Asian cultural values was inversely associated with willingness to seek professional help, and with willingness to take medication for psychological problems
Thesis (BA) — Boston College, 2005
Submitted to: Boston College. College of Arts and Sciences
Discipline: Psychology
Discipline: College Honors Program
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Biswas, Minoti. "University students' receptivity to peers with disabilities." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/247.
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This research investigates university students' receptivity to peers with disabilities at two universities in Perth, Western Australia (Edith Cowan University and the University of Notre Dame in Fremantle), and two universities in India (The University of Kolkata (previously Calcutta) and the University of Jadavpur). Data were collected by three methods: (1) a 60 item questionnaire (N=996) based on six aspects supporting receptivity to peers with disabilities-Academic, Interactive, Social, Personal, Professional and Supportive; (2) written open-ended data (N= 201); and (3) four focus groups, two in Perth (N=1O) and two in Kolkata (N=10). The final questionnaire was composed of 30 stem-items each answered in two perspectives: (1) an ideal self-view (What I think I should do) and (2) their self-reported behaviour (what I actually do), making a total of 60 items.
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Adolphe, Francois. "A cross-national study of classroom environment and attitudes among junior secondary science students in Australia and in Indonesia." Curtin University of Technology, Science and Mathematics Education Centre, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13842.
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One purpose of the present study was to validate a modified version of the What is Happening In This Class? (WIHIC) questionnaire and the Test of Science Related Attitude (TOSRA) in both Australia and Indonesia. It was the first classroom environment study that used the two above questionnaires simultaneously in these two countries. The second aim of this study was to find out whether the scores on the WIHIC questionnaire and TOSRA vary with country and with gender. The third and final aim of this study was to evaluate the strength of the associations between students' perceptions of their classroom environment and their attitude to science in both Australia and Indonesia. The sample consisted of 1,161 students (594 students from 18 classes in Indonesia and 567 students from 18 classes in Australia). All the students came from private coeducational schools. The original WIHIC questionnaire had eight scales made up of ten items per scale while the original version of TOSRA had seven scales made up of ten items per scale. Principal components factor analysis followed by varimax rotation resulted in the acceptance of a revised version of the WIHIC comprising 55 items and a revised version of TOSRA comprising 20 items. The a priori factor structure of the revised version of each questionnaire was replicated in both countries, with nearly all items having a factor loading of at least 0.30 on their a priori scale and no other scale.The use of MANOVA revealed that there were a few differences between Australian and Indonesian students' perceptions of their classroom environments and in their attitudes to science. For example, Australian students had a more positive attitude towards scientific inquiry while Indonesian students had a more positive attitude towards career interest in Science. A comparison between male and female students in the two countries revealed that both genders had almost similar perceptions of their learning environments and attitudes to science. However, female students had a slightly higher score when it came to career interest in science, student cohesiveness and equity. A series of simple correlation and multiple regression analyses revealed reasonably strong and positive associations between each classroom environment scale and the attitude scale. Overall Teacher Support and Involvement were the strongest independent predictors of student attitudes to science in both Indonesia and Australia.
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Amm, Lesley E. "Individual, family, social support and stress factors affecting university students' generalised self-efficacy beliefs." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/282.
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Students' success at university is influenced by their generalised self-ecfficacy beliefs. Previous studies compared these beliefs to individual variables derived from self-concept, family, stress, and self-support research. An holistic approach in this present study was used with data collected from 168 first-year students, to investigate the relationship between generalised self-efficacy beliefs and variables measuring students' self-descriptions, the functioning of their families-of-origin, their daily stress experienced in the university setting, stress management skills they wish to improve and their fear of disclosure in relation to peers.
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McBride, Sharon. "The effect of canteen menu on nutritional knowledge, attitudes and behaviour of year five students." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1992. https://ro.ecu.edu.au/theses/1128.
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Eating habits are learned during childhood, and patterns of behaviour established in childhood have important health ramifications throughout life. Over half of all deaths in Australia are linked to diet with over-consumption of saturated fat, sugar and salt, and lack of fibre being identified as particular problem areas. Nutrition education is an important component of primary health education curricula, and yet school canteens, and integral part of the school environment, do not necessarily offer healthy food choices that support nutrition instruction in the classroom. This study investigated the effect of canteen menu on student knowledge and attitudes toward nutrition and dietary behaviour at school. A two-part questionnaire and dietary analysis were administered to Year Five students in six metropolitan government primary schools. Schools were selected to form one of three groups; those with canteens that sold predominantly healthy food, those that did not, and those that changed to selling predominantly healthy food during the study period. A pretest was administered at the beginning of the study and were followed with a post-test after a five month period. Differences between groups were apparent in dietary behaviour and attitudes towards nutrition. Students with access to canteens with a healthy menu consumed less fat, less salt and more fibre while at school compared with students in schools where the menu was nutritionally inferior. The analysis of the attitudinal section of the questionnaire revealed several differences in student opinion about nutrition. In general, those students with access to healthy canteen menus displayed more positive attitudes towards good nutrition. Use patterns of the canteens and knowledge about nutrition were similar for each group. The study revealed that the nature of canteen food is an important influence on dietary behaviour at school. In addition, it appears that the canteen menu may affect students' attitudes toward good nutrition. This influence may have important ramifications for the present and future health of young Australians and warrants careful consideration by decision-making authorities.
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Adolphe, Francois Serge Gerard. "A cross-national study of classroom environment and attitudes among junior secondary science students in Australia and in Indonesia /." Full text available, 2002. http://adt.curtin.edu.au/theses/available/adt-WCU20031201.141540.
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Haswell, Christopher. "Asian students of English at an International University in Japan : a study of attitudes to the use and study of English." Thesis, University of Sheffield, 2014. http://etheses.whiterose.ac.uk/7430/.
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International university education is now a significant and growing part of tertiary education worldwide. In the Asia Pacific region, internationalization is viewed as a lifeline for universities to secure their long-term survival in an increasingly competitive education market. The use of English as a global and academic lingua franca is connected to both international student interaction and institutional outreach. This thesis reports the findings of a large-scale research project investigating attitudes towards the English language of university students from Japan, Korea and China studying at an international university in Japan. The context for this study is Japan’s most internationalized university, an institution in which greater interest has been engendered by recent governmental and sector efforts to increase the internationalization of all Japanese universities. Previous research has focused on a single population’s attitudes about the study of the English language, utility value of the language, or preferred English variety. My study compares students’ views about these issues with the attitudes of their counterparts studying at non-international, domestic universities in their home countries (China, Korea). More than 800 students from six universities in three countries participated in this research into linguistic attitudes, a study supported qualitatively by focus group-style interviews. This research found that the internationalization of tertiary education in Japan has affected students’ attitudes towards English language use. At the same time, despite exposure to different varieties of English on a campus where almost half of the students come from overseas, the students from the international university continued to view American English and British English as their preferred performance targets. Chinese and Korean students studying abroad at the international university acknowledged Asian English varieties, but also reported these varieties as causing problems. Internationalized study environments do not appear to change the status of well-established standard varieties as preferred performance models.
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Mansfield, Caroline. "The influence of student perceptions about school experience on non-university bound students' motivation to succeed." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/911.
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In Australiari high schools today there. are increasingly greater numbers of students completing a final two years of post-compulsory secondary schooling Without the intention of progressing to a university tertiary education. Educators acknowledge that the comparative lack of motivation displayed by these students poses problems within the classroom and the educational system and most are concerned about how best to cater for the distinct and unique needs of this group of students. This thesis investigates the influence of student perceptions about school experience on Year 12 non-university bound students' motivation to succeed. The study focuses on the perceptions students hold about the classroom processes and curriculum they experience in their final year of school and. then explores how these perceptions influence the motivational goal orientations students adopt.
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Johnston, Weldon Byron, of Western Sydney Nepean University, and Faculty of Education. "The relationship between senior primary school teachers' attitudes, knowledge and participation with respect to physical activity and their students' cardiovascular fitness levels." THESIS_FE_XXX_Johnston_W.xml, 1998. http://handle.uws.edu.au:8081/1959.7/374.
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One of the multitude of factors that can influence the cardiovascular components of children's health related fitness is the classroom teacher's knowledge of attitudes toward and personal participation rate with repect to physical activity. This study explored the possibility of a relationship existing between these teacher variables and children's health-related fitness levels. Nineteen Year Five and Year Six teachers from four suburban Sydney primary schools completed a physical activity attitudinal survey designed to ascertain their background knowledge of minimum physical activity requirements, their involvement rates, both as partcipants and as leaders of physical activity and their attitudes toward physical activity. A physical activity questionnaire was completed by 509 students in classes taught by the nineteen teachers. Results of survey and questionnaire are given and the issue is explored in some depthMaster of Education (Hons)
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Lee, Mei-sheung, and 李美嫦. "Becoming multilingual: a study of South Asianstudents in a Hong Kong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36753269.
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Gill, Judith. "Differences in the making : the construction of gender in Australian schooling /." Title page, table of contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09PH/09phg4753.pdf.
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Harms, Craig. "Goal motivation, academic outcomes, and psychological distress of a group of Australian secondary students : scale refinement and an extension of the Ingledew, Wray, Markland, and Hardy (2005) model." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2010. https://ro.ecu.edu.au/theses/136.
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Beliefs held about personal goals are termed goal dimensions. When applied to academic goals, goal dimensions represent a form of academic motivation. The purpose of this research was to examine if a model of goal dimensions developed by Ingledew, Wray, Markland, and Hardy (2005) in a business setting with adults could be applied to explain academic outcomes and psychological distress of two hundred and sixteen Australian final-year secondary students who were striving to gain a place at a university. Structural Regression (S-R) Analysis was used to examine the effect of the goal dimensions on psychological distress at Time 1 (April); psychological distress at Time 3 (September) while accounting for psychological distress at Time 1; and psychological distress at Time 3 as well as overall final academic performance, with consideration given to the effect of sense of goal progress and use of self-regulated learning strategies assessed at Time 2. Although not intended as a major part of the current research, several alternative models were developed for the scales that were used in the present study. Findings from the substantive analysis indicated that supportive beliefs about this personal goal were predictive of fewer symptoms of concurrently measured psychological distress.
These findings were most clearly demonstrated when an S-R (of a substantially modified version of the Ingledew et al. model) rather than a Path Analysis was conducted. Supportive goal beliefs were also predictive of subsequent beliefs about goal progress and academic performance.
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Saker, Leslie G. "A study of 1st and 2nd year Catholic university students' perceptions of their senior religious education classes in Catholic schools in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/797.
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The primary purpose of this study was to investigate the perceptions of 1st and 2nd year university students of their years eleven and twelve religious education classes at a Catholic school. A secondary purpose was to understand students’ acceptance or non-acceptance of official Catholic Church doctrine/dogma and why. Four research questions were asked to direct the study. 1. Are Catholic schools in Western Australia carrying out the mandate for their existence, that is, the Catholic education of their students? 2. Did students perceive their religious education classes as aiding their religious development? 3. Are students accepting or rejecting important doctrinal teachings of the Catholic Church? If so, why is this the case? 4. How do students perceive their lived experience and the Catholic Church's teaching on morality? Catholic students who had spent their senior years (11 and 12) at a Catholic school, who had studied religious education and who are now 1st and 2nd year students in the School of Education at Edith Cowan University constituted the participants for this study. The study centred upon descriptive research using the interpretative paradigm with a variety of methods to build upon the descriptive approach. With the collection of data, there were two stages. Stage one of the study used the quantitative method of research, the questionnaire, which consisted of six constructs and 75 items administered to 133 1st and 2nd year university students. The analysis of the questionnaire allowed the researcher to prepare for stage two, the interview stage (qualitative research). This stage involved one-to-one interviews. The questions for the interview stage were developed from the analysis of the questionnaire data. To enhance the validity and reliability of the study triangulation of the data was undertaken
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Lam, Tai-pong, and 林大邦. "A study of curriculum reform in an Asian medical school and the implications for medical education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B35781452.
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Cox, Philip F. "Student beliefs about learning in religion and science in Catholic schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/799.
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The focus of this study is the impact of student perception of the validity of content on student learning. It is proposed that, if the content of a subject is perceived by students as being different to the content of another subject, a result of this perceived difference is that students will treat their learning in these subjects differently. To test this proposal, student beliefs about items from the content of the religious education course are compared with student responses to items of content of their science course. A sample of 1418, year 11 students from nine co-educational Catholic secondary schools were asked to respond to a series of outcome statements from the year 10 religious education and science courses. The questionnaire asks two questions; one, can• the student recall being taught each item; and two, does the student believe that the item is true. If the students believe that the item is true, they are asked to indicate one of three possible reasons for their belief. One, they believe the item because the teacher had provided them with evidence that convinced them that the item is true; two, they believe the item because they trust the teacher to teach them what is true, or three they believe the item for some other reason such as faith. This study does not deal with the issue of faith formation, catechesis, new evangelisation or evangelisation which are significant raison•d'etre of Catholic schools and are closely linked to the study of religious education in Catholic schools. Student and staff responses to a number of open-ended questions, and extensive discussions with students in a Reference Group, provide additional insights into the student beliefs regarding the nature of knowledge particularly for the content of their religious education and science courses.
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Kurup, Premnadh M. "Secondary students beliefs about, understandings of, and intentions to act regarding the greenhouse effect." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1324.
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The greenhouse effect (GHE) is a concern to everyone on this planet. To understand the GHE, students and citizens need an understanding of the chemical processes underlying this environmental phenomenon. Citizens need to be scientifically literate in relation to this phenomenon in order to participate in democratic decision-making and to take appropriate actions in their daily lives. As the GHE is a global issue it will require collective and individual actions to prepare for the likely climatic changes and to reduce the further impact of the GHE. This study focused on high school students' beliefs about, understandings of the GHE and their intentions to act in ways that would reduce greenhouse gas emissions. Aspects of the GHE that are taught in high school science were also investigated. The study was conducted in five schools each in Western Australia (Australia) and Kerala (India) and data were collected from 438 Year 10 and 12 students representing compulsory and post-compulsory stages of education in both states. Two hundred and thirteen students from Western Australia and 225 students from Kerala completed a questionnaire and a sample of students and heads of science were interviewed. A Propositional Knowledge Statement (PKS) was developed, which is a set of propositions that outline science concepts necessary for an understanding of the GHE in terms of its causes, effects, mechanism and actions that can be taken to reduce greenhouse gas emission. In this study the PKS is considered to be the essential knowledge necessary to interpret the GHE, to take appropriate environmental action, and to make informed decisions as a scientifically literate member of society. The questionnaire and interviews were based on the PKS. The study revealed that high school students strongly believe that the GHE is real and affecting the climate at present and will also affect it in the future. They consider that the GHE is a relatively important social issue and they believe that governments should conduct programmes to raise community awareness and enact strict laws to reduce the release of greenhouse gases. Students' understanding of the GHE is inadequate to make informed decisions and take appropriate environmental actions as a scientifically literate member of society. The majority of students and their families are already taking or are considering taking 10 accepted actions to reduce greenhouse gas emissions by household activities. The majority of students are not prepared to sacrifice their personal comforts or conveniences to reduce greenhouse gas emissions and they have strong reasons for that, however, they believe that governments should enact strict laws to reduce greenhouse gas emissions and should sign the Kyoto protocol. The GHE is not adequately represented in Western Australian and Kerala science and chemistry curricula. The heads of school science departments in Western Australia and Kerala consider that school science should do more to teach the GHE, as it is an important aspect of scientific literacy. An ideal scenario for students’ beliefs about, understanding of the GHE and commitments to take action that would enable individuals and communities to reduce greenhouse gas emission was developed based on the PKS and reports such as lPCC (2001), UNEP (2001), AGO (1999; 2000) and UN (1992). The actual scenario was based on the data from this study. The differences between ideal and actual scenarios were discussed and implications for improving education about the OHE were developed. Information about the curriculum and students' sources of information about the GHE, students' beliefs, understandings and intentions to act were mapped against the theory of reasoned action (Ajzen & Fishbein, 1980).
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Florisson, Steven J. "Aboriginal Students Perceptions Of The Effect Of Vocational Education And Training On Post School Experiences." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1547.
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Over the past decade there have been dramatic and unprecedented changes in post compulsory education, with an increase of over 40% for year 12 retention rates to 76.6% in 1992 and huge expansion of year 11 and 12 vocational education and training programs. However, for Aboriginal past compulsory age students, the picture is very different. In 1993 the year 12 Aboriginal retention rate was only 24.48% or 982 students (Australia wide), and by 1996 only 10% of the indigenous 15 and older population had any post school qualification, compared to 35% of the total population. Only 34% of West Australian Indigenous 15 to 24 year olds were employed compared with 56% of the total population. Aboriginal students not participating in education have been the subject of many reports, reviews and studies, but few of these have looked at Aboriginal vocational education and training and even fewer at the Aboriginal students own perception of education. The purpose of this study is to explore and describe the experience of Aboriginal students who have been involved in secondary school vocational education and training programs at Wongutha Christian Aboriginal Parent-directed School (Wongutha CAPS) to ascertain particular experiences that affected the students in their post school situations. Apart from the value of sharing the experiences of Aboriginal students, it is anticipated that the conclusions of this study will: help identify methods of training that have been effective for Aboriginal students, help identify particular courses that more readily articulate into further training and employment, help identify the specific needs of Aboriginal vocational education and training students, help identify factors which have led to poor year 11 and 12 retention levels, and poor participation rates in employment, assist educators in developing vocational education and training curriculum that is relevant to the needs of Aboriginal students, and deleting from vocational education and training programs material that is not relevant. This study provides educators with a student's "inside view” of vocational education and training experiences. The study involves post secondary Aboriginals who participated in secondary vocational education and training programs at Wongutha CAPS for a period of six months or longer at some time within the past nine years. The study utilises a phenomenological methodology with data collection by interview.
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Milmoe, Angela. "Boys' perceptions and experiences of their placement in a secondary school remedial program : An examination of self-esteem, attitude, motivation and reading achievement." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1502.
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Remedial EngIish education has long focused on the development of students reading and writing skills, but research suggests that greater emphasis may need to be placed on affective factors such as self-esteem, motivation, attitude and perception. The influence of such 'non-cognitive' factors on any adolescent student's literacy development is often underestimated. For students experiencing difficulties in literacy, the interaction between perceived ability of degree of success in literacy and the affective factors often impact negatively on self-esteem, attitude and motivation. The relationship between self-esteem, attitude, perception, motivation and literacy needs to be explored, especially when dealing with students with literacy difficulties. This study examines the perceptions of lower secondary school students who had been placed in a remedial English program. It examined not only their perceptions of the program, but also their self-concept as readers, the value they place on reading and their motivation to read. The research differs from much of the earlier research by focusing on student perceptions, attitudes, expectations and recommendations rather than on teacher evaluation• or the effectiveness of remedial programs. The case study research was conducted on 24 boys from Years Eight to Ten in an Australian Catholic secondary school. The boys had been the placed in a 'Focus English Program' designed to improve the literacy competencies of students who had difficulties with reading and writing. The case study grew out of the researcher’s concern over the negative effect that placement in the program was having on students in terms of self-esteem, attitude, motivation and achievement. The negative effect on student achievement was noticeable particular for those who had been in the program for .an extended period of time. A comparison was needed of the perceptions and attitudes of Year Ten boys, who had been in the program for more than two years, with the perceptions of Year Eight and Year Nine students, who had been in the program for less than two years and who bad also taken part in a Self-Esteem Development Program. The research involved two phases. In the first phase of the study two surveys were administered and in the second phase a focus group interview was conducted. The first survey was the Motivation to Read Profile (Gambrell, et al, 1996) which yielded scores on two measures: Value of Reading and Self-Concept as a Reader. The second was a researcher-designed Perceptions Survey in which participants were asked to express their views about the Focus English Program. This survey examined student attitudes towards reading benefits and disadvantages of the Focus English Program, peer influences and recommendations for change. The second phase of the study involved the random selections of two students from each of the year groups participating in the study. These students then took part in a focus group which discussed the advantages and disadvantages of the Focus English Program, academic achievement parental attitudes and the issues students faced as a result of placement in the program. Results indicated that participants had strong opinions regarding the Focus English Program. All participants identified a number of advantages and disadvantages and aspects they believed were in need of change. The responses indicated that the Year Ten students were negatively affected by the program as they provided a number of strongly negative opinions, while the Year Eight and Nine students provided more balanced perspectives and identified a number benefits and disadvantages. Overall, the findings revealed the Year Ten group was extremely negative in terms of perceptions of themselves as learners and of the Focus English Program. Conversely, the Year Eight and Nine students were more positive and displayed a greater awareness of their difficulties and reasons for their placement in the Focus English Program. The findings suggest the Self-Esteem Development Program played a positive role in the achievement and attitude of students; and that students may become more negative if kept in a remedial program for a number of years. The findings also highlighted a need to re-examine curriculum and in particular the type of curriculum presented to remedial students. Participants indicated the need for more visual elements to be integrated into the curriculum as well as more choice in the types of materials assigned. The study highlights the importance of student perceptions and the influential role self-esteem, attitude and motivation play in learning. It argues that the Self-Esteem Development Program should be continued. It suggests that it would be improved by the introduction of a more consistent behaviour management program and that motivation would be improved by the provision of more computers for student use, more reading materials based on students’ interests, increased use of films and videos in the classroom, and more class excursions. It also recommends more targeted in-service programs for teachers dealing with Focus classes.
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Fyson, Stephen J. "Understanding and Developing Transformational Community in Order to Prevent Alienation : a Longitudinal Study of Students Involved in a School Restructure." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/1654.
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The research examined whether the transition of students into junior high school from primary could school be managed with less alienation for the students by using a school restructure that intentionally attempted to increase psychological sense of community. The objectives of the research were therefore to (a) describe and understand students' perspectives of their community life world, (b) contribute to the knowledge of community-based practice in education, and (c) to add to the scope of understanding of the psychological sense of community.
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Pearce, Michelle. "Towards inclusive standards." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/241.
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The context of this study is the inclusion of students with dillabilities in secondary schools. The introduction of legislation in the United States and Australia has resulted in large numbers of students with disabilities being included in regular classes by subject teachers. Inclusion in secondary schools has proved especially challenging to teachers. Reviews and research highlight the need for teacher training. but do not specify the knowledge and skills that teachers need to become inclusive. It has been proposed that professional teaching standards have the potential to guide preservice and inservice training. Before standards could be assessed for their inclusivity, however, it was necessary to identify the knowledge, skills and attributes of inclusive secondary school teachers and how they could be acquired.
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Chia, Steven Puay Chong. "An investigation into student and teacher perceptions of, and attitudes towards, the use of information communications technologies to support digital forms of summative performance assessment in the applied information technology and engineering studies courses in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2016. https://ro.ecu.edu.au/theses/1806.
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This study investigated the connections between teachers’ and students’ perceptions of, and attitudes towards, the use of Information and Communications Technologies (ICT) to support assessment in senior secondary courses in Western Australia, and the feasibility of such support in various forms. This investigation focused on the main characteristics of these perceptions, and attitudes and their relationships with curriculum, pedagogy, assessment and ICT. The findings provide guidelines for educators in using ICT to support summative performance assessment. My study was part of the main research study undertaken by Edith Cowan University (ECU) and the Curriculum Council of Western Australia (CCWA) and will provides significant clarity into the implementation of ICT support for performance assessment employing practices which characterise practical performance in digital forms. It was in the range of teacher and student perceptions and attitudes that this study added knowledge to the practice of digital forms of assessment.
The overall intent was to design, cultivate and implement the best assessment task possible to measure the practical performance of students in Engineering Studies and Applied Information Technology (AIT). Therefore, it was also necessary to evaluate the feasibility of this task and factors that would affect feasibility such as perceptions and attitudes of particpants. To achieve this the study needed to gather data in various forms from a wide variety of sources that would allow triangluation of data analysis. Qualitative data were gathered from a student survey where a set of measurements scales were constructed. Quantitative data were assembled from observation and discussion with teachers before, during and after schools’ visits, from open-ended items in the student survey section and from teacher interview responses. In addition small groups of students were assembled into discussion forums and responses to a series of questions were recorded and analysed.
A number of critical thresholds had been reached to underpin the relevance and importance of research into aspects of the use of ICT to support summative assessment. Firstly the growth in access to, and improvements, in ICT services has enabled this emergent area of digital assessment or e-assessment (JISC, 2006). However, this growth is not sufficient justification for the investigation and implementation of digital forms of assessment. The research is justified when this growth in ICT is combined with the increasing use of ICT to improve pedagogical practices; the employment of ICT to improve productivity in education; and the need to effectively and efficiently assess the practical performance of students in a large number of contexts. It was likely that the development of techniques to represent student performance in digital forms would assist the addressing of these imperatives. Whether these techniques were successful would depend on a number of influences including the attitudes and perceptions of students and teachers.
When accountability and efficiency are called upon comparisions are often made with non-ICT strategies. These controlled experiment approaches can prove problematic due to ethical and political questions arising with non-ICT groups. The inherent assumptions to computer use in exams contexts are still conducted using pen and paper. In addition their lack of or slow uptake of ICT and the believed that curriculum will remain unchanged despite the introduction of ICT to support. Therefore this study took an ethnographic, rather than experimental approach, but sought to make comparisons between two key stakeholders; teachers and students. In line with the larger study of which this study was a part, data were collected using observation, interview, survey and document analysis. Analysis and interpretation included the application of a feasibility framework and case study comparison. The adoption of the Concerns Based Adoption Model (CBAM) or models based upon CBAM as an instrument to analyse data was employed in the case studies. The feasibility framework comprised four interrelated and complex parameters Manageability, Technical, Functional and Pedgogical dimensions is described in chapter eight of this study.
It was evident from the research data, that students’ and teachers’ positive attutudes towards the computer-based performance exams and their beliefs in the value of ICT for assessment and all these intrinsic factors were fundamental to the feasibility of the implementation of digital forms of assessment in both Engineering Studies and AIT. From research data it was evident the application of ICT increasingly permeates students’ and teachers’ work and life, and their attitudes towards interaction with computer systems was a major factor in the success of digital forms of assessments in practical performance tasks. This was the focus and the background for this study.
This study found that students in both the Engineering studies and AIT case studies attempted the assessment tasks with enthusiasm, however the AIT assessments were perceived a little more positively by students and teachers than the Engineering studies assessment. Assessment tasks worked best where the approach was familiar to students. This occurred for almost all cases in AIT, but not for Engineering although approach was relatively similar there were logisitical constraints in organising time to complete the tasks and in some cases technical in running the software on school workstations or accessing online systems through school networks. In a number of schools changes had to be mads to standard operating systems to allow software to run off USB thumb drives, video to be viewed, Flash applications to run within Internet browsers and sound to be recorded. Overall the study found that the benefits of digital forms of assessment implemented outweighted the constraints for both the Engineering studies and AIT course. In particular students’ and teachers’ responses were overwhelmingly postive due to the practical nature of the work in all assessment tasks. Generally they perferred this form of assessment to paper-based assessments.
This study has added to existing knowledge on the implementing of digital forms of assessment, in particular to both the Engineering Studies and AIT, and in general to secondary senior courses in Western Australian (WA) schools.
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Raw, James S. "Family and school correlates of adolescents' outcomes." Title, contents and abstract pages only, 1988. http://web4.library.adelaide.edu.au/theses/09ED.M/09ed.mr257.pdf.
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Yang, Shihua. "Students' attitudes towards first-year university mathematics: a comparison between Australian and Asian born students." Thesis, 1999. https://vuir.vu.edu.au/18229/.
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To improve the quality of mathematics teaching and learning for students born in
different countries, it is important to get responses from a student perspective. This
study has analysed the attitudinal differences to the learning of mathematics through
comparing Australian-born and Asian-born students' attitudes towards their year 12 and
university mathematics learning. This has resulted in different responses from students
who are studying in different faculties in Victoria University of Technology and who
were born in Australia, Europe, or Asia.
The study has explored Australian and Asian bom students' attitudes toward year 12
and university mathematics learning and relationships to their cultural effects and
educational effects. The findings indicate that attitudinal differences toward
mathematics learning are found between students who studied year 12 in Australia and
those who studied in Asia. These differences occurred in items on the questionnaire
that explored the genesis of students' attitudes into three categories: cognitive category,
affective category and learned category. Findings suggest that students' attitudes
towards mathematics learning can be influenced through their cultural background and
the education system in which they completed their final year high school education.
Cultural influences and educational effects appear to mainly affect students' attitudes to
mathematical learning ability, learning enthusiasm and learning endeavour. The
implications are that it is valuable to identify the way culture affects the learning
milieu. It is important to create opportunities for employing and sharing their learning
methods and strategies obtained from both high school and university learning. Peer
influences, parental interests and students' expectation for future career are essential
parts of encouraging and supporting students' learning. Probing and analysing
unsuccessful learning experiences could provide very useful information for developing
successful learning methods and maintaining positive learning attitudes.
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Inkelas, Karen Kurotsuchi. "Demystifying the model minority the influences of identity and the college experience on Asian Pacific American undergraduates' racial attitudes /." 2000. http://catalog.hathitrust.org/api/volumes/oclc/52049628.html.
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Williams, Joanne. "A Comparative Study of Student Attitudes to Learning: Cuba and Australia." 2006. http://eprints.vu.edu.au/599/1/599contents.pdf.
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It is widely agreed within educational research that student attitudes to learning and schooling are of critical importance. However it continues to be rare for research to draw on the perspectives of students themselves as valid data. Moreover, students are almost entirely absent from educational policy-making and processes of educational reform. This project employed a collaborative social research methodology. It sought the perspectives of twenty Year 10 students in Melbourne's west, and twenty students of similar age in Havana, Cuba, using written cases and group interviews. The students offered their views on learning and schooling and then collaborated with the researcher to develop interpretative case summaries. The project demonstrates the usefulness of involving students actively in educational research not only from the perspective of improving student attitudes to learning, but also as a critical element of a democratic education capable of fostering an engaged and critical student population. Cuba was chosen as a contrasting context with extensive experience in involving students in educational decision-making. The comparison between the two countries revealed both shared experiences and a range of differences, and illuminated the importance of understanding broader contextual influences on student attitudes and their relationship to the possibilities for reform.
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Hui, Ying. "General education teachers' perceptions of Asian American students: implications for special education." Thesis, 2005. http://hdl.handle.net/2152/2446.
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Kiley, Margaret Mary. "Expectations and experiences of Indonesian postgraduate students studying in Australia : a longitudinal study / Margaret Kiley." Thesis, 1999. http://hdl.handle.net/2440/19424.
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Bibliography: leaves 359-374430 leaves : ill. ; 30 cm.
This study examines the changing expectations and experiences of thirty-three Indonesian postgraduate students who were interviewed every three months during candidature in Australia.
Thesis (Ph.D.)--University of Adelaide, Depts. of Applied and Molecular Ecology, 1999
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Lopez, Gretchen Eva. "The effect of group contact and curriculum on white, Asian American and African American students' attitudes." 1993. http://catalog.hathitrust.org/api/volumes/oclc/52095049.html.
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Kotori, Chiaki. "College impact on civic attitudes of Asian American and White undergraduate students: A comparative study." 2008. https://scholarworks.umass.edu/dissertations/AAI3315512.
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The purpose of this study was to examine the influence of college experiences on Asian American college students' civic development at two public institutions in comparison with those of White students by utilizing longitudinal data from the Diverse Democracy Project. Students' democratic orientation was measured by six related scales including social justice orientation, acceptance of conflict in democracy, acceptance of multiple perspectives, self-efficacy for social change, social leadership abilities, and pluralistic orientation. The study first compared the level of democratic orientation between Asian American students and White students using Multivariate Analysis of Variance (MANOVA) prior to college (Summer/Fall 2000) and at the end of their sophomore year (Fall 2002) to determine whether there was any difference between the two groups at each point. In order to assess how each group of students changed over the two years in their democratic orientation, the repeated measures MANOVA was conducted. The results of the MANOVA indicated that White students were likely to exhibit a greater level of civic outcomes overall than Asian Americans at each time of measurement. The repeated measures MANOVA suggested that (1) both groups of students fared higher in their acceptance of multiple perspectives at the end of their second year, and (2) while White students increased their social justice orientation, Asian American students did not change in this orientation. Second, two types of hierarchical regression analyses were performed to investigate the influence of college experiences on students' civic development and to determine how students' entry characteristics, high school experiences, and college experience each accounted for the variance that predicted the outcome variables at the end of the sophomore year separately for Asian American and White students. The first model used the democratic orientation measured at the end of sophomore year as the dependent variable to understand the influence of college experiences on where students stood. The second model used the change between the pre-measurement and post-measurement of the democratic orientation as the dependent variable to determine the magnitude of college experiences on how much students changed. The results of regression analysis indicated that while college experiences were positively associated with White students' six civic outcomes, they had influence only on two of the outcome variable for Asian American students. The dissertation aimed to contribute to the body of literature in the field by supplying empirical evidence as well as by proposing policy implications.
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Lee, Jong Min. "East Asian international students’ perceptions, attitudes, and behaviors in relation to U.S food and the food environment." Thesis, 2017. https://doi.org/10.7916/D8DF73J9.
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In the United States, there are increasing numbers of East Asian international students who are enrolled in higher education institutions. These students often face academic and social environment challenges. In addition to these challenges, they face problems and needs derived from the different food environment. A few studies have explored food consumption patterns, health status, and barriers to eating healthfully among international students. However, none of the studies has examined how their current consumption and consumption change are related to their perceptions and attitudes toward the U.S. food environment, as well as considerations of the sustainability and safety of the food system and environmental concerns in their food choices.
Therefore, this study describes East Asian international students’ degrees of acculturation, cooking, and eating out; current processed food and whole food consumption; change in processed food and whole food consumption since coming to the U.S. (eat less, eat similar amount as home country or eat more); reasons for the change in each food category and as a whole; attitudes toward U.S. food system (when they make food choices in the U.S., how important it is for them to choose based on food system factors among other factors); and perceptions of the U.S. food environment (what they think of the U.S. food environment).
The study was a cross-sectional study, using a survey developed from literature reviews and several in-depth semi structured interviews. After assessments of the validation and reliability of the instrument, the survey was transferred into an online survey format. The online-survey was given at four selected campuses including two universities in New York City (private and public) and two universities in New York State (private and public) through email invitations and recruitment using flyers posted around campus. The survey was conducted from April to October of 2016. The study’s participants were East Asian international students, both female and male, who had come to the U.S. to study; their ages ranged from 18 to 35, and included undergraduate and graduate students. The participants were from the following countries or regions: Mainland China, South Korea, Taiwan, Hong Kong, and Japan. However, students who were participating in mandatory meal plans and students who had attended high-school in the U.S. or other Western countries before enrolling in university were excluded.
The results show that in terms of acculturation, participants’ (n=511) interpersonal and dietary factors were closer to Asian than American. They cooked and ate out more frequently in the U.S. compared to when they were in their home countries. They spent more money on eating out than grocery shopping on a weekly basis. After coming to the U.S., they ate/drank more processed food, water, raw vegetables, meat, dairy, and other Asian foods, and eat less foods from their home countries and cooked vegetables. The main reasons for the change in these food consumption were due to their concerns about health, weight, availability, convenience, taste, and price. The least used reasons for the change in food consumption by participants were concerns about food system sustainability factors (pollution, energy or water use, environment, worker conditions). These reasons were consistent with their attitudes toward the U.S. food system in that they tended to have favorable attitudes toward using nutrition, convenience, and price in their food choices and to have less favorable attitudes towards basing on their food choices on food system sustainability, food safety, and environmental concern factors. However, when they did have favorable attitudes toward environmental concerns and food safety, they tended to eat more whole foods. When participants perceived that there was better food quality and more availability in the U.S., they tended to eat more whole foods upon coming to the U.S. Factors that surprised them about with U.S. food environment were mainly because of the differences in food culture and the food system.
This study is the first to examine the food intake of Asian international students in terms of processed and whole food categories, and the first to examine students’ food choice motivations, attitudes, and perceptions in terms of food system sustainability and environmental considerations. A strength of the study is its large sample size. A limitation is that there was no control group of U.S. students entering college for the first time. Based on the results of the study, future research should focus on conducting qualitative studies to better understand nuances in international students’ food choice concerns and motivations that were not captured in a survey as well as employing a comparison group in the research design. In terms of practice, nutrition education is clearly needed for this population in order to assist students in adjusting to the new U.S. food environment and to help them understand how the US food system works. Nutrition education can also provide information on the globalization of the U.S. food system that will assist students to understand how and why the food system is changing in their home countries. Effort may also be made to help them bring back environment friendly practices (e.g. eating local food, farmers markets) to their home countries, so that they may educate their fellow citizens, and contribute, where appropriate, to food policy discussions within their home countries.
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Williams, Joanne. "A Comparative Study of Student Attitudes to Learning: Cuba and Australia." Thesis, 2006. https://vuir.vu.edu.au/599/.
Full textAbstract:
It is widely agreed within educational research that student attitudes to learning and schooling are of critical importance. However it continues to be rare for research to draw on the perspectives of students themselves as valid data. Moreover, students are almost entirely absent from educational policy-making and processes of educational reform. This project employed a collaborative social research methodology. It sought the perspectives of twenty Year 10 students in Melbourne's west, and twenty students of similar age in Havana, Cuba, using written cases and group interviews. The students offered their views on learning and schooling and then collaborated with the researcher to develop interpretative case summaries. The project demonstrates the usefulness of involving students actively in educational research not only from the perspective of improving student attitudes to learning, but also as a critical element of a democratic education capable of fostering an engaged and critical student population. Cuba was chosen as a contrasting context with extensive experience in involving students in educational decision-making. The comparison between the two countries revealed both shared experiences and a range of differences, and illuminated the importance of understanding broader contextual influences on student attitudes and their relationship to the possibilities for reform.