Relevant bibliographies by topics / Monash University Students Attitudes

Academic literature on the topic 'Monash University Students Attitudes'

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Published: 10 December 2022

Last updated: 29 January 2023

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Journal articles on the topic "Monash University Students Attitudes"

Carbone, A., P. Schendzielorz, and J. D. Zakis. "Electronic Assessment and Self-Paced Learning on the Web Using a Multiple-Choice Quiz Generator." International Journal of Electrical Engineering & Education 37, no. 2 (April 2000): 119–25. http://dx.doi.org/10.7227/ijeee.37.2.1.

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This paper describes the work of an advanced first-year student in the Department of Computer Science, Monash University, who developed a Web-based multiple-choice quiz. It highlights the unique quiz features, and its use by students and staff. The paper describes how the quiz was incorporated into the first-year computer programming unit, which is based on the C programming language, and presents a conduit of attitudes useful to those who are planning to use the Web as a resource for educational assessment. It also describes some aspects of introduction of the quiz into engineering and Java.

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Loong, Tang Eng. "Self-Regulated Learning Strategies and Their Effects on Math Performance of Pre-University International Students in Malaysia." Journal of Education and Vocational Research 3, no. 3 (March 15, 2012): 89–97. http://dx.doi.org/10.22610/jevr.v3i3.54.

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The study examined any differences in self-regulated learning (SRL) strategies between two groups of international students in the Monash University Foundation Year (MUFY) program in Malaysia, in which one group of 58 international students in their first semester, and another group of 18 international students in their second and third semesters. It followed by examining the effect of the use of SRL strategies on math performance for both groups. The Learning and Study Strategies Inventory (LASSI) was used to measure the use of SRL strategies among international students, and the final score of the most manageable mathematical subject was used to measure their math performance. The result indicated that first-semester international students used as many SRL strategies as second- and thirdsemester international students, and no significant difference in math performance between the groups was found. The result also revealed that attitude towards academic tasks; motivation level and test taking strategies were positively associated with math performance of first-semester international students, while anxiety towards tests, attitude towards academic tasks and test taking strategies were positively associated with second- and third-semester international studentsâ€™ math performance. Moreover, math performance of first-semester international students was significantly predicted by attitude towards academic tasks and test taking strategies, but second- and third-semester international studentsâ€™ math performance was not significantly predicted by any SRL strategies.

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Fernandes, Adam, Allie Ford, Gerry Rayner, and Lynette Pretorius. "Building a sense of belonging among tertiary commuter students: The Monash Non-Residential Colleges program." Student Success 8, no. 2 (July 23, 2017): 31–42. http://dx.doi.org/10.5204/ssj.v8i2.380.

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Student engagement at university is significantly influenced by sense of belonging. In 2013, our university developed a novel extra-curricular program designed to foster a sense of belonging in students who commute to university – the Monash Non-Residential Colleges (NRC) program. This study examines whether participation in the Monash NRC program changed students’ perceptions about their university experience and their sense of belonging to the university community. We show that our NRC program appears to be effective in fostering a more positive university experience for students when compared with non-NRC students. Additionally, we demonstrate that our NRC program influenced students’ sense of belonging through increased interaction with peers and staff as well as greater reported attendance on campus.

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Kristanto, Tommy, Won Sun Chen, and Yin Yin Thoo. "Academic burnout and eating disorder among students in Monash University Malaysia." Eating Behaviors 22 (August 2016): 96–100. http://dx.doi.org/10.1016/j.eatbeh.2016.03.029.

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Teh, Pei-Lee. "158 Is it Just an Idea…Or More? Gerontechnology Research in Monash University Malaysia." Age and Ageing 48, Supplement_4 (December 2019): iv34—iv39. http://dx.doi.org/10.1093/ageing/afz164.158.

