Journal articles 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.

This study aims at examining the attitudes of English as a foreign language undergraduates’ towards learning basic writing skills through using Blackboard at the University of Tabuk for the academic year 2022/2023. The sample included 30 undergraduates selected purposively. It was distributed over two groups each 15 undergraduates (experimental and control groups). The theoretical framework of the study was based on Tubaishat and Lansari‘s (2011) Model of E-learning. The researcher used SPSS (Version.26) for data analysis. Findings showed statistically significant differences at level (0, 05) for the means of the achievement test for the two groups in favor of the experimental group that was taught using blackboard. Also, findings revealed statistical significance differences at level (0, 05) in developing the correlation between English as foreign language undergraduates towards basic writing skills as a result of the use of blackboard. This research recommends that the blackboard be activated in teaching all the subjects because of its positive effect on the achievement of the faculty members and developing their attitudes towards teaching English as a foreign language.

Since the development of communication technology. The mobile advertisement has played a major role in the day today life. Currently around 4.9 billion people in the world own 7.19 billion mobile subscriptions, consequently as a developing country Sri Lanka the number of mobile phone use is 22.1 million. Especially youth has used the mobile devices rapidly and active with mobile advertisements. More over University undergraduates very much spend time with the mobile phones and searching the advertisements and entertainment activities via mobile phone and WAP (wireless application protocol) facilities helps to involve the UOJSL (University of Jaffna, Sri Lanka) undergraduates to more user friendly with mobile phones. In this research the deductive approach has been implemented in order to answer the research questions. Quantitative data has been collected through a questionnaire. The statements used in the questionnaire are based on previous studies and theories. The data retrieved through the questionnaire has been analysed using SPSS. The results of this study showed the UOJSL undergraduates mainly consumer based acceptance drivers and innovation based acceptance driver’s levels are highly determining on attitudes towards mobile advertising. Furthermore, it was found that the more positive the attitude toward advertising in general is, and the more the consumer likes searching for product information. The main purpose of this research was to find out what the attitudes of the UOJSL undergraduates are toward mobile advertising. The statistical results showed a positive attitude toward mobile advertising.

Research among prospective UK undergraduates in 2002 found that some students, especially from low social classes, were deterred from applying to university because of fear of debt. This article investigates whether this is still the case today in England despite the changing higher education landscape since 2002. The article describes findings from a 2015 survey of prospective undergraduates and compares them with those from the 2002 study. We find that students’ attitudes to taking on student loan debt are more favorable in 2015 than in 2002. Debt-averse attitudes remain much stronger among lower-class students than among upper-class students, and more so than in 2002. However, lower-class students in 2015 do not have stronger debt-averse attitudes than do middle-class students. Finally, debt-averse attitudes seem more likely to deter planning for higher education among lower-class students in 2015 than in 2002.

This is a report on the utility of a scale measuring attitudes toward illegal immigrants in two samples from nations that have more people moving out of the country than moving into the country. The Attitude toward Illegal Immigrants Scale was administered to 219 undergraduates from Sofia University in Bulgaria, and 179 undergraduates from Hanoi State University in Vietnam. Results yielded a scale with no sex differences, and acceptable alpha coefficients. Item analysis identified the most contributory and least contributory items, with considerable overlap in the two samples. A principal component analysis with varimax rotation was carried out to examine the structure.

Medical ionizing radiation is widely used in hospitals, in particular dental clinics, and in medical research to facilitate the diagnosis and treatment of patients. The awareness, attitude, and perception of ionizing radiation exposure among dental undergraduate students and interns in radiological investigations and dental care clinics were investigated. A cross-sectional study was conducted; 17 questions were designed online using the software “QuestionPro,” which was licensed to the University of Imam Abdulrahman Bin Faisal. Participants included senior medical dental students from Imam Abdulrahman Bin Faisal University in their third to fifth years, as well as interns from King Fahad University Hospital and private dental care clinics. A total of 855 participants viewed, 360 started the questionnaire, and 258 (72%) completed it online. Overall, knowledge was lacking; 32% of respondents incorrectly believed that magnetic resonance imaging and ultrasound used ionizing radiation, while 38% were unsure. Dental X-rays were deemed harmful by 40% (n = 104) of respondents. According to 33% (n = 85) of participants, there is no radiation scatter during an X-ray or CT scan, while 30% (n = 76) are unsure. Respondents (44%; n = 104) were unaware of the radiation dose from a chest radiograph and (45%; n = 116) overestimated the radiation dose. The effects of ionizing radiation on healthy tissue are known to more than half of the participants (54%). According to 39% of respondents, digital radiography exposes them to less radiation than traditional radiography. In terms of radiation protection and hazard, 46% said personal monitoring badges should be always worn and 58% (n = 150) said lead aprons should be used on a regular basis. 63% of the subjects had received radiation protection education, such as formal lectures, tutorials, or workshops, while 37% (n = 95) had not. 53% of the respondents were not aware of the international recommendations from the International Commission on Radiological Protection. When asked if they would follow radiation protection protocols if they opened a private dental clinical practice in the future, 50% (n = 129) said they would.

Abstract Public acceptance of genetic modification (GM) technologies may be essential to their continued development, yet few studies have investigated the manner in which demographic and educational factors predict support for GM research. The current study examined attitudes toward animal research and GM in ~400 university undergraduates enrolled in introductory or upper-level psychology courses with material on animal experimentation. Results revealed that men were more accepting of animal and GM research than were women. Enrollment in upper-level psychology classes that addressed specific topics in animal research did not directly predict support for GM research, but such enrollment was associated with increased endorsement of the validity of animal research, which then contributed to acceptance of GM scenarios. The current findings highlight the impact of educational variables on support for animal research, which may then influence attitudes toward GM research.

A random sample of female undergraduates at a large New England state university was surveyed by mail in 1983 to determine their attitudes and behavior relating to eating, dieting, and body weight. Results indicated dissatisfaction with and negative attitudes about eating habits and body weight. Forty-five percent had ever experienced uncontrolled binge-eating; 18 percent had a combination of bulimia symptoms, and 10 percent had used self-induced vomiting for weight control. The health education needs and interests of these students also were assessed and recommendations for university programs were made.

The Tzu Chi University Environmental Education Program, based on a theory of change, consisted of four weeks of lessons involving environmental and sustainability topics, followed by hands-on sorting of recyclables and four weeks of weekly documenting of environmentally friendly behavior. The Program was analyzed using written thoughts from the Experimental Group, as well as 78 and 116 valid survey responses of the Control and Experimental Groups, respectively. The survey consisted of questions regarding demographics and five constructs: environmental awareness, attitudes, norms, efficacy and behavior. No significant average differences were found between the pre-tests of the Control and Experimental Groups, or between the pre- and post-test of the Control Group. The post-test of the Experimental Group displayed a significantly higher average value when compared to both the pre-test of the Experimental Group and the post-test of the Control Group, as the means of the self-reported environmental awareness, attitudes, norms, efficacy and behavior significantly improved statistically after participating in the Program. Analysis revealed that lessons from the Program increased undergraduates’ environmental awareness and attitudes; “hands-on recyclables sorting” and “weekly documentation of environmentally friendly behavior” strengthened undergraduates’ environmental norms and efficacy, while their combination resulted in a significant improvement toward environmentally friendly behavior.

The aim of this study was to investigate the influence of contexts on cheating attitudes and behavior among Brazilian undergraduates. Participants were 77 Previous Choice Engineering and 70 Late Choice Engineering students. Previous Choice students enter the desired field chosen by examination, whereas Late Choice students' grades during the two first college years give them preference to choose the field. Their self-reported attitudes and behaviors were compared with those of 82 chemistry undergraduates from two universities (UNI-C and USP-C). The Late Choice students reported significant negative opinion about cheating, whereas Previous Choice students, especially women, reported significant favorable opinion. Furthermore, Previous Choice students reported colleagues more frequently gave them answers on examinations than Late Choice students. The two university groups in chemistry had intermediate scores. Deterrents of cheating strongly embedded in the student culture were found among Late Choice engineering undergraduates which may be explained by social learning theory.

The accounting profession is in a state of flux— some might even say crisis. Recent ethical lapses, such as the Enron debacle, have called into question the professionalism of a few, tainting the reputation of many accountants. In this study, we examined the attitudes of accounting students at a comprehensive public university at the beginning and end of the curriculum. Results showed that both groups are motivated to become accountants by the desire to make money rather than by a desire to serve the public. We discuss advising implications of these attitudes, pointing out actions faculty and professional advisors can take to influence students' reasons for entering the accounting profession. Relative emphasis: * practice, theory, research

The aims of this study were to examine attitudes and motivation of non-English major students towards learning English. The descriptive research design was applied. The Vietnamese questionnaire adapted from Gardner’s Attitudes\Motivation Test Battery (AMTB) was used as a tool to collect data. A convenient sample was chosen among undergraduates at Nong Lam University. The Statistical Package for Social Sciences (SPSS) version 22.0 software was used to analyze the data obtained from the questionnaire. The findings show that non-English major students have positive attitudes towards learning English and their motivation, including instrumental motivation and integrative motivation, was at high level. It’s recommended that teachers need to apply technique to maintain students’ integrative and instrumental motivation as well as develop students’ learning strategies and skills.

Objective: Anti-microbial resistance has become a global problem especially in developing countries. The aim of the study was to evaluate the effect of socio-demographic predictors amongst final year pharmacy undergraduates in Sri Lanka on their knowledge, perception and attitudes regarding antibiotic use.Methods: A questionnaire-based study involved final year pharmacy students from four public universities in Sri Lanka. Data on knowledge, attitudes and perception about the appropriate use of antibiotics were analysed. Ethics approval was granted by the university of Ruhuna Sri Lanka.Results: There was good general knowledge of antibiotics (mean=15.57), however, 46% said metronidazole is not an antibiotic, 82% said that the use of antibiotics speed-up the recovery from the common cold. Perception (p=0.033) and attitudes (p=0.028) of respondents from urban area were significantly higher than that of those from rural area.Conclusion: Clinical education for pharmacy undergraduates should have an in-depth focus on the rational of antibiotics use in Sri Lanka.

This study investigated some predictors namely technological attitudes, skills, and knowledge (t-ASK) in relation to technopreneurship engagement among Nigerian undergraduates in an Emerging Society 5.0. The descriptive research design was used. The study was piloted by two research questions and one null hypothesis. The target population comprised all 44, 183 undergraduates at the University of Lagos, out of which 336 were selected through stratified random sampling technique. A self-designed, validated, and reliable instrument (r=.88) entitled “Technopreneurship Engagement Scale (TES)” was used for data collection. Methods of data analysis were Multiple Regression and Independent t-test. Findings showed that the joint contributions of t-ASK to the variance in technopreneurship engagement was 11.3%. Finding further showed that technological attitudinal made the highest contribution (β=.219), followed by technological knowledge (β=.137), and then, technological skills (β=.-087) to the variance in technopreneurship engagement.There was also significant difference in technopreneurship engagement among male and female Nigerian undergraduates ((t=-2.376; df=334, p<.05). Selected predictors are ‘sine qua non’ to successful technopreneurship engagement among Nigerian undergraduates. We therefore recommend among others that students should be encouraged to develop positive technological attitudes towards technopreneurship which made the highest relative and significant contribution.

The purpose of this study was to explore the attitudes of African university students towards interracial marriage. On whether they would choose a black or white person for marriage and whether their parents would approve their marrying a white person, most respondents (first-year undergraduates, 76 women and 63 men) preferred marrying a black person and indicated their parents would oppose their marrying a white person. Such findings were no surprise given the cultural value attached to marriage as well as South African multiracial interrelations marked by differential treatment.

This article presents a new application of cluster analytic methodology to the study of gender role attitudes. We developed a preliminary typology of men's profiles of masculinity ideology in a sample of 217 upper-level undergraduates stratified across all academic divisions at a large, public university in the midwest. Based on cluster analyses of four dimensions of masculinity ideology, five patterns of endorsement were identified: Moderately Traditional, High Status/Low Violence, Nontraditional, High Violence/Moderately Traditional, and Traditional. Preliminary validity of this cluster solution was demonstrated by significant differences by cluster in gender role egalitarianism.

Developing positive attitudes by upgrading the environmental literacy level is very important to protect nature from anthropogenic pressures. This study evaluates existing knowledge, awareness, attitude and behavior, perceived issues, and solutions of undergraduates on major environmental issues of two national universities with different teaching methods of the Open University of Sri Lanka (OUSL: open distance learning) and the University of Peradeniya (UP: conventional). A questionnaire survey (29 structured and 04 open-ended items) was adapted with 800 undergraduates of engineering, science, management, law, and arts/ social sciences disciplines. We computerized descriptive statistics, such as frequency and cross-tabulation, and mean comparison using the SPSS software. The results showed that there was no significant difference (p > 0.05) of existing environmental knowledge in undergraduates of two universities. However, there was a significant difference in undergraduates’ family income (F = 5.387, p < 0.001) and family educational background (p < 0.05) with environmental knowledge. School education played a main role in building environmental concepts for undergraduates. The environmental attitude and behavior of both student groups showed a fairly favorable status. The majority of respondents suggested that TV and radio were the most effective media for environmental awareness. Undergraduates of the OUSL and UP were more interested in “tree planting”/ “gardening” (22.7%) and “hiking (mountain climbing)” (25.7%), respectively. Both OUSL and UP groups recognized “global warming” as the major global environmental issue and air pollution as the local issue. This study highlights the importance of building environmental knowledge among undergraduates, mainly on global and local environmental issues, to improve sustainable environment management.

A questionnaire, containing 36 sentence stubs, was given to a random sample of 43 male and 37 female undergraduates at an Australian university. Of the 36 sentence stubs, 13 were concerned with the sexuality of disabled women, 5 with sexuality in general and 18 with other social issues. Subjects were asked to complete the sentences rapidly with the first thought that came to mind. The Cochran Q test showed significantly more non-acceptance of sexuality of disabled women than of sexuality in general, on three out of five parallel sentence stubs. On 13 sentence stubs related to the sexual behaviour of disabled women, 39% of all subjects gave negative responses, compared with 26% who gave negative responses to five sentence stubs related to the sexual behaviour of able-bodied persons. A chi-square analysis showed males to hold more negative attitudes towards the sexuality of disabled women than females (p < 0.05).

Eating disorder is not an uncommon disorder in developed countries, although this topic has been relatively understudied in developing countries. This study determined the prevalence of eating disorder and types of eating disorders common among female undergraduates in Obafemi Awolowo University, Ile-Ife. Using a descriptive survey design, 1000 female undergraduates aged 18-40years was selected through the stratified random sampling technique. Data were collected on socio-demographic variables such as age and religion, height and weight while, The Eating Attitudes Test (EAT) was used to measure eating disorders. Data was analyzed using descriptive and inferential statistical techniques. One hundred and seventy one (171) respondents were classified as highly at risk for eating disorders. The prevalence of eating disorder among the study population was 17.1%. The results revealed that 205 (20.5%) of the respondents were at risk for anorexia nervosa, 170 (17.0%) for bulimia nervosa and 168 (16.8%) for obesity. The study concluded that eating disorder is common among young adults in Nigeria. Key words: Eating disorders, Anorexia nervosa, Bulimia nervosa, Obesity, prevalence of eating disorders.

The article tackles the problem of competitiveness of university graduates. The study sample is represented by the students of the Faculty of Management. The authors analyze differing views on competitiveness among employers and graduates, and characteristics of key competencies required to obtain and keep a job. A survey among the final-year students was aimed at studying their perceptions of their own competitiveness, job ambitions and expectations. The respondents’ attitudes towards labour market opportunities and career prospects were revealed. The strategies that the future managers use to improve their employability were described. The obtained results may be used to develop and include in the curricula some components of skills which enable the development of a competitive personality.

Many first-year university students experience stressors that impact their adjustment and well-being. Their help-seeking attitudes and preferred sources of support may be associated with various factors. The purpose of the present study was to (1) examine help-seeking preferences amongst first-year university students, (2) explore factors associated with students’ attitudes toward seeking mental health services, and (3) identify perceived barriers associated with accessing formal sources of support. First-year students at a Canadian university (N = 167) completed a survey assessing help-seeking attitudes and preferences, as well as challenges associated with seeking support. Participants also provided information about their perceived levels of social support, personality characteristics, and their tendency to experience positive and negative affect. Findings suggest that social support and negative affect were significantly associated with positive attitudes toward seeking mental health services. However, students were more inclined to rely on informal sources of support, such as family members and friends, compared to formal sources of support available through on- or off-campus mental health services. For thosestudents who are inclined to access formal mental health support, barriers may impede access to care. Perceived barriers include cost and concerns about the availability of services and their overall effectiveness. These findings call for the creation of more opportunities for on-campus informal support in addition to better access to on-campus mental health services.

Shiga University opened the first data science faculty in Japan in April 2017. Beginning with an undergraduate class of 100 students, the Department has since established a Master's degree programme with 20 students in each annual intake. This is the first data science faculty in Japan and the University intends to retain this leading position, the Department is well-placed to do so. The faculty closely monitors international trends concerning data science and Artificial Intelligence (AI) and adapt its education and research accordingly. The genesis of this department marks a change in Japan's attitudes towards dealing with information and reflects a wider, global understanding of the need for further research in this area. Shiga University's Data Science department seeks to produce well-trained data scientists who demonstrate a good balance of knowledge and skills in each of the three key areas of data science.

Abstract Information and knowledge are the foremost tools in fighting the scourge of HIV/AIDS. Previous studies have focused more on HIV/AIDS and Nigerian undergraduates’ attitudes, beliefs and protective practices than how information factors influence their knowledge of the pandemic. This study, therefore, investigated the influence of access to HIV/AIDS information on its knowledge among undergraduates of federal universities in Nigeria. The study adopted the descriptive survey research design, with a combination of the purposive, proportionate and stratified random sampling technique used to select 1,679 undergraduates from five universities across five geopolitical zones of Nigeria. Questionnaire was the instrument used for collecting data, which were analyzed using Pearson’s product moment correlation and multiple regression. The most accessible sources of HIV/AIDS information among undergraduates were television (94.5 %), radio (93.0 %) and the Internet/ICT centers (90.5 %). The types of HIV/AIDS information frequently assessed were information on how to refuse sex (Mean=3.15), how to be faithful to one partner (Mean=3.12), sharing of sharp objects (Mean=3.12), blood transfusion (Mean=3.11), unprotected sexual intercourse (Mean=3.10) and how to use condoms correctly (Mean=3.09). Access to HIV/AIDS information (r=0.15) resulted in positive significant relationships with HIV/AIDS knowledge, thus access to HIV/AIDS information has a positive influence on the promotion of knowledge of HIV/AIDS among undergraduates. The level of study was also a predictor of HIV/AIDS knowledge, which was not the case for factors of age, discipline, gender, marital status, tribe and religion. The AIDS service organizations and program developers should come up with strategies that would strengthen and improve the content, accuracy and ease of understanding of HIV/AIDS information that students have access to in order to facilitate its use.

Objective. The present study examined the impact of contextual inferencing on Iranian EFL learners’ attitudes towards reading in English. Methods and techniques of the research. To achieve such goals, 60 BA undergraduate students at Islamic Azad University of Shiraz, majoring in English teaching and English translation studies within the age range of 19-23 participated in the study. They were divided into two groups of control and experimental randomly. The data were collected through an ‘Attitude towards Reading’ questionnaire and a revised version of Demet Kulac’s (2011) interview in two phases before and after the instruction. Results. The comparison of pre- and post-questionnaires showed that contextual inferencing strategies had a positive effect on learners’ attitudes towards reading, and there was a negative relationship between unknown vocabulary encounters and learners’ attitudes towards reading English texts. Finally, the analysis of the interview confirmed the effectiveness of strategy training in reading attitudes and showed some other factors which were enhanced by using contextual inferencing strategies. Conclusions. The findings contribute to syllabus designers and teachers in reading comprehension and international tests preparation courses.

62 Caucasian, 61 Hispanic, and 44 Asian female undergraduates completed the Index of Homophobia by Hudson and Ricketts, seven items from the Attitudes Toward Lesbians and Gay Men Scale by Herek, and three questions on Affectional Orientation toward homosexuals from D'Augelli and Rose. Overall, familiarity with homosexuals as measured by self-reported number of homosexual friends correlated negatively with scores on the homophobia measures, but there were no significant differences among the groups' reported number of homosexual friends. Asian students scored signiftcantly higher on the homophobia measures than Caucasian students. Both Asian and Hispanic students endorsed the statement significantly more often than Caucasian students that the university would be better if only heterosexuals attended. No significant differences in scores were found regarding attitudes toward lesbians versus gay men.

Objective of the study was to assess knowledge, attitude, and practices towards COVID-19 infection of Sri Lankan dental undergraduates at the Faculty of Dental Sciences, University of Peradeniya, Sri Lanka. A descriptive cross-sectional study was conducted with participation of 246 undergraduate students in pre-clinical and clinical years in the Faculty of Dental Sciences, University of Peradeniya, Sri Lanka. A pretested, self-administered questionnaire sent via a Google form was used to collect data assessing above. Knowledge, practice, and fear scores of the students were assessed and compared considering their gender, age, year of study and socio-economic status. Students had a high knowledge score of 89.6%. Students had a good practice score of 84.4%. Clinical students had favorable practices to prevent spread than pre-clinical students (p=0.026). Mean for knowledge, practice and fear was higher among female students, but the difference was not statistically significant. Fear score was significantly higher in students who were above 25 years of age (p=0.006). Significant negative correlations were present between the fear score and practice score as well as the knowledge score and fear score, (p<0.05) indicating that the fear declines while increasing the knowledge and practice increases with the deduction of the fear. Students’ overall preparedness in terms of knowledge and attitudes is adequate for the management of dental patients during the COVID-19. However, it is recommended to bridge the gaps identified to reduce fear and improve practice for safe delivery of oral health care for the community. Keywords: COVID­19, dental undergraduates, knowledge, attitudes, practice, Sri Lanka

Writing is a crucial skill for university students to succeed in the current content-driven era. However, many students are reported to be intimidated by writing as they find the task daunting, thus affecting their participation in writing activities. Students also rarely show encouraging writing behaviour, which leads to unsatisfactory written work. This study aimed to examine factors that contribute to their writing behaviour. A quantitative research method by means of a survey design was employed for data collection. A 43-item questionnaire was distributed randomly using a Google Form link to 84 undergraduate students who were undertaking various fields of study at a public university. Section A of the questionnaire queries the students’ demographic profile, whereas Section B, C, and D seek responses on their psychological state, confidence, and attitudes, respectively. Section E queries their writing behaviour. Descriptive analysis was performed on each factor, and Pearson’s correlation was used to analyse the relationship between the factors and the students’ writing behaviour. Finally, a stepwise multiple regression was employed to discover the factor most contributing to the students’ writing behaviour. The findings indicate that confidence and attitude factors have a significant relationship with the students’ writing behaviour, but the relationship between psychological state factors and writing behaviour was not significant. This finding enhances the understanding of the essentiality of attitude in facilitating students’ writing mastery.

The consistently high rate of sexually transmitted infections among people 18–24 years old warrants novel strategies promoting condom use among large segments of this population. Ample opportunity exits to employ such strategies in university settings. This study evaluated a sex-positive, home-practice intervention designed to promote condom use among university undergraduates engaging in penile–vaginal intercourse (PVI). A sample of 29 opposite-sex undergraduate couples, engaging in PVI, was recruited from a large university. After teaching couples about condom use, a health educator helped couples select condoms/lubricants from options comprising various sizes, fits, shapes, textures, and other features. A 30-day ‘homework assignment’ was made to use these products while reducing condom use errors/problems and enhancing sexual pleasure. A repeated measures design, with a six-month observation period, was used to evaluate the program. Over the six-month period, the mean frequency of condomless PVI decreased from 26.4 to 3.9 times ( P < .001). Significant and favorable changes were also found relative to attitudes toward condom use ( P = .027) and in condom use self-efficacy ( P < .001). Most students completing the follow-up assessment indicated the intervention would favorably impact their future condom use. Findings suggest this intervention program may be important to promoting condom use among university couples engaging in PVI.

Questions from the World Values Survey were administered to 404 undergraduates at a Chinese university to explore the relationships among rural and urban experience, gender role attitudes, and psychological well-being. Results showed that female students were more gender egalitarian than were male students. Female students with traditional gender role attitudes were more likely to be from rural than urban areas, display lower subjective health, and report lower life satisfaction. Male students with traditional gender role attitudes scored higher on life satisfaction than did traditional females. The results imply that exposure to urban living experiences leads to more egalitarian gender role attitudes, and that this attitude is accompanied by better psychological well-being for females. Limitations of the findings are discussed.

Field-based research programs offer students a singular opportunity to understand that today there are no simple scientific, economic or socio-political answers to the complex questions facing governments, communities, and local organizations. Through their research, students can gain a first-hand appreciation that decision making in the real world is a mix of all these disciplines, and that they have a vital role to play in participating in this process. According to the most recent Open Doors report (2006), issued by the Institute of International Education, about 206,000 US students studied abroad in 2004/5. While about 55% studied in Europe, an increasing number studied in other host countries around the world. Social science and physical science students comprised about 30% of all US study abroad students in this period. While study abroad programs encompassing a field research component are still in the minority, an increasing number of home institutions and field-based providers are supporting and conducting these types of programs. As the student papers in this Special Issue of Frontiers demonstrate, there is high quality work being produced by undergraduates in settings as diverse as France, Thailand, Kenya, South Africa and Mali. For these students this opportunity was likely a new experience, involving living and studying in international settings; dealing with language and culture differences; matriculating in programs operated by host country universities, independent program providers, or their home institution’s international program; and learning how to conduct research that meets professional standards. Much has been written and discussed regarding pre-departure orientation of US students studying abroad, along with studies and evaluations of the study abroad experience. Less discussion and research has focused on the experiences of the on-site faculty and staff who host students and incorporate field-based research into their courses and programs. These courses and programs involving student research include the following types: • International university-based research, in which the student conducts research on a topic as part of a course or term paper; • Independent field-based research, in which the student identifies a topic, organizes the project, and conducts the field work, analysis, write-up, etc. for an overall grade; • Collective field-based research, in which students, working under the guidance of a professor (either US or international), conduct a research project as part of a US-based course, or complementary to the professor’s research focus; • Client-focused, directed, field-based research in which the research conducted is in response to, or in collaboration with, a specific client ranging from an NGO, to a corporation, to an indigenous community, or a governmental agency. The purpose of this article is to describe some of the issues and challenges that on-site faculty and staff encounter in preparing and supporting US undergraduate students to conduct formal research projects in international settings in order to maximize their success and the quality of their research. The perspectives described below have been gathered through informal surveys with a range of international program faculty and staff; discussions with program managers and faculty; and through our own experience at The School for Field Studies (SFS), with its formal directed research model. The survey sought responses in the following areas, among others: preparing students to conduct successfully their field-based research in a different socio-cultural environment; the skill building needs of students; patterns of personal, cultural, and/or technical challenges that must be addressed to complete the process successfully; and, misconceptions that students have about field-based research. Student Preparation Students work either individually or in groups to conduct their research, depending on the program. In either case on-site faculty and staff focus immediately on training students on issues ranging from personal safety and risk management, to cultural understanding, language training, and appropriate behavior. In programs involving group work, faculty and staff have learned that good teamwork dynamics cannot be taken for granted. They work actively with students in helping them understand the ebb and flow of groups, the mutual respect which must be extended, and the active participation that each member must contribute. As one on-site director indicates, “Students make their experience what it is through their behavior. We talk a lot about respecting each other as individuals and working together to make the project a great experience.” Cultural and sensitivity training are a major part of these field-based programs. It is critical that students learn and appreciate the social and cultural context in which they will conduct their research. As another on-site director states, “It is most important that the students understand the context in which the research is happening. They need to know the values and basic cultural aspects around the project they will be working on. It is not simply doing ‘good science.’ It requires understanding the context so the science research reaches its goal.” On-site faculty and staff also stress the importance of not only understanding cultural dynamics, but also acting appropriately and sensitively relative to community norms and expectations. Language training is also a component of many of these programs. As a faculty member comments, “Students usually need help negotiating a different culture and a new language. We try to help the students understand that they need to identify appropriate solutions for the culture they are in, and that can be very difficult at times.” Skill Building Training students on the technical aspects of conducting field-based research is the largest challenge facing most on-site faculty and staff, who are often struck by the following: • A high percentage of students come to these programs with a lack of knowledge of statistics and methods. They’ve either had very little training in statistics, or they find that real world conditions complicate their data. According to one faculty member, “Statistics are a big struggle for most students. Some have done a class, but when they come to work with real data it is seldom as black and white as a text book example and that leads to interpretation issues and lack of confidence in their data. They learn that ecology (for example) is often not clear, but that is OK.” • Both physical and social science students need basic training in scientific methodology in order to undertake their projects. Even among science majors there is a significant lack of knowledge of how to design, manage and conduct a research project. As a program director states, “Many students begin by thinking that field research is comprised only of data collection. We intensively train students to understand that good research is a process that begins with conceptualization of issues, moves into review of relevant literature, structures a research hypothesis, determines indicators and measurements, creates the research design, collects data, undertakes analysis and inference. This is followed by write-up in standard scientific format for peer review and input. This leads to refining earlier hypotheses, raising new questions and initiating further research to address new questions.” Consistently, on-site faculty have indicated that helping students understand and appreciate this cycle is a major teaching challenge, but one that is critical to their education and the success of their various field research projects. • The uncertainty and ambiguity that are often present in field research creates challenges for many students who are used to seeking ‘the answer in the book.’ On-site faculty help students understand that science is a process in which field-based research is often non-linear and prone to interruption by natural and political events. It is a strong lesson for students when research subjects, be they animal or human, don’t cooperate by failing to appear on time, or at all, and when they do appear they may have their own agendas. Finally, when working with human communities, student researchers need to understand that their research results and recommendations are not likely to result in immediate action. Program faculty help them to understand that the real world includes politics, conflicting attitudes, regulatory issues, funding issues, and other community priorities. • Both physical and social science students demonstrate a consistent lack of skill in technical and evidence-based writing. For many this type of writing is completely new and is a definite learning experience. As a faculty member states, “Some students find the report writing process very challenging. We want them to do well, but we don’t want to effectively write their paper for them.” Challenges The preceding points address some of the technical work that on-site faculty conduct with students. Faculty also witness and experience the ‘emotional’ side of field-based research being conducted by their students. This includes what one faculty member calls “a research-oriented motivation” — the need for students to develop a strong, energized commitment to overcome all the challenges necessary to get the project done. As another professor indicates, “At the front end the students don’t realize how much effort they will have to expend because they usually have no experience with this sort of work before they do their project.” Related to this is the need for students to learn that flexibility in the research process does not justify a sloppy or casual approach. It does mean a recognition that human, political, and meteorological factors may intervene, requiring the ability to adapt to changed conditions. The goal is to get the research done. The exact mechanics for doing so will emerge as the project goes on. “Frustration tolerance” is critical in conducting this type of work. Students have the opportunity to learn that certain projects need to incorporate a substantial window of time while a lengthy ethics approval and permit review system is conducted by various governmental agencies. Students learn that bureaucracies move at their own pace, and for reasons that may not be obvious. Finally, personal challenges to students may include being uncomfortable in the field (wet, hot, covered in scrub itch) or feeling over-tired. As a faculty member states, “Many have difficulty adjusting to the early mornings my projects usually involve.” These issues represent a range of challenges that field-based research faculty and staff encounter in working with undergraduate students in designing and conducting their research projects around the world. In my own experience with SFS field-based staff, and in discussions with a wide variety of others who work and teach on-site, I am consistently impressed by the dedication, energy and commitment of these men and women to train, support and mentor students to succeed. As an on-site director summarizes, essentially speaking for all, “Fortunately, most of the students attending our program are very enthusiastic learners, take their limitations positively, and hence put tremendous effort into acquiring the required skills to conduct quality research.” Summary/Conclusions Those international program faculty and staff who have had years of experience in dealing with and teaching US undergraduates are surprised that the US educational system has not better prepared students on subjects including statistics, scientific report formatting and composition, and research methodologies. They find that they need to address these topics on an intensive basis in order for a substantial number of students to then conduct their research work successfully. Having said this, on-site faculty and staff are generally impressed by the energy and commitment that most students put into learning the technical requirements of a research project and carrying it out to the best of their abilities. Having students conduct real field-based research, and grading these efforts, is a very concrete method of determining the seriousness with which a student has participated in their study abroad program. Encouraging field-based research is good for students and good for study abroad because it has the potential of producing measurable products based on very tangible efforts. In a number of instances students have utilized their field research as the basis for developing their senior thesis or honors project back on their home campus. Successful field research has also formed the basis of Fulbright or Watson proposals, in addition to other fellowships and graduate study projects. An increasing number of students are also utilizing their field research, often in collaboration with their on-site program faculty, to create professional conference presentations and posters. Some of these field-based research models also produce benefits for incountry clients, including NGOs, corporations and community stakeholders. In addition to providing the data, analyses, technical information, and recommendations that these groups might not otherwise be able to afford, it is a concrete mechanism for the student and her/his study abroad program faculty and staff to ‘give back’ to local stakeholders and clients. It changes the dynamic from the student solely asking questions, interviewing respondents, observing communities, to more of a mutually beneficial relationship. This is very important to students who are sensitive to this dynamic. It is also important to their program faculty and staff, and in most cases, genuinely appreciated by the local stakeholders. In essence, community identified and responsive research is an excellent mechanism for giving to a community — not just taking from it. An increasing interest in conducting field-based research on the part of US universities and their students may have the effect of expanding the international destinations to which US students travel. A student’s sociological, anthropological, or environmental interest and their desire to conduct field research in that academic discipline, for example, may help stretch the parameters of the student’s comfort level to study in more exotic (non-traditional) locales. Skill building in preparing for and conducting field-based research is an invaluable experience for the student’s future academic and professional career. It is a fairly common experience for these students to indicate that with all the classroom learning they have done, their study abroad experience wherein they got their hands dirty, their comfort level stretched, their assumptions tested, and their work ethic challenged, provided them with an invaluable and life changing experience. Conducting field-based research in an international setting provides real world experience, as the student papers in this edition of Frontiers attest. It also brings what may have only been academic subjects, like statistics, and research design and methodology, to life in a real-conditions context. On a related note, conducting real field-based work includes the requirement to endure field conditions, remote locations, bad weather, personal discomforts, technological and mechanical breakdowns, and sometimes dangerous situations. Field research is hard work if it is done rigorously. In addition, field work often includes non-cooperating subjects that defy prediction, and may confound a neat research hypothesis. For a student considering a profession which requires a serious commitment to social or physical science field work this study abroad experience is invaluable. It clarifies for the student what is really involved, and it is helpful to the student in assessing their future career focus, as they ask the critical question — would I really want to do this as a fulltime career? US education needs to bridge better the gap between the physical and social sciences. Students are done a disservice with the silo-type education that has been so prevalent in US education. In the real world there are no strictly scientific, economic, or sociological solutions to complex, vexing problems facing the global community. Going forward there needs to be interdisciplinary approaches to these issues by decision makers at all levels. We need to train our students to comprehend that while they may not be an ecologist, or an economist, or a sociologist, they need to understand and appreciate that all these perspectives are important and must be considered in effective decision-making processes. In conclusion, education abroad programs involving serious field-based research are not a distraction or diversion from the prescribed course of study at US home institutions; rather, they are, if done well, capable of providing real, tangible skills and experience that students lack, in spite of their years of schooling. This is the reward that is most meaningful to the international program faculty and staff who teach, mentor and support US students in conducting their field-based research activities. As an Australian on-site program director stated, “there are relatively few students who are adequately skilled in these (field research) areas when they come to our program. Most need a lot of instruction and assistance to complete their research projects, but that of course is part of what we’re all about — helping students acquire or improve these critical skills.” This is the real service that these programs and on-site faculty and staff offer to US undergraduates. Paul Houlihan, President The School for Field Studies

Introduction. The article addresses the relevant problem of designing an accessible socio- psychological environment within the framework of higher education institutions for people with special education needs and disabilities. The purpose of this study is to evaluate readiness of students majoring in different branches of science to understand, respect and accept rights and needs of fellow students with disabilities, as well as to interact with them. Materials and Methods. The authors provide a review of Russian and international literature on the priority of social inclusion for people with disabilities (V.N. Myasishchev, D. Thompson, K.R. Fisher, M. Biggeri, etc.) In order to reveal the attitudes of undergraduates majoring in different branches of science (Engineering, Psychology, Education, Law, Physical Education and Sports) to fellow students with disabilities the authors used the ‘Unfinished sentences’ inventory (adapted by I.A. Mikhalenkova and I.E. Rostomashvilli). The sample consisted of 370 students aged between 18 and 50 from 9 universities of the Russian Federation. Results. The study has revealed the peculiarities of developing attitudes towards fellow students with disabilities among undergraduates majoring in different branches of science, summarized the findings about the attitudes towards students with disabilities in the inclusive educational environment of higher educational institutions. The authors explained and clarified the concept of ‘attitude’ as a complex psychological phenomenon comprising cognitive, emotional and moral and ethical components. It is emphasized that students majoring in Education and Psychology are more tolerant, responsive and empathic to fellow students with disabilities than students doing degrees in Economics. According to the research findings, undergraduates’ attitudes towards fellow students with disabilities are determined by their moral and ethical values. It has been found that young adults who choose universities of a humanitarian orientation have a more mature value system. The authors have distinguished three types of attitudes to people with disabilities. The study has shown that undergraduates majoring in different branches of science are tolerant to the inclusion of students with disabilities in degree programmes. Most of them are ready to help, however, they try to avoid making disabled friends. Conclusions. The article concludes that the differentiated approach to creating an accessible socio-psychological inclusive learning environment, taking into account the attitudes of fellow students, is a leading factor in designing an accessible environment for inclusive education of university students majoring in different branches of science.

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.

This study has the aim of improving the English speaking ability of Taiwanese college freshmen by a video featuring connected speech instruction. Forty-eight students from a private university in northern Taiwan participated in the study, which lasted for 7 weeks. Pre- and post-tests were used to assess their speaking performance in terms of connected speech before and after the experimental treatment. Entry and exit questionnaires were also used to investigate students’ learning attitudes. The results show that such instruction was significantly effective for improving the English language learners’ connected speech skills. Positive results were also observed in the outcomes of the questionnaires, showing significantly enhanced learning attitudes to English speaking. It is hoped that the study results may offer language teachers some insights into the practice of video-aided learning in English speech classes, particularly its efficacy for connected speech.