Academic literature on the topic 'Deakin University Undergraduates Attitudes'

Background. E-learning is a new paradigm of modern teaching methods. The aim of the paper was to reveal the university students’ attitudes towards e-learning. Methods. Research sample involved undergraduate (first cycle) and postgraduate (second cycle) students of three different universities, 156 men and 278 women. Questionnaire was comprised of 60 questions and statements. Results. Research reveals that 40% of undergraduates and 42% of postgraduates positively treat e-learning as the method of study content presentation; 23% of undergraduate and 38% postgraduate students believe that study content presented in e-learning environment helps them focus attention; 61% of the undergraduates and 59% of postgraduate students claim that materials accessible in e-learning environment are relevant to their studies. Even 37% of undergraduates and 34% of postgraduates are completely satisfied with their study results achieved by studying materials presented in e-learning environment. Attitudes of male and female students and students from different universities differ significantly (p < .05). About 40% of undergraduate and 36% of postgraduate students believe that studying via e-learning is easier than studying based on traditional methods, 48% and 44% respectively think that it is harder. The majority, i.e. 59% of undergraduates and 52% of postgraduates, prefer blended learning methods. About 42% of first cycle students and 43% of second cycle students disagree or partly disagree with the claim that studies via e-learning and studies based on traditional methods do not differ in respect of their quality; 38% of undergraduate and 42% of postgraduate students believe that e-learning and traditional methods lead to the acquisition of the same competences. Students who have part-time jobs and students who have full-time jobs have significantly different (p < .05) attitudes towards competences acquired via e-learning and via traditional methods. The opinion that the same competences are acquired via e-learning and via traditional methods is more common among full-time workers. Students (45% of undergraduates and 37% of postgraduates) tend to believe that in the e-learning environment studies were organized as professionally, qualitatively and effectively as studies based on traditional methods. This view is opposed by 22% of undergraduate and 30% of postgraduate students. Conclusions. Students treat traditional (“live”) lectures more favourably than autonomous studies in the e-learning environment. They tend to believe that the blended learning method is the most acceptable. Male students’ and female students’ attitudes towards study results in the e-learning environment differ significantly. The majority believe that competences acquired via e-learning and the ones acquired via traditional methods do not differ.

Context: Palliative care (PC) is a form of care that aims to enhance the life quality of patients and their families who are dealing with the effects of the life-threatening disease by preventing and alleviating distress by early detection, accurate evaluation, and management of pain and other physical, psychosocial, and spiritual issues. Aim: This study aimed to assess the awareness and attitude of undergraduate nursing students at King Saud bin Abdul-Aziz University regarding palliative care. Methods: A descriptive cross-sectional design was utilized to achieve the aim of this study. The study was conducted at the College of Nursing - Riyadh, affiliated to King Saud bi Abdul-Aziz University. A convenience sample of 273 nursing students from level five to level eight voluntarily participated in this study. Data were collected by using two tools. A self-reported questionnaire was designed to assess the students' awareness of palliative care. Frommelt Attitude Towards Care of the Dying (FATCOD) Scale was adopted to measure participants’ attitudes toward providing care to dying patients. Results: The results show that about 36.3% of nursing students were in the age group of 21 years old, and 73% were in the sixth academic level. 75.5% of the nursing students were not aware of palliative care, 30.30% knew about PC from the elective course. 96.33% of students had no experience caring for terminally ill patients and their family members previously. The students' response analysis of PC definition revealed that 89.74 of them could not define it correctly, 41% could not know the aim from PC, 43% of students identified the need of terminally ill to reduce the physical suffering. The students' attitudes toward palliative care showed a swing between positive and negative attitudes. As 81% of students believe that giving nursing care to the dying person is a worthwhile learning experience, 65.5% agreed about nursing care for the patient's family should continue throughout grief and bereavement. In comparison, 77.3% would hope the person they cared for dies when they are not present, and 41.5% of the students believe that they would be uncomfortable talking about impending death with the dying person, and 40.9% were uncertain about this. Conclusion: Knowledge about palliative care among undergraduate nursing students remained relatively poor overall. Attitude toward end-of-life care shows a swing between positive and negative attitudes yet still reflected an evident lack of comfort in dealing with death and dying. Structured courses in palliative care are recommended as a core part of undergraduate nursing education. The suggested course should encompass basic professional skills, symptom control, patient-centered communication, ethical issues, decision-making at the end of life, whole-person care, and interdisciplinary work.

Abstract Using undergraduates in two Nigerian Universities, namely the University of Ilorin and the University of Jos, we have examined attitudes towards Received Pronunciation (RP). Employing the multivariate theoretical trend, based on the social psychological approach as explicated by BAKER (1992), we have examined the extent of influence by instrumental, integrative and nationalistic judgements on those attitudes held toward RP by the undergraduates. The methodological devices used were the questionnaire, matched guise, and observation. Employing the chi-square statistical measure at an alpha critical value of <.05, the instrumental judgement was found to exert greater influence on the favourable attitudes expressed toward RP by the sampled undergraduates. This result seems to bear significant implications on the future of RP in Nigeria. RP is likely to linger on in Nigeria, playing both personal, sociolinguistic and educational roles.

Considering the relentless pace at which information technology (IT) is shaping the global environment, this study aims to determine the impact of IT on university students from their attitudes toward IT. The areas examined in this study are the educational, personal and social aspects of the students toward the impact of IT. A survey was conducted on 201 undergraduates from two local universities, Nanyang Technological University and National University of Singapore, with almost equal numbers of engineering and non-engineering undergraduates. The results show that although all the respondents felt the impact of IT, their attitudes toward IT were varying with respect to the three areas of study. Contrary to common belief, non-engineering undergraduates were found to have a more positive disposition toward the impact of IT.

In this research, whether the undergraduates’ attitude levels towards the dating violence differed in terms of gender, dating relationship status, being exposed to the dating violence and resorting to the dating violence was investigated. The sample of the study was composed of 1171 undergraduates. In the research, “The Attitudes toward Dating Violence Scales, Ambivalent Sexism Scale, Ambivalence toward Men Scale, Narcissistic Personality Inventory, and Personal Information Form” were used as the data collection tools. In conclusion, significant differences were determined in the university students’ attitudes towards the dating violence according to the different demographic variables (gender, dating relationship status, being exposed to the dating violence and resorting to the dating violence). Moreover, university students’ attitudes towards dating violence were determined to positively and significantly correlate with their ambivalence sexism levels. Ambivalence toward men was determined to positively and significantly correlate with their attitudes towards dating violence. In addition, university students’ narcissistic personality traits were found to positively and significantly correlate with their attitudes towards dating violence.

Language attitudes and motivations are among the most important factors in language acquisition that condition the language learning outcomes. College students enrolled in first-semester and second-semester courses of Chinese, Japanese, and Spanish at a Midwest American university completed a survey eliciting instrumental motivations, integrative motivations, and language attitudes. The purpose of this study was to examine the perceptions the learners of that language(s) held and how their language attitudes and motivations correlate with specific world languages. There was strong interest in using Chinese and Spanish for careers, while participants in Japanese were more interested in using the language for personal enjoyment. American-raised participants take Spanish and Asian-raised students take Chinese and Japanese for much the same reasons, in that they perceive the languages to be easy. Implications for world language programs recruitment are discussed, along with what world language educators can do to take advantage of these pre-existing attitudes and motivations to deliver high quality instruction beyond simply grammar.

A survey of attitudes to other people's English among students at a university in the United States. Attitudes toward varieties of English as used in European contexts reflect changing viewpoints among their speakers (see Westergren Axelsson; Söderlund & Modiano; and Mobärg; see also Mobärg 1998). In this paper, I focus on the multifaceted attitudes toward varieties of English held by American undergraduate students in one department of English in the United States. I focus on perceptions of varieties of English, particularly on viewpoints of standard and acceptable spoken varieties of English. The wider aim of this project – described here in its early pilot stages – is to identify to what extent American undergraduates accept regional, national, and international varieties of English. A guiding question is whether American undergraduate students expand their view of which varieties of English are standard as the students gain more exposure to varieties that are not their own.

Development in learner centered approaches in education has brought with it the significant notion of ‘learner autonomy’ which refers to the readiness of learners to be responsible for their own learning. However, this is an issue which is not independent of educational culture and context as context and culture construct the site within which the whole learning process takes place. Since autonomy depends on learners’ readiness to take charge of their own learning, it is dependent, to a large extent, on learners’ attitudes and perceptions of autonomy. These attitudes and perceptions, in turn, are shaped by the context and culture where learners live. Therefore, in any given context, it is necessary to assess the level of learners’ autonomy to predict the success or failure of a learner centered approach. This paper investigated tertiary level Bangladeshi learners’ attitudes and perceptions towards autonomous or independent learning. Data were collected from eighty undergraduates of the Department of English, University of Dhaka, using a survey questionnaire and focus-group interviews. The findings of the study revealed that learners share a highly teacher-dependent attitude and they perceive autonomous learning helpful only when there is a teacher to assist and guide them.

Thesis (MSc (Clinical Psychology)) -- University of Limpopo, 2012.
The aim of the study is to investigate the HIV and Aids knowledge, attitudes, behaviour and beliefs of University of Limpopo undergraduate students (Medunsa Campus) registered for modules in psychology. South African tertiary institutions have a high rate of HIV infection. Empirical evidence indicates that generally male students have multiple partners during their years at university. Various studies reveal that the use of condoms is relatively low amongst students. This investigation utilized a quasi-experimental survey design as it was deemed an appropriate method with which to answer the research question. The questions used in the survey were underpinned by the Health Belief Model (HBM) and the Protection Motivation Theory (PMT). Several open-ended questions were added to lend a qualitative aspect to the study. Proportionate stratified sampling was used. Using this method a sample of students was randomly allocated in each educational level (first year, second year and third year) according to the true proportional number of students in each level. Quantitative data was analyses using descriptive statistics and an independent t-test to look for differences between the means of the male and female groups. Results underpinned other research in this arena For instance, the majority of participants indicated that they know that using a male condom or female condom can prevent the spread of Aids. This suggests that this percentage would take the positive health related action of using a condom. However, fifty one respondents (35.66%) indicated that they were very likely to believe that they would feel uncomfortable buying condoms and forty five respondents (31%) were likely to believe that they would feel uncomfortable buying condoms. This indicates that knowledge is not a good predictor of a positive health related action. Quantitative and qualitative results suggest that stigmatizations and racism exist in the samples attitudes towards aspect of HIV and Aids. The only significant result between the means of the two groups suggests that males are more likely to indulge in high risk sexual behaviours than females.

The purpose of this study was to determine if a relationship existed betweenhomophobic beliefs and rape myth acceptance in undergraduate students who attendedBall State University. In addition, the effect that gender, organizational affiliation, andClass anding had on these beliefs was measured.The project consisted of 242 undergraduate students who lived in Woody/Shalesand Howick/Williams Halls. The project took place during the spring semester of 2004.The findings indicated that rape myth acceptance (RMA) did correlate with homophobia, and that this correlation was significantly higher in males than in females. The findings also indicated that neither class standing nor group affiliation had a significant effect on either RMA or homophobia.
Department of Educational Studies

The purpose of the study was to explore the geography literacy, attitudes and experiences of Florida International University (FIU) freshman students scoring at the low and high ends of a geography literacy survey. The Geography Literacy and ABC Models formed the conceptual framework. Participants were freshman students enrolled in the Finite Math course at FIU. Since it is assumed that students who perform poorly on geography assessments do not have an interest in the subject, testing and interviewing students allowed the researcher to explore the assumption. In Phase I, participants completed the Geography Literacy Survey (GLS) with items taken from the 2010 NAEP Geography Subject Area Assessment. The low 35% and high 20% performers were invited for Phase II, which consisted of semi-structured interviews. A total of 187 students participated in Phase I and 12 in Phase II. The primary research question asked was what are the geography attitudes and experiences of freshman students scoring at the low and high ends of a geographical literacy survey? The students had positive attitudes regardless of how they performed on the GLS. The study included a quantitative sub-question regarding the performance of the students on the GLS. The students’ performance on the GLS was equivalent to the performance of 12th grade students from the NAEP Assessment. There were three qualitative sub-questions from which the following themes were identified: the students’ definition of geography is limited, students recall more out of school experiences with geography, and students find geography valuable. In addition, there were five emergent themes: there is a concern regarding a lack of geographical knowledge, rote memorization of geographical content is overemphasized, geographical concepts are related to other subjects, taking the high school level AP Human Geography course is powerful, and there is a need for real-world applications of geographical knowledge. The researcher offered as suggestions for practice to reposition geography in our schools to avoid misunderstandings, highlight its interconnectedness to other fields, connect the material to real world events/daily decision-making, make research projects meaningful, partner with local geographers, and offer a mandatory geography courses at all educational levels.

Lee, Shuk Ling Candy.
Thesis (M.Phil.)--Chinese University of Hong Kong, 2010.
Includes bibliographical references (p. 180-193).
Abstracts in English and Chinese; appendix C also in Chinese.
Abstract --- p.i
Abstract in Chinese --- p.iii
Acknowledgment --- p.iv
Table of contents --- p.v
List of tables --- p.viii
List of figures --- p.ix
Chapter Chapter 1 --- Introduction
Chapter 1.1. --- Background of this study --- p.1
Chapter 1.2. --- Purpose of this study --- p.4
Chapter 1.3. --- Scope and delimitation --- p.4
Chapter 1.4. --- Organization of thesis --- p.5
Chapter Chapter 2 --- Literature Review
Chapter 2.1. --- Introduction --- p.8
Chapter 2.2. --- Rape as a sexual offense --- p.8
Chapter 2.2.1. --- The legal definition of rape --- p.9
Chapter 2.2.2. --- The social definition of rape --- p.12
Chapter 2.3. --- Rape myths --- p.13
Chapter 2.3.1. --- The victim is lying --- p.15
Chapter 2.3.2. --- The intercourse was consensual --- p.17
Chapter 2.3.3. --- No damaged was done to the victim --- p.18
Chapter 2.3.4. --- The victim is blamed --- p.20
Chapter 2.4. --- Rape myths for male victims only --- p.22
Chapter 2.4.1. --- "Outside of prisons, male rapes are impossible" --- p.22
Chapter 2.4.2. --- Rapists and victims are homosexuals --- p.25
Chapter 2.4.3. --- Males victims are weak --- p.26
Chapter 2.5. --- Dyadic differences in attribution of rape myths --- p.27
Chapter 2.6. --- Rape myths in Hong Kong --- p.30
Chapter 2.7. --- Secondary victimization --- p.32
Chapter 2.7.1. --- Post-traumatic stress disorder --- p.34
Chapter 2.7.2. --- Underreporting of rape --- p.35
Chapter 2.8. --- Conversational practice --- p.38
Chapter 2.9. --- Metaphor and rape ´ب --- p.44
Chapter 2.10. --- Summary --- p.49
Chapter Chapter 3 --- Method
Chapter 3.1. --- Introduction
Chapter 3.2. --- Research questions --- p.51
Chapter 3.3. --- Research design --- p.52
Chapter 3.3.1. --- Research procedures --- p.52
Chapter 3.3.2. --- Participants --- p.53
Chapter 3.3.3. --- Research setting --- p.55
Chapter 3.3.4. --- Materials --- p.55
Chapter 3.4. --- The vignette method --- p.56
Chapter 3.5. --- Data analysis --- p.61
Chapter 3.6. --- Feminist standpoint --- p.62
Chapter 3.7. --- Triangulation --- p.62
Chapter 3.8. --- Summary --- p.62
Chapter Chapter 4 --- Results and discussion: Dyadic differences
Chapter 4.1. --- Introduction --- p.64
Chapter 4.2. --- Summary of the goal and procedure of the study --- p.64
Chapter 4.3. --- Overview of rape myths --- p.65
Chapter 4.4. --- Dyadic differences --- p.66
Chapter 4.4.1. --- Distribution of rape myths 一 female rape --- p.66
Chapter 4.4.2. --- Distribution of rape myths 一 male rape --- p.68
Chapter 4.4.3. --- Conversational practices --- p.73
Chapter 4.4.3.1. --- Who dominates the floor? --- p.73
Chapter 4.4.3.2. --- Male pauses between turns --- p.79
Chapter 4.4.3.3. --- The effect of the research context --- p.82
Chapter 4.5. --- Summary --- p.83
Chapter Chapter 5 --- Results and discussion: Female rape talk
Chapter 5.1. --- Introduction --- p.85
Chapter 5.2. --- Rape myths in detail --- p.85
Chapter 5.2.1. --- Rape myth 1: The victim is lying --- p.86
Chapter 5.2.1.1. --- Women are evil --- p.87
Chapter 5.2.1.2. --- Women take pride of their sex appeal --- p.89
Chapter 5.2.1.3. --- Rape is an easy accusation to make --- p.90
Chapter 5.2.1.4. --- Rape is a shame and should be concealed from anyone --- p.93
Chapter 5.2.1.5. --- Discussion --- p.94
Chapter 5.2.2. --- Rape myth 2: The intercourse was consensual --- p.95
Chapter 5.2.2.1. --- "Women never mean ""no""" --- p.96
Chapter 5.2.2.2. --- Victims must have struggled hard --- p.97
Chapter 5.2.2.3. --- Discussion --- p.98
Chapter 5.2.3. --- Rape myth 3: No damage was done to the victim --- p.99
Chapter 5.2.3.1. --- Raped women are impure --- p.100
Chapter 5.2.3.2. --- Rape has done no damage to dissolute women --- p.101
Chapter 5.2.3.3. --- Discussion --- p.102
Chapter 5.2.4. --- Rape myth 4: The victim is blamed --- p.103
Chapter 5.2.4.1. --- The public sphere is dangerous to females --- p.104
Chapter 5.2.4.2. --- Victims are accused of their reckless behaviors --- p.107
Chapter 5.2.4.3. --- Good things happen to good people; bad things happen to bad people --- p.112
Chapter 5.2.4.4. --- Discussion --- p.113
Chapter 5.3. --- Summary --- p.116
Chapter Chapter 6 --- Results and discussion: Male rape talk
Chapter 6.1. --- Introduction --- p.119
Chapter 6.2. --- Male rape myths in detail --- p.119
Chapter 6.2.1. --- Rape myth 1: Outside of prisons，male rape cannot happen --- p.119
Chapter 6.2.1.1. --- Male rape is unexpected --- p.120
Chapter 6.2.1.2. --- The male victim is relatively blameless --- p.122
Chapter 6.2.1.3. --- Discussion --- p.124
Chapter 6.2.2. --- Rape myth 2: Rapists and victims are homosexuals --- p.125
Chapter 6.2.2.1. --- The rapist is homosexual because rape is a sexually motivated crime --- p.126
Chapter 6.2.2.2. --- Male victims are construed as feminine --- p.129
Chapter 6.2.2.3. --- Homophobia --- p.132
Chapter 6.2.2.4. --- Discussion --- p.134
Chapter 6.2.3. --- Rape myth 3: Male victims are weak --- p.136
Chapter 6.2.3.1. --- Males should have the ability to resist --- p.136
Chapter 6.2.3.2. --- Male rape victims are of young age --- p.138
Chapter 6.2.3.3. --- Discussion --- p.139
Chapter 6.3. --- Summary --- p.140
Chapter Chapter 7 --- Results and discussion: Metaphors in rape talk
Chapter 7.1. --- Introduction --- p.142
Chapter 7.2. --- Metaphors --- p.142
Chapter 7.2.1. --- Female rape is science; male rape is supernatural --- p.143
Chapter 7.2.2. --- The rapist is a wolf; rape is preying; the victim is a prey --- p.146
Chapter 7.2.3. --- The act of rape is holding in the hand --- p.149
Chapter 7.2.4. --- Rape is war --- p.151
Chapter 7.3. --- Discussion --- p.152
Chapter 7.4. --- Summary --- p.158
Chapter Chapter 8 --- Conclusion
Chapter 8.1. --- Introduction --- p.150
Chapter 8.2. --- Summary --- p.160
Chapter 8.2.1. --- How do Hong Kong students of mixed- and same-sex dyads talk about rape? --- p.160
Chapter 8.2.2. --- How are rape myths constructed through conversations of dyads about female and male rape? --- p.162
Chapter 8.2.3. --- What metaphors do the dyads use when discussing rape? --- p.166
Chapter 8.3. --- Limitation --- p.168
Chapter 8.4. --- Contributions --- p.169
Chapter 8.5. --- Recommendations --- p.172
Chapter 8.6. --- Suggestions for further research --- p.176
References --- p.180
Appendices
Appendix A Participant information --- p.194
Appendix B Personal information questionnaire --- p.200
Appendix C The vignettes --- p.201
Appendix D Consent form --- p.203

Wong, Kin Hung.
Thesis (M.Phil.)--Chinese University of Hong Kong, 2007.
Includes bibliographical references (leaves 190-198).
Abstracts in English and Chinese.
ABSTRACT (ENGLISH) --- p.i.
ABSTRACT (CHINESE) --- p.iii
ACKNOWLEDGEMENTS --- p.v
TABLE OF CONTENTS --- p.vi
LIST OF TABLES --- p.xix
Chapter CHAPTER 1 --- INTRODUCTION
Chapter 1.1 --- Background to this Study --- p.1
Chapter 1.2 --- Purpose of this Study --- p.2
Chapter 1.3 --- Significance of this Study --- p.3
Chapter 1.4 --- Organization of this Thesis --- p.4
Chapter CHAPTER 2 --- LITERATURE REVIEW
Chapter 2.1 --- Introduction --- p.6
Chapter 2.2 --- Orientation towards Language --- p.6
Chapter 2.2.1 --- Structuralist Notions --- p.6
Chapter 2.2.2 --- Poststructuralist Notions --- p.7
Chapter 2.3 --- Orientation towards Identity --- p.9
Chapter 2.3.1 --- Structuralist Notions --- p.9
Chapter 2.3.2 --- Poststructuralist Notions --- p.10
Chapter 2.4 --- Language and Identity --- p.13
Chapter 2.4.1 --- Code Switching --- p.14
Chapter 2.5 --- "Language, Identity and Culture" --- p.15
Chapter 2.6 --- "Attitude, Motivation and Willingness to Communicate (WTC)" --- p.17
Chapter 2.6.1 --- Attitude --- p.17
Chapter 2.6.2 --- Motivation --- p.19
Chapter 2.6.1 --- Social Psychological Perspective --- p.19
Chapter 2.6.2 --- Sociocultural Perspective --- p.20
Chapter 2.6.3 --- Willingness to Communicate (WTC) --- p.22
Chapter 2.7 --- Language Use and Cultural Identity in Hong Kong --- p.24
Chapter 2.7.1 --- Political and Sociolinguistic Background of Hong Kong --- p.24
Chapter 2.7.2 --- Surveys of Cultural Identity in Hong Kong --- p.26
Chapter 2.7.3 --- Empirical Studies on Cultural Identity and Language Attitudes in Hong Kong --- p.30
Chapter 2.7.3.1 --- Cultural Identity and Language Attitudes towards the Use of English --- p.30
Chapter 2.7.3.2 --- Cultural Identity and Language Attitudes towards the Use of Cantonese --- p.32
Chapter 2.7.3.3 --- Cultural Identity and Language Attitudes towards the Use of Cantonese-English Code mixing --- p.33
Chapter 2.7.3.4 --- Cultural Identity and Language Attitudes towards the Use of Putonghua --- p.34
Chapter 2.7.3.5 --- Specific Studies with English Majors in Hong Kong --- p.36
Chapter 2.8 --- Summary --- p.37
Chapter CHAPTER 3 --- METHODOLOGY
Chapter 3.1 --- Introduction --- p.38
Chapter 3.2 --- Research Design --- p.38
Chapter 3.3 --- Participants --- p.38
Chapter 3.3.1 --- Selection Criteria for the Focused Cases --- p.38
Chapter 3.3.2 --- Demographic and Language Background --- p.40
Chapter 3.4 --- Instrumentation --- p.48
Chapter 3.4.1 --- Questionnaire Survey --- p.48
Chapter 3.4.2 --- Semi-structured Interview --- p.49
Chapter 3.4.3 --- Autobiographical Account --- p.50
Chapter 3.4.4 --- Triangulation --- p.50
Chapter 3.5 --- Data Collection and Processing --- p.50
Chapter 3.5.1 --- Semi-structured Interview --- p.51
Chapter 3.5.2 --- Questionnaire Survey --- p.51
Chapter 3.5.3 --- Autobiographical Account --- p.52
Chapter 3.6 --- Data Analysis --- p.52
Chapter 3.7 --- Validity and Reliability --- p.52
Chapter 3.8 --- Ethics --- p.53
Chapter 3.9 --- Limitation --- p.53
Chapter 3.10 --- Summary --- p.54
Chapter CHAPTER 4 --- BENNY'S STORY
Chapter 4.1 --- Introduction --- p.56
Chapter 4.2 --- Benny's Story --- p.56
Chapter 4.2.1 --- Language and Cultural Socialization --- p.56
Chapter 4.2.1.1 --- Influence of Family --- p.56
Chapter 4.2.1.2 --- Influence of Formal Education --- p.58
Chapter 4.2.1.3 --- Influence of Local Community --- p.59
Chapter 4.2.1.4 --- Influence of Travel --- p.60
Chapter 4.2.2 --- Language Learning and Use --- p.62
Chapter 4.2.2.1 --- Language Proficiency --- p.62
Chapter 4.2.2.2 --- Language Attitudes --- p.62
Chapter 4.2.2.2.1 --- Towards Cantonese --- p.62
Chapter 4.2.2.2.2 --- Towards English --- p.62
Chapter 4.2.2.2.3 --- Towards Hong Kong Accented English --- p.63
Chapter 4.2.2.2.4 --- Towards Putonghua --- p.64
Chapter 4.2.2.2.5 --- Towards Code-Mixing of Cantonese and English --- p.64
Chapter 4.2.2.2.6 --- Towards Other Language Varieties --- p.65
Chapter 4.2.2.3 --- Motivation and Investment in Language Learning --- p.66
Chapter 4.2.2.3.1 --- English --- p.66
Chapter 4.2.2.3.2 --- Putonghua --- p.67
Chapter 4.2.2.3.3 --- Other Languages --- p.68
Chapter 4.2.2.4 --- Language Use in Different Contexts --- p.68
Chapter 4.2.2.4.1 --- Speaking to a Native Speaker of English --- p.68
Chapter 4.2.2.4.2 --- Speaking to a Cantonese Speaker --- p.69
Chapter 4.2.2.4.3 --- Speaking to a Chinese who could not Speak Cantonese --- p.69
Chapter 4.2.2.4.4 --- Speaking to Mainland Chinese Exchange Students in Hong Kong --- p.70
Chapter 4.2.2.4.5 --- Speaking to Chinese in Mainland China.… --- p.70
Chapter 4.2.2.4.6 --- Speaking to East Asians in Travel --- p.70
Chapter 4.2.3 --- Identity --- p.71
Chapter 4.2.3.1 --- Self-Construal --- p.71
Chapter 4.2.3.1.1 --- Chinese and English Names --- p.72
Chapter 4.2.3.2 --- Identity Triggers --- p.72
Chapter 4.2.3.2.1 --- Handover of Hong Kong --- p.73
Chapter 4.2.3.2.2 --- Chinese People and Chinese News --- p.73
Chapter 4.2.3.3 --- Perceptions of Cultural Identity in Different Contexts --- p.74
Chapter 4.2.3.3.1 --- In China --- p.74
Chapter 4.2.3.3.2 --- In Other Places --- p.75
Chapter 4.2.3.4 --- Identity and Language Use --- p.76
Chapter 4.2.3.5 --- Summary --- p.79
Chapter CHAPTER 5 --- DORIS' STORY
Chapter 5.1 --- Introduction --- p.80
Chapter 5.2 --- Doris' Story --- p.80
Chapter 5.2.1 --- Language and Cultural Socialization --- p.80
Chapter 5.2.1.1 --- Influence of Family --- p.80
Chapter 5.2.1.2 --- Influence of Formal Education --- p.81
Chapter 5.2.1.3 --- Influence of Local Community --- p.82
Chapter 5.2.1.4 --- Influence of Travel --- p.83
Chapter 5.2.2 --- Language Learning and Use --- p.84
Chapter 5.2.2.1 --- Language Proficiency --- p.84
Chapter 5.2.2.2 --- Language Attitudes --- p.84
Chapter 5.2.2.2.1 --- Towards Cantonese --- p.84
Chapter 5.2.2.2.2 --- Towards English --- p.84
Chapter 5.2.2.2.3 --- Towards Hong Kong Accented English --- p.85
Chapter 5.2.2.2.4 --- Towards Putonghua --- p.86
Chapter 5.2.2.2.5 --- Towards Code-Mixing of Cantonese and English --- p.86
Chapter 5.2.2.3 --- Motivation and Investment in Language Learning --- p.88
Chapter 5.2.2.3.1 --- English --- p.88
Chapter 5.2.2.3.2 --- Putonghua --- p.89
Chapter 5.2.2.4 --- Language Use in Different Contexts --- p.89
Chapter 5.2.2.4.1 --- Speaking to a native speaker of English --- p.89
Chapter 5.2.2.4.2 --- Speaking to a Cantonese speaker --- p.90
Chapter 5.2.2.4.3 --- Speaking to a Chinese who could not speak Cantonese --- p.91
Chapter 5.2.2.4.4 --- Speaking to Mainland Chinese exchange students in Hong Kong --- p.91
Chapter 5.2.2.4.5 --- Speaking to Chinese in Mainland China --- p.91
Chapter 5.2.2.4.6 --- Speaking to East Asians in Travel --- p.91
Chapter 5.2.3 --- Identity --- p.92
Chapter 5.2.3.1 --- Self-Construal --- p.92
Chapter 5.2.3.1.1 --- Chinese and English Names --- p.94
Chapter 5.2.3.2 --- Identity Triggers --- p.94
Chapter 5.2.3.2.1 --- Travel Experience --- p.94
Chapter 5.2.3.2.2 --- Chinese People and Chinese News --- p.95
Chapter 5.2.3.3 --- Perceptions of Cultural Identity in Different Contexts --- p.97
Chapter 5.2.3.3.1 --- In China --- p.97
Chapter 5.2.3.3.2 --- In Other Places --- p.97
Chapter 5.2.3.4 --- Identity and Language Use --- p.98
Chapter 5.2.3.5 --- Summary --- p.99
Chapter CHAPTER 6 --- MAGGIE'S STORY
Chapter 6.1 --- Introduction --- p.100
Chapter 6.2 --- Maggie's Story --- p.100
Chapter 6.2.1 --- Language and Cultural Socialization --- p.100
Chapter 6.2.1.1 --- Influence of Family --- p.100
Chapter 6.2.1.2 --- Influence of Formal Education --- p.101
Chapter 6.2.1.3 --- Influence of Local Community --- p.102
Chapter 6.2.1.4 --- Influence of Travel --- p.103
Chapter 6.2.2 --- Language Learning and Use --- p.103
Chapter 6.2.2.1 --- Language Proficiency --- p.103
Chapter 6.2.2.2 --- Language Attitudes --- p.104
Chapter 6.2.2.2.1 --- Towards Cantonese --- p.104
Chapter 6.2.2.2.2 --- Towards English --- p.104
Chapter 6.2.2.2.3 --- Towards Hong Kong Accented English --- p.106
Chapter 6.2.2.2.4 --- Towards Putonghua --- p.106
Chapter 6.2.2.2.5 --- Towards Code-Mixing of Cantonese and English --- p.106
Chapter 6.2.2.3 --- Motivation and Investment in Language Learning --- p.107
Chapter 6.2.2.3.1 --- English --- p.107
Chapter 6.2.2.3.2 --- Putonghua --- p.108
Chapter 6.2.2.4 --- Language Use in Different Contexts --- p.108
Chapter 6.2.2.4.1 --- Speaking to a native speaker of English… --- p.109
Chapter 6.2.2.4.2 --- Speaking to a Cantonese speaker --- p.109
Chapter 6.2.2.4.3 --- Speaking to a Chinese who could not speak Cantonese --- p.109
Chapter 6.2.2.4.4 --- Speaking to Mainland Chinese exchange students in Hong Kong --- p.109
Chapter 6.2.2.4.5 --- Speaking to Chinese in Mainland China --- p.110
Chapter 6.2.2.4.6 --- Speaking to East Asians in Travel --- p.110
Chapter 6.2.3 --- Identity --- p.110
Chapter 6.2.3.1 --- Self-Construal --- p.110
Chapter 6.2.3.1.1 --- Chinese and English Names --- p.111
Chapter 6.2.3.2 --- Identity Triggers --- p.112
Chapter 6.2.3.2.1 --- Travel Experiences --- p.112
Chapter 6.2.3.2.2 --- Handover of Hong Kong --- p.114
Chapter 6.2.3.2.4 --- Chinese People and Chinese News --- p.114
Chapter 6.2.3.3 --- Perceptions of Cultural Identity in Different Contexts --- p.115
Chapter 6.2.3.3.1 --- In China --- p.115
Chapter 6.2.3.3.2 --- In Other Places --- p.115
Chapter 6.2.3.4 --- Identity and Language Use --- p.116
Chapter 6.2.3.5 --- Summary --- p.117
Chapter CHAPTER 7 --- VICKY'S STORY
Chapter 7.1 --- Introduction --- p.119
Chapter 7.2 --- Vicky's Story --- p.119
Chapter 7.2.1 --- Language and Cultural Socialization --- p.119
Chapter 7.2.1.1 --- Influence of Family --- p.119
Chapter 7.2.1.2 --- Influence of Formal Education --- p.120
Chapter 7.2.1.3 --- Influence of Local Community --- p.123
Chapter 7.2.1.4 --- Influence of Travel --- p.124
Chapter 7.2.2 --- Language Learning and Use --- p.125
Chapter 7.2.2.1 --- Language Proficiency --- p.125
Chapter 7.2.2.2 --- Language Attitudes --- p.126
Chapter 7.2.2.2.1 --- Towards Cantonese --- p.126
Chapter 7.2.2.2.2 --- Towards English --- p.126
Chapter 7.2.2.2.3 --- Towards Hong Kong Accented English --- p.127
Chapter 7.2.2.2.4 --- Towards Putonghua --- p.128
Chapter 7.2.2.2.5 --- Towards Code-Mixing of Cantonese and English --- p.129
Chapter 7.2.2.2.6 --- Towards Other Language Varieties --- p.129
Chapter 7.2.2.3 --- Motivation and Investment in Language Learning --- p.129
Chapter 7.2.2.3.1 --- English --- p.129
Chapter 7.2.2.3.2 --- Putonghua --- p.130
Chapter 7.2.2.3.3 --- Other Languages --- p.131
Chapter 7.2.2.4 --- Language Use in Different Contexts --- p.131
Chapter 7.2.2.4.1 --- Speaking to a native speaker of English… --- p.131
Chapter 7.2.2.4.2 --- Speaking to a Cantonese speaker --- p.132
Chapter 7.2.2.4.3 --- Speaking to a Chinese who could not speak Cantonese --- p.132
Chapter 7.2.2.4.4 --- Speaking to Mainland Chinese exchange students in Hong Kong --- p.132
Chapter 7.2.2.4.5 --- Speaking to Chinese in Mainland China --- p.132
Chapter 7.2.2.4.6 --- Speaking to East Asians in Travel --- p.133
Chapter 7.2.3 --- Identity --- p.133
Chapter 7.2.3.1 --- Self-Construal --- p.133
Chapter 7.2.3.1.1 --- Chinese and English Names --- p.134
Chapter 7.2.3.2 --- Identity Triggers --- p.135
Chapter 7.2.3.2.1 --- Travel Experience --- p.135
Chapter 7.2.3.2.2 --- Overseas Residential Experience --- p.136
Chapter 7.2.3.2.3 --- Handover of Hong Kong --- p.137
Chapter 7.2.3.2.4 --- Chinese People and Chinese News --- p.137
Chapter 7.2.3.3 --- Perceptions of Cultural Identity in Different Context --- p.138
Chapter 7.2.3.3.1 --- In China --- p.138
Chapter 7.2.3.3.2 --- In Other Places --- p.138
Chapter 7.2.3.4 --- Identity and Language Use --- p.139
Chapter 7.2.3.5 --- Summary --- p.141
Chapter CHAPTER 8 --- WENDY'S STORY
Chapter 8.1 --- Introduction --- p.142
Chapter 8.2 --- Wendy's Story --- p.142
Chapter 8.2.1 --- Language and Cultural Socialization --- p.142
Chapter 8.2.1.1 --- Influence of Family --- p.142
Chapter 8.2.1.2 --- Influence of Formal Education --- p.143
Chapter 8.2.1.3 --- Influence of Local Community --- p.144
Chapter 8.2.1.4 --- Influence of Travel --- p.145
Chapter 8.2.2 --- Language Learning and Use --- p.146
Chapter 8.2.2.1 --- Language Proficiency --- p.146
Chapter 8.2.2.2 --- Language Attitudes --- p.146
Chapter 8.2.2.2.1 --- Towards Cantonese --- p.146
Chapter 8.2.2.2.2 --- Towards English --- p.147
Chapter 8.2.2.2.3 --- Towards Hong Kong Accented English --- p.148
Chapter 8.2.2.2.4 --- Towards Putonghua --- p.148
Chapter 8.2.2.2.5 --- Towards Code-Mixing of Cantonese and English --- p.149
Chapter 8.2.2.2.6 --- Towards Other Language Varieties --- p.149
Chapter 8.2.2.3 --- Motivation and Investment in Language Learning --- p.150
Chapter 8.2.2.3.1 --- English --- p.150
Chapter 8.2.2.3.2 --- Putonghua --- p.150
Chapter 8.2.2.3.3 --- Other Languages --- p.150
Chapter 8.2.2.4 --- Language Use in Different Context --- p.151
Chapter 8.2.2.4.1 --- Speaking to a native speaker of English --- p.151
Chapter 8.2.2.4.2 --- Speaking to a Cantonese speaker --- p.151
Chapter 8.2.2.4.3 --- Speaking to a Chinese who could not speak Cantonese --- p.151
Chapter 8.2.2.4.4 --- Speaking to Mainland Chinese exchange students in Hong Kong --- p.152
Chapter 8.2.2.4.5 --- Speaking to Chinese in Mainland China --- p.152
Chapter 8.2.2.4.6 --- Speaking to East Asians in Travel --- p.152
Chapter 8.2.3 --- Identity --- p.152
Chapter 8.2.3.1 --- Self-Construal --- p.152
Chapter 8.2.3.1.1 --- Chinese and English Names --- p.153
Chapter 8.2.3.2 --- Identity Triggers --- p.154
Chapter 8.2.3.2.1 --- Travel Experience --- p.154
Chapter 8.2.3.2.2 --- Overseas Residential Experience --- p.155
Chapter 8.2.3.2.3 --- Chinese People and Chinese News --- p.155
Chapter 8.2.3.3 --- Perceptions of Cultural Identity in Different Contexts --- p.155
Chapter 8.2.3.3.1 --- In China --- p.155
Chapter 8.2.3.3.2 --- In Other Places --- p.156
Chapter 8.2.3.4 --- Identity and Language Use --- p.156
Chapter 8.2.3.5 --- Summary --- p.157
Chapter CHAPTER 9 --- DISCUSSION AND CONCLUSIONS
Chapter 9.1 --- Introduction --- p.158
Chapter 9.2 --- Guiding Question One --- p.158
Chapter 9.2.1 --- Attitudes towards Cantonese --- p.158
Chapter 9.2.2 --- Attitudes towards English --- p.160
Chapter 9.2.3 --- Attitudes towards Putonghua --- p.164
Chapter 9.2.4 --- Attitudes towards Code-mixing of Cantonese and English --- p.166
Chapter 9.3 --- Guiding Question Two --- p.168
Chapter 9.3. --- Motivation towards Cantonese --- p.168
Chapter 9.3.2 --- Motivation towards English --- p.169
Chapter 9.3.3 --- Motivation towards Putonghua --- p.171
Chapter 9.3.4 --- Motivation towards Code-mixing of Cantonese and English --- p.173
Chapter 9.4 --- Guiding Question Three --- p.174
Chapter 9.4.1 --- Use of English --- p.174
Chapter 9.4.2 --- Use of Putonghua --- p.177
Chapter 9.4.3 --- Use of Code-mixing of Cantonese and English --- p.179
Chapter 9.5 --- Guiding Question Four --- p.180
Chapter 9.5.1 --- Cultural Identity --- p.180
Chapter 9.5.2 --- Self-construal --- p.182
Chapter 9.6 --- Summary of Findings --- p.183
Chapter 9.7 --- Implications --- p.186
Chapter 9.7.1 --- For EFL Learners --- p.186
Chapter 9.7.2 --- For English Teachers --- p.187
Chapter 9.8 --- Limitations of the Present Study --- p.188
Chapter 9.9 --- Suggestions for Further Study --- p.189
REFERENCES --- p.190
APPENDIX A Questionnaire 1 (Personal Information and Language Attitudes) --- p.199
APPENDIX B Questionnaire 2 (Strength of Cultural Identity) --- p.202
APPENDIX C Interview Protocols (Interview 1: Language Choice) --- p.203
APPENDIX D Interview Protocols (Interview 2: Cultural Identity) --- p.205
APPENDIX E Interview Protocols (Interview 3: Language Background and Cultural Identity) --- p.206
APPENDIX F Guiding Question for Autobiographical Account of Second Language Learning --- p.207
APPENDIX G Consent Form --- p.208

This study analysed the learning environment of undergraduate medical and health sciences students of the School of Medicine University of Zambia who were studying at the Ridgeway Campus. Premised on the theory that learner’s perception of the learning environment determines approach to learning and learning outcome, the study utilized a descriptive, quantitative, and non-experimental design to articulate the issues that characterise the learning environment of the programmes. The aim was to provide framework based on these, and use it to propose a strategy for improving the learning environment of the School. The Dundee Ready Educational Environment Measure (DREEM) questionnaire was administered to 448 participants from year 2 to year 7 classes of medicine, pharmacy, and physiotherapy programmes. Total DREEM, subscale, and individual items’ scores were analysed statistically and compared by analysis of variance among the programmes. The issues determined formed the framework for strategy development, and strategic options were proposed based on evidence obtained from literature. With a global DREEM score of 119.3 ± 21.24 (59.7 %), the students perceived their learning environment as “more positive than negative.” One sample binomial test of hypothesis for categorical variables returned a p value <0.05, with a verdict to ‘reject the null hypothesis,’ thereby confirming a more positive than negative perception. Subscale scores also showed ‘more positive’ perception. There were no significant differences between scores from the different programmes when compared by Games Howell test, P> 0.05, thereby upholding the second hypothesis. Analysis of individual items revealed problems in six items, which were summarised into four strategic ssues: inadequate social support for stressed students, substandard teaching and mentoring, unpleasant accommodation, and inadequate physical facilities. The implications of the findings for theory and practice were discussed and strategic options proposed to address the issues. The study concludes that analysis of the learning environment of medical schools provides more insight for strategic planning and management.
Health Studies
D.Litt. et Phil. (Health Studies)

The term ‘ELF awareness’ has gained currency in recent years to refer to teaching and learning contexts in which the ability to communicate in an international environment, between non native speakers, is recognised as a desired outcome of the course. In this chapter we present the results of a survey administered to incoming undergraduate students of languages at Ca’ Foscari University of Venice to determine their attitudes towards non-native accents when English is used in an international context. I go on to compare the results of the same survey administered to students in two MA courses, in English language and literature, and in International Relations, to determine whether MA students are more ‘ELF aware’ than undergraduates, and whether students of International Relations have a more pragmatic, instrumentally motivated approach to ELF than their peers who are specialising in English language and literature. The findings lead to a reflection on the usefulness of an ‘ELF aware approach’ in English language courses in higher education in Italy and Europe.

This chapter explores the way in which developments in the apparently rather narrow field of undergraduate finance tell us something about perceptions of the university in the late twentieth century and, more importantly, about how debates over higher education illuminate wider attitudes to the relationship between the individual, the state, and civil society. It also uses these debates—and the legislation they inspired—to discuss the difficulties the state and other actors faced in dealing with higher education in an era characterized by anxieties about Britain’s perceived decline, and about inequities in British society. The tangled and tortured development of student finance in the last four decades of the twentieth century illustrates the value of Jose Harris’s approach, whilst also enabling historians to trace the longer-lasting legacy of idealist thought.

This studyempirically explored how learning style relates to intercultural sensitivity and international attitudes in the context of a Japanese university. Atotal of 109 undergraduate students completed three questionnaires: Kolb’s Learning Style Inventory, Chen and Starosta’s Intercultural Sensitivity Scale, and Yashima’s International Posture as a measurefor international attitudes. Because the factor structure with constituent items of the Intercultural Sensitivity Scale was unresolved, we first examined the configuration of its latent constructs and then identified four underlying components. In terms of intercultural sensitivity, results of regression analysis illustrated that a learning style with a focus on acting over reflecting significantlynegativelyrelated to Anxious Interactionand marginallyrelated to Affirmative andEnjoyment Interaction. Results for international attitudes revealed that the samelearning variable wassignificantlyassociated with Intercultural Approach Tendency,Interest in International Vocation, andWillingness to Communicate to the World, whereas the learning variable of thinking versus feeling was marginally negatively related to Intercultural Approach Tendency. In conclusion, the study suggests that the learning styledimension of actionversus reflection has a strongerinfluence on intercultural sensitivity and international attitudesthan the learning dimension of thinking versus feeling.

This article examines factors influencing consumer attitudes towards SMS advertising. The study's research framework was conceptualized using five predictor variables – informativeness, irritation, privacy, credibility, and incentives – and an outcome variable of consumer attitudes towards SMS advertising. The informativeness, irritation, and privacy was labelled as central route constructs and credibility and incentives were labelled as peripheral route constructs. Survey data collected from 251 mobile users selected from a cohort of undergraduates in business management from the University of Colombo, Sri Lanka, were analyzed using the Structural Equation Method (SEM). Results suggest that the informativeness and incentive variables are positively associated with customer attitudes towards SMS advertising, whereas irritation and privacy are found to be negatively associated with consumer attitudes towards SMS advertising. Surprisingly, credibility was found to be an insignificant factor predicting consumer attitudes towards SMS advertising. Several implications for consumer attitudes towards SMS advertising are discussed.

After decades in which the Irish post-primary (grades 7-12) mathematics curriculum changed incrementally, a major innovation project was approved in 2008, and a “reform”-type curriculum was phased in over several years. The project was controversial, and some students developed negative attitudes to the change. This paper examines recent students’ opinions: in particular, the opinions of mathematics undergraduates who had experienced the transition and who took a Mathematics Education module at one Irish university in 2019- 20. They studied old and new curriculum documents and examination papers, and watched videos of reform-type lessons; their reflective comments were posted to a discussion board. Thematic analysis of posts from the 18 (out of 25) students who gave permission for use of their work in research indicates that, by then, these students supported many aspects of the reformed curriculum.

This essay describes what happened in the author’s Shakespeare classroom at Tokyo International University in the wake of a deadly stabbing attack at a residential care center for people with disabilities in nearby Sagamihara. Allison Hobgood discovers that the importance of Shakespeare in processing and responding to the Sagamihara attack was, paradoxically, his relative non-importance to her students, as compared with Shakespeare’s elevated status among U.S. undergraduates. Her model of a “feminist disability pedagogy of disorientation” decentralizes stoic analysis and mastery in favor of “immersive, deeply affective, real-time experiential learning.” By juxtaposing irreverent adaptations and selected close readings from Macbeth with frank discussions of cultural attitudes toward disability, Hobgood and her students carved out a space for Shakespeare to speak to their disorienting present, fashioning in their responses to Shakespeare a framework for more just thought and action.

The aim of this chapter is to argue how create-and-learn pedagogy can be used to direct and drive the development of virtual reality applications in academic settings. The chapter discusses the development of a synthetic learning environment that provides a context for new learning and twenty-first century education. A case study of an interdisciplinary project by university undergraduates in Japan designing, modeling, and programming a rudimentary virtual nuclear power plant provides the scenario for reflecting on the learning experiences. The chapter attempts to answer the question: How can education-appropriate virtual reality technology support students in their learning endeavors? The participation “in” technology, described in this chapter, advances the development of particular skill sets, applies knowledge to innovative situations, empowers positive attitudes to active learning, and promotes ethical considerations of the impact of technological implementations.

Students almost always hold different attitudes toward academic research. In order to describe that phenomenon and find out the factors which affected and caused students’ different attitudes toward academic research, the researchers investigated Wenzhou-Kean University (WKU) students’ attitudes towards the support from the university, research training environment, and their future academic career directions. This descriptive-quantitative study also considered students’ attitudes as a variable to measure respondents’ understanding and knowledge of academic research, and personal experiences. The sample size of 227 undergraduates represented the cross sectional respondents of the four colleges. Based on data collected by online questionnaires, results showed that most WKU students held positive attitudes toward academic research and are aware of its significance. WKU students did not have enough personal experiences in undertaking research studies. Generally, WKU students realized and acknowledged the significance of academic research in cultivating their inquiry mind and gain better understanding of the research course content. All of the three factors could affect students’ attitudes and motivations toward academic research. Faculty mentoring in the research training environment has the strongest influence while on-campus related activities in the support from the university has the lightest influence on WKU undergraduates’ attitudes towards research.

Research is an important part of an academic career, yet it is not always frequently practiced by most students. This descriptive-correlational research aimed to find out the external factors that influence students’ attitudes toward research. We sampled 201 undergraduates at Wenzhou-Kean University and analyzed their responses to the questionnaire in order to determine the relationship between possible factors and their attitudes. The results revealed that the external factor of the training environment has a moderate positive influence on research attitude, while support from the university has a strong positive influence on research attitude. Specifically, factors of faculty support, curriculum design, on-campus academic activities, library service, and financial support all moderately influence students’ attitudes towards research in a positive way. The most salient influential factor of all is faculty support. The results suggested that to improve students’ attitudes towards research, sufficient support is vital, especially academic and financial support. Therefore, to externally encourage students to conduct academic research, faculty and university could give more consideration to support provision.

In order to render prevention of intellectual misconduct efficient, the University of Bucharest has conducted a series of empirical studies starting with 2017. Perhaps the most important finding of these researches was the fact that tolerance towards academic fraud is substantially decreasing along the academic stages, from PhD students to MA students and undergraduates. A similar research was initiated among college students in Bucharest. The conclusion was the same regarding the evolution of the attitudes towards intellectual fraud: during school time the tolerance towards academic fraud is even larger than among undergraduates at the university level. Both studies enabled us to reflect on various aspects regarding the way intellectual misconduct is generated in various academic milieus and to establish illuminating correlations between important variables such as gender, level of instruction, study results, studies abroad etc. and the attitude towards intellectual integrity of various categories of respondents.