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Abstract Malaysia is set to become an ageing population by 2030, when older people aged 65 years and above will constitute over 7% of the total population. In a bid to prepare for rapid ageing, Monash University Malaysia took the lead to establish the Gerontechnology Laboratory in 2016, the first of its kind in Malaysia. The aims of the Gerontechnology Laboratory are to translate research into new products, change existing business models and services, and shape public policies to improve the health and wellbeing of older people and those who care for them. The Gerontechnology Laboratory is a multidisciplinary research platform that brings together students, researchers, business partners, universities, government and the broader community to lead on research and innovations for older people within the five domains of human activity: health and self-esteem, housing and daily living, mobility and transport, communication and governance, and work and leisure. The lab also serves as a centre for education and training, assessment and consultation concerning gerontechnology, home safety, and independent living environment. Examples of external engagement include Gerontechnology Symposium (2017, 2018), Monash-Petrosains Gerontechnology Challenge (2018) and Monash Gerontechnology Lab Volunteer Community (2017-present). At the international level, the Monash University Malaysia’s Gerontechnology Lab was recognised as one of 21 international AACSB Innovations that Inspire 2019. This seminar will share how Monash University Malaysia builds the gerontechnology hub and leads the research and development for the study of gerontechnology in Malaysia.

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Burton, Joren M., and Lee A. Swanson. "Entrepreneurial attitudes of university students." International Journal of Entrepreneurship and Small Business 16, no. 3 (2012): 283. http://dx.doi.org/10.1504/ijesb.2012.047436.

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Hyams, Ross, and Denise Sadique. "The Value of Incidental Learning in a Multidisciplinary Setting." International Journal of Clinical Legal Education 20, no. 1 (July 8, 2014): 439. http://dx.doi.org/10.19164/ijcle.v20i1.16.

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<p>There is much to be gained by students learning together in a multidisciplinary environment. Enabling students to interact in a multidisciplinary clinical setting enhances their opportunity to learn from each other, their supervisors from different disciplines and from their experiences with clients. As well as “formal” learning opportunities which take place in the classroom, seminar environment, or in one-to-one instruction with a clinical supervisor, students working in a clinical setting have a range of opportunities to be exposed to informal, or incidental learning. This is learning that occurs in an opportunistic, unplanned and often, serendipitous fashion. This paper reflects on incidental learning opportunities that have been observed to take place in a multidisciplinary clinical setting, specifically between law, social work and business students. These reflections come directly from practice experience at the Monash-Oakleigh Legal Service, operated by the Faculty of Law at Monash University in Melbourne, Australia.</p>

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Dumčienė, Audronė, Tomas Saulius, and Audrius Čapskas. "UNIVERSITY STUDENTS’ ATTITUDES TOWARDS E-LEARNING." Baltic Journal of Sport and Health Sciences 1, no. 100 (2016): 2–9. http://dx.doi.org/10.33607/bjshs.v1i100.40.

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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.

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Schnurr, Norman V., Stanko Racic, and Tomislav Gelo. "University Students Attitudes: Croatia Versus Turkey." Journal of International Education Research (JIER) 7, no. 2 (April 26, 2011): 23–32. http://dx.doi.org/10.19030/jier.v7i2.4246.

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We surveyed Croatian and Turkish business school students, from universities emphasizing globalization, to analyze whether consideration for travel to the USA is affected by attitude toward their own country and the USA The results from comparing and contrasting differences between these countries and differences between males and females in each country - and their counterparts in the other country - may also give an outlook to future business relationships between the USA and these countries. Based on a t-test, Croatian students ratings of the USA were significantly more positive, but there was no statistically significant difference in expectations to travel to the USA.

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Saputra, Dadang Herli. "ANALYSING UNIVERSITY STUDENTS’ ATTITUDES TOWARDS HOAXES." Lingual: Journal of Language and Culture 9, no. 1 (May 31, 2020): 15. http://dx.doi.org/10.24843/ljlc.2020.v09.i01.p03.

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The present study aimed to analyse the students’ attitudes toward hoaxes and the other fake news. The research questions were formulated as the followings: a) What are attitudes of students toward hoax? b) What are the factors (determinants) which might affect their behaviour toward hoax? c) Where do the students usually access or share information which contains hoax? d) What are the students’ perceptions toward the impact of hoaxes? The design of the study was a mixed method in which both questionnaire and interview were administered to the participants. Firstly, the written questionnaire was administered to elicit the respondents’ attitudes and other relevant questions. Further, semi-structured interview, which was conducted randomly, was employed to provide more elaborate data on the participants’ perception. The number of participants was 80 students of law department who are currently studying in their early semesters at one state university located in Serang, Banten. The result indicated that the participants disliked hoaxes. In average, 70 % of the whole respondents were identified to have negative attitudes, followed with the other supporting statements indicating their dislike toward hoaxes. However, despite the students’ negative attitudes toward hoaxes, they also admitted that they sometimes shared hoaxes. One reason found in the present study was to prevent possible harmful occurrences as indicated by 81, 25 % of respondents who admitted to do that, besides having fun. Finally, they also perceived that hoaxes were not as harmful as what the people have thought. This statement was supported by their objection toward the government’s action to penalize the perpetrator of hoaxes. Key words: Analysing, University students’ attitudes, Towards, Hoaxes

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Dissertations / Theses on the topic "Monash University Students Attitudes"

Samarawickrema, Ramya Gayani, and Gayani Samarawickrema@deakin edu au. "Technology adoption : voices of teaching academics, educational designers and students." Deakin University. School of Education, 2005. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20080404.104044.

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This folio presents three studies (a dissertation and two electives) which use qualitative case study methodologies to investigate technology adoption from three perspectives. Central to all three studies is the study context of Monash University. The Dissertation explores adoption of web-based learning and teaching approaches from the perspective of teaching academics as they incorporate these to facilitate their students learning. The study investigates teaching academics reasons for adopting these new technologies, the factors that influenced their adoption decisions, and the challenges they were confronted with, including the contributing factors that impacted on their adoption decisions. The study shows that while contextual factors such as power and politics of the school, department, faculty and the institution impact on adoption, supportive organisational infrastructures and policy frameworks are necessary to encourage adoption, including wider adoption. In turn, on going staff development, adoption of new work practices and being adaptive to changing work environments are key demands made on teaching academics as a result of adopting web-based teaching approaches. Elective 1, a smaller study, leads on from the dissertation and examines the impact of technology adoption on the evolving role of educational designers. The study identifies the educational designers role change in assisting teaching academics to move from more conventional forms of teaching to more technology based learner-centred collaborative models. An important aspect of the study is the managers perspectives of this role in a university that has adopted a strong flexible learning and technology policy. The findings show that educational designers now work as project managers in larger teams consisting of a wider range of professionals, their expanded role in introducing technology into learning designs, providing staff development in the area, and giving technical help including advice on copyright and intellectual property issues. Elective 2 explores student readiness to adopt these technologies for learning. The study is designed to achieve an understanding of three broad categories of learners from a first year design unit: (1) South East Asian and East Asian students, (2) all other international students, and (3) local Australian students are studied to examine their readiness for modes of learning that are flexible; their approaches to study in a creative discipline area; and their openness to using technology. Findings of the study are discussed under the key themes dependence on the teacher and classroom environment, flexible learning and working alone, structure, communication and work patterns. The study concludes by discussing the possible cultural attributes that have an impact on the learning. The three studies found that the institution, its people, structures and processes must all adapt, evolve and grow in order to provide effective, engaging, student-centred web-based learning environments. Students in turn must be enabled to manage their study, make use of the technologies and maximise their learning experience. The findings revealed the stage of technology use reached at Monash University at the time of the study through the voices of the teaching academics, educational designers and students.

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Kazemi, Farida. "Attitudes of university students towards students with physical disabilities." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1198.

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The purpose of this study is to explore the social and dating attitudes of university students who are able-bodied towards students with physical disabilities at California State University, San Bernardino.

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Alothman, Manal Othman Hamad. "Saudi teachers' and university students' attitudes toward computing." Thesis, Heriot-Watt University, 2016. http://hdl.handle.net/10399/3133.

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Computer technology is an important tool that enhances people’s learning, improves their education and influences the development of society. There is considerable research in Western countries studying attitudes towards computers but few studies have been performed in the Kingdom of Saudi Arabia (KSA). Therefore, it is worth measuring students’ attitudes to computer use in KSA as, if students are able to develop a positive attitude towards this during their educational years, they will increase their learning and knowledge, their future work will benefit and in turn this will benefit the national economy. The aim of this study is to investigate the associations between Saudi University students’ knowledge of English, their gender, computer experience, parents’ encouragement of use computer usage, place of residence and general attitudes towards the use of computers in their daily life. The main contribution of this study is the investigation of the attitude of both teachers and students within different regions of Saudi Arabia, using a large quantitative data set triangulated with qualitative data. The results show that Saudi undergraduate students have a positive attitude toward computers, and there are no significant gender differences between male and female students in their attitudes. This study also suggests students in the capital city have a more positive attitude towards computer than students from small cities. There is also a strong relationship between attitudes towards computers and English language skills, computer experiences, parental encouragement and undergraduate students’ computer attitudes. A majority of Saudi students in the study don’t have access to computers at university, especially females. The qualitative study conducted with school teachers shows gender differences, with male teachers having a more positive attitudes towards computers, and more computer experience and skills. The evidence presented in this work suggests that the educational use of computing in KSA requires an increased availability of computers; provision of computer workshops for students and educators starting from early education; levels to higher education and encouragement of students to use computers in learning methods in order to be successful.

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Ghoreyshi, Mohammad. "The Attitudes of International Students Toward University Withdrawal." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331730/.

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The purpose of this study was to determine if significant differences existed in attitudes of international students concerning college withdrawal. Data collection involved 200 freshmen international students from two universities in Texas. Two questionnaires were distributed to the students to determine attitudes toward college withdrawal. The instrument used to score the attitudes was the Purdue Master Attitude Scale. The analysis of variance was used for the statistical evaluation. The statistics indicated there was no significant differences between the students tested in the study and that the students had favorable attitudes toward college and unfavorable attitudes toward college withdrawal. Based on the findings of this study, universities should devise an extensive counseling and orientation program in order to provide students opportunities to complete their college education.

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Cebi, Esra. "University Students." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610828/index.pdf.

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The main purpose of the present study was to examine the effect of perceived social support, psychological distress, prior help-seeking experience, and gender on attitudes toward seeking psychological help of university students. In addition to the main purpose
gender, faculty, living arrangement, and year of study differences in attitudes toward seeking psychological help and students&rsquo
knowledge about the psychological counseling services of the METU Health and Guidance Center were investigated. The sample consisted of 417 (223 female, 194 male) undergraduate students of Middle East Technical University. The data was gathered using the scale of Attitudes Toward Seeking Psychological Help-Shortened (ASPH-S), the Multidimensional Scale of Perceived Social Support (MSPSS), General Health Questionnaire (GHQ-12) and a demographic information form. It was found that nearly half of the participants (47%) had knowledge about the psychological counseling services of the METU Health and Guidance Center. Friends were the most frequently stated sources of help (59%) in times of need for personal problems. Females had more positive attitudes toward seeking psychological help than males. Students of the Faculty of the Arts and Sciences, and students of the Faculty of the Education were found to have more favorable attitudes than of the Faculty of Engineering students. Finally, hierarchical regression analysis showed that perceived social support, prior help-seeking experience, and gender significantly predicted attitudes toward seeking psychological help. However, psychological distress was not associated with help-seeking attitudes.

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Galloway, Nicola. "An investigation of Japanese university students' attitudes towards English." Thesis, University of Southampton, 2011. https://eprints.soton.ac.uk/345128/.

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As a global language, English has spread to the extent that non-native speakers now outnumber native speakers. In the last few decades, a body of research literature has emerged demonstrating the decreasing global relevance of native English speakers, and calling for a re-evaluation of English Language Teaching (ELT) practices, in order to better prepare students for using English as a global lingua franca. However, students’ needs and attitudes towards English and ELT must be fully investigated before curriculum changes can be suggested. Many attitude studies conclude that students favour native varieties of English. However, such research often uses single research methods and very few relate attitude studies to ELT. Further research is required regarding students’ attitudes towards English, the factors influencing these attitudes and how they relate to ELT. Moreover, few studies have investigated these proposals in any depth or explored the impact of course instruction in the global uses of English on students’ attitudes. This thesis is an investigation of Japanese university students’ attitudes towards English and English teachers in relation to the use of English as a lingua franca (ELF). In order to widen the scope of understanding, this research employed a mixture of quantitative and qualitative measures to obtain data about the participants and their attitudes. Thus, questionnaires, interviews and focus groups were used. Following the introduction, chapter two and three provide a literature review. Chapter four outlines the methodology, and the results are presented in chapters five, six and seven. Chapter eight presents a discussion of the results and the implications of this study for teaching English are discussed in chapter nine. The findings suggest that English is seen as a language belonging to native English speakers and those students want to learn native English. However, the results highlighted that a number of factors influence students’ attitudes. The findings also demonstrated that the study of Global Englishes influenced students in a number of ways, including their motivation for learning English, attitudes towards varieties of English and attitudes towards English teachers. It encouraged them to question notions of ‘standard English’, was helpful for future ELF communication and raised their confidence as English speakers. In sum, the findings of this study provide an empirical basis for a re-evaluation of ELT and suggest that Global Englishes Language Teaching is something that should be further investigated.

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Lawrence, Michelle. "Exploring attitudes of University students towards seeking psychological counselling." Thesis, University of the Western Cape, 2009. http://hdl.handle.net/11394/3327.

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Magister Psychologiae - MPsych
Student counselling services, typically located within a holistic developmental approach, aim to render comprehensive student services to service users in relation to their psychological, social,educational and spiritual well-being. However, a number of cognitive and affective barriers reportedly reduce the likelihood of young people at universities seeking professional psychological help for personal-emotional problems. Accordingly, the aim of this study, which is located within the Theory of Reasoned Action, was to explore students’ attitudes towards utilising student counselling services, as well as their interpretations of the influence of age, gender and education on their attitudes and self-rated knowledge regarding seeking psychological help. The study thereby attempts to provide an understanding of the factors that influence help-seeking behaviours in university students. The research sample consisted of twenty nine students from the Cape Peninsula University of Technology. The data was collected through focus group discussions, which were conducted using an open-ended and participantcentred approach to the discussion. The qualitative approach of the study was informed by the theory of social phenomenology. Data gathered from the focus group discussions was thematically analysed. The results suggest that attitudes have a potentially important influence on intentions to seek out psychological counselling. Findings show that students feel shame and guilt when they are struggling psychologically and as a result avoid seeking psychological intervention for fear of being negatively stigmatised. The study revealed that education around mental health disorders and the management thereof was crucial in order for them to be demystified and de-stigmatised, and to facilitate openness in the sharing of these problems, and society’s understanding and acceptance of people experiencing psychological disorders. Results also indicate that there is a shift taking place in these attitudes, and suggest ways in which this change can be further facilitated, such as the utilisation of peer helpers who could play a key role in facilitating and reinforcing help seeking behaviour. The outcomes of the study may further contribute to informing universities’ goal to provide accessible, quality and effective development and support services to its students.

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Cheung, Tung-yuen. "University students' knowledge and attitudes toward breastfeeding in Hong Kong /." View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31937937.

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Sese, Stephanie P. Reyes. "Attitudes and behaviors towards preconception health among male university students." Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1522654.

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The purpose of this study is to explore the attitudes and behaviors of male university students in relation to preconception health. Preconception health is a set of interventions that detect and change biomedical, behavioral, and social risks to a man and woman's health and future pregnancies. One essential component in preconception health is to improve the knowledge, attitudes and behaviors of men and women related to proper health management before conception.

This study follows a univariate descriptive research design using a convenience sampling of 64 university students. This study demonstrated 5 key findings: (a) attitudes towards preconception health is necessary when planning a pregnancy, using birth control is fairly easy and safe; (b) partners and friends have an influence on confidence in using preconception counseling, however, only the partner had an influence on attitude towards pregnancy prevention; (c) a participant's belief in using birth control every time he has sex is higher when his partner takes birth control more seriously; (d) there were no significant difference between attitudes and behaviors among racial groups; and (e) the older the participants, the more negative attitudes they had towards preconception health.

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Voyatzakis, Mary. "Attitudes of undergraduate university students toward people with physical disabilities." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=68143.

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This research explored the attitudes of McGill University undergraduate students toward people with physical disabilities. First and third year students in six different faculties were further subdivided into a Human Service discipline which included Education, Social Work, and Nursing students, and a non Human Service discipline which included Management, Engineering, and Agriculture students. The effects of gender, having had previous contact with persons with a disability, and having had a course on the topic of disability on attitudes toward people with disabilities were also examined. One hundred and forty-four women and 79 men served as the subjects for this study. Subjects completed the Attitude Toward Disabled Persons Scale (ATDP) Form B, and descriptive information giving the variables under investigation (gender, faculty, etc.). The analysis of the data collected showed that there was a significant positive difference in attitudes among students following a Human Service discipline than students following a non Human Service discipline. There was a significant interaction effect between faculty and year of study with Agriculture, Engineering, and Nursing student scores increasing in their third year, and Management, Education, and Social Work student scores decreasing in their third year. No significant differences on attitudes toward people who are physically disabled were found according to faculty enrolled in, year of study, gender, previous contact with persons with disabilities, or previous course on the topic of disability.

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Books on the topic "Monash University Students Attitudes"

Hodgins, Andrea Mary. Sexual attitudes, personality, and demographic variables of university students. Sudbury, Ont: Laurentian University, Department of Psychology, 1989.

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McGregor, Kimberly May. Changing attitudes towards parental discipline: Undergraduate students at Laurentian University. Sudbury, Ont: Laurentian University, Department of Sociology and Anthropology, 1989.

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Newbold, David, and Peter Paschke. Accents and Pronunciation Attitudes of Italian University Students of Languages. Venice: Fondazione Università Ca’ Foscari, 2022. http://dx.doi.org/10.30687/978-88-6969-628-2.

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In recent years, endorsed by the updated (2018) version of the Common European Framework, intelligibility has replaced native-like pronunciation as a primary objective in foreign language teaching. But accent and pronunciation continue to be central issues for university students of languages. This volume presents the results of an investigation into the attitudes of some 370 first-year students at Ca’ Foscari University of Venice, the first such study in Italy, involving students of 13 languages, the principal ones being English, Spanish, French, German and Russian. The survey investigated the importance given to pronunciation in the foreign language, the motivation students have to improve it, and the possible conflict of identity which the acquisition of a ‘foreign’ pronunciation might incur. Students were invited to reflect on the quality and variability of their pronunciation in the two foreign languages they were studying, on their ability to assess it, on affective aspects linked to pronunciation, and on their awareness of phonetic features. They were also asked for their opinions about the pronunciation of English as a Lingua Franca (ELF) and about Italian when spoken with a foreign accent. The contributions in this volume describe the linguistic background of respondents, present and analyse the attitudes which emerge, verify the role of some independent variables (gender, plurilingualism, motivation for enrolment, languages studied, level of proficiency), and (in the case of ELF) report the findings of a follow-up study of master’s level students. The result is an overall picture likely to be of interest to anyone working in the field of university language teaching and who wishes to have a better idea of what students think about foreign language pronunciation.

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Crawford, John. Evaluating the student experience at Glasgow Caledonian University. Glasgow: Glasgow Caledonian University, 2000.

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Ramcharan, Subhas. An attitudinal study of visible minority students at the University of Windsor. [Windsor, Ont.]: University of Windsor, 1991.

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Barcan, Alan. Radical students: The old left at Sydney University. Carlton, Vic: Melbourne University Press, 2002.

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Liu, Tzen Liang. A survey of university students in Taiwan: Identifying students' motivation and attitudes towards learning English. [S.l: The Author], 2002.

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O'Connell, Fionnuala Rosemary. Attitudes and motivations of Korean students studying English at Yonsei University, Seoul. [S.l: The Author], 1993.

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Owino, Philip O. The socio economic impact of HIV/AIDS among Kenyatta University students: Baseline survey, 2006. Nairobi: Published by Kenyatta University, HIV/AIDS Control Unit, 2006.

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Owino, Philip O. The socio economic impact of HIV/AIDS among Kenyatta University students: Baseline survey, 2006. Nairobi: Published by Kenyatta University, HIV/AIDS Control Unit, 2006.

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Book chapters on the topic "Monash University Students Attitudes"

Torres, Lynette, and Barbara Yazbeck. "The Pedagogical Frameworks Adopted by Monash University Library." In Connecting the Library to the Curriculum, 15–36. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3868-8_2.

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AbstractThis chapter describes three of the pedagogical frameworks that comprise the Models of Engaged Learning and Teaching (Willison, J. (2017). The Models of Engaged Learning and Teaching (MELT); Willison, J. (2020). The models of engaged learning and teaching: Connecting sophisticated thinking from early childhood to PhD. Springer). Monash University Library (MUL) adopted the MELT to underpin its teaching practice and guide library–faculty teaching collaborations. The MELT include the Research Skill Development (RSD) framework (Willison, J., & O'Regan, K. (2006/2018). Research skill development framework), the Work Skill Development (WSD) framework (Bandaranaike, S., & Willison, J. (2009/2018). Revised by Monash University Library, 2019. Work skill development framework; Revised by Monash University Library 2019) and the Digital Skill Development (DSD) framework (Torres, L., McLeod, A., Yazbeck, B., Rayner, G., Skrbis, M., Yates, S., Dickson, N., & Fulton, H. (2018). Digital skill development framework). The MELT have proved effective and adaptable in a range of disciplines and learning contexts by describing not only what students’ research, work and digital skills are but how they can be explicitly developed as a critical part of learning. Successful application of these models has strengthened and maximised the effectiveness of library–faculty teaching collaborations. This has enabled the library to remain responsive to contemporary skill agendas and as such, catalysed transformative change by repositioning the Library as a key contributor to student learning.

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Walt, Christa van der. "University Students’ Attitudes Towards and Experiences of Bilingual Classrooms." In Language Planning and Policy: Language Planning in Local Contexts, edited by Anthony J. Liddicoat and Richard B. Baldauf Jr, 217–33. Bristol, Blue Ridge Summit: Multilingual Matters, 2008. http://dx.doi.org/10.21832/9781847690647-015.

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Laming, Madeleine Mattarozzi. "Stories of Difference: Metropolitan and Rural Students’ Attitudes to University." In Globalisation, Ideology and Education Policy Reforms, 133–52. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-3524-0_9.

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Oksanen, Susanna, Juulia Lahdenperä, and Johanna Rämö. "University Teaching Assistants’ Metaphors About Teachers’ Role." In Students' and Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms, 33–42. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-70244-5_4.

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Merchant, Altaf, and Geoffrey Moody. "Impact of University Heritage and Reputation on Attitudes of Prospective Students." In Developments in Marketing Science: Proceedings of the Academy of Marketing Science, 391. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-10951-0_148.

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Liu, Jie, and Viv Edwards. "The attitudes of Yi university students in Sichuan to trilingual education." In Multilingual China, 126–38. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429286056-10.

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Balkaya, Nilgün, and Ayla Bilgin. "University Students’ Recycling Behavior and Attitudes Toward the Disposal of Solid Wastes." In Recycling and Reuse Approaches for Better Sustainability, 39–52. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95888-0_4.

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Roeder, Rebecca, Elizabeth Miller, and Pilar Garcés-Conejos Blitvich. "Pedagogy, Audience, and Attitudes: Influencing University Students’ Metalinguistic Awareness About Texting Practices." In Analyzing Digital Discourse, 367–89. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92663-6_13.

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Kowalonek-Janczarek, Monika. "Chapter 7 – Attitudes toward Multilingualism in Poland and Japan from University Students' Perspective." In Bi- and Multilingualism from Various Perspectives of Applied Linguistics, 137–52. Göttingen: V&R unipress, 2022. http://dx.doi.org/10.14220/9783737014298.137.

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Boruchovitch, Evely, José Aloyseo Bzuneck, Natália Moraes Góes, Taylor Wayne Acee, and Sofia Pellisson. "Academic Anxiety: Relationships with Motivation and Attitudes Toward Learning Among Brazilian University Students." In Handbook of Stress and Academic Anxiety, 67–80. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12737-3_5.

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Conference papers on the topic "Monash University Students Attitudes"

Trasberg, Karmen. "How COVID-19 have Enforced Social Inequalities – Experience of Estonian Teachers." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.29.

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Students across the world have missed face-to-face instruction due to COVID-19 for many months. While schools have made valiant efforts to continue the provision of learning for students, the success of those efforts has varied, and has often been hindered by limited access to technologies and high-speed broadband available in the homes of teachers and students. The changes have enforced existing social inequalities because of insufficient skills, resources, time or health to assist children with remote learning. Closing schools disrupted the education of all children, but some will have coped better than others. Children are differentially advantaged, reflecting their background and circumstances. The aim of this article is to explore how Estonian teachers have experienced the teaching and learning remotely during the first lockdown period in 2020 and what are the possible consequences for vulnerable studentʹ groups. The paper draws on a qualitative method study based on recent interviews with teachers (n = 20) in ten schools. It turned out from the study that there are positive attitudes towards using digital tools in the learning process, but it has not clear impact on the development of digital skills. The results indicated that there is a fragmentation and wide variety of approaches practiced in Estonian general education schools and not all students benefited from the best practices of distance learning. One of the main threats to students with special educational needs (SEN) was the interruption of their study routine, including support services and creating a new daily structure for activities. The involvement of parents and the opportunity to contribute to supporting their children’s home learning played a major role.

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"MISUSE OF AMPHETAMINE-TYPE-STIMULANTS AMONG SENIOR HIGH SCHOOL AND UNIVERSITY STUDENT IN JORDAN: A NATIONWIDE STUDY." In International Conference on Public Health and Humanitarian Action. International Federation of Medical Students' Associations - Jordan, 2022. http://dx.doi.org/10.56950/slqa6454.

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Background: Misuse of amphetamine-type-stimulants (ATS) is an increasingly common phenomenon worldwide. Motivated by enhancing academic performance, peer pressure, and seeking pleasure, students in the Middle East are thought to be a high-risk population especially in times where political instability of the region facilitates production and trafficking of such substances Objective: We conducted a nationwide survey to unveil the burden of ATS misuse among university and senior high-school students in Jordan. Method: An online survey of university and senior high-school students in Jordan was conducted during the period of January to April 2022. Participants were asked to complete a questionnaire covering sociodemographic characteristics, history of ATS misuse, and motives for misuse among other correlates such as attitudes and perceived effects. Data were coded and entered into SPSS (version 26) for analysis. Univariate and multivariate logistic regression models were used to identify predictors of misuse, in addition to categorical comparisons. Results: A total of 8,739 students completed the questionnaire with a mean age of 20.40 ± 2.45 years. Of the total respondents, 5.1% reported a lifetime misuse of ATS, whereas 2.1% and 1.3% reported past-year and past-month uses, respectively. Captagon was the most widely reported ATS (2.6%) to be used, followed by cocaine (2.3%). The strongest positive predictors of use included having a positive attitude towards non- medical stimulant use, misuse of other specified substances, being diagnosed with a personality disorder and living in southern governorates. The most frequently reported motive for use was enhancing academic performance and prolonging studying time. Conclusion: This study highlights the prevalence of misuse of ATS among students in Jordan, identifying the characteristics and behaviors that predict students at an increased risk. Efforts should be directed towards raising awareness, increasing access to effective intervention, and implementing necessary policy changes. Keywords: substance misuse, stimulant misuse, amphetamine-type-stimulants, students, prevelance, Jordan.

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Adada, Nisrine N., Ahmad A. Shatila, and Hadla S. Tabsh. "University Students' Attitudes toward E-Tests." In 2015 Fifth International Conference on e-Learning (econf). IEEE, 2015. http://dx.doi.org/10.1109/econf.2015.40.

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Herrera, Angela, Ivan Iraola-Real, and Alonso Iraola-Arroyo. "Intercultural Attitudes in Pedagogy University Students." In 2021 IEEE Sciences and Humanities International Research Conference (SHIRCON). IEEE, 2021. http://dx.doi.org/10.1109/shircon53068.2021.9652349.

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Malenova, Arina Yu. "Express assessment of students’ parental attitudes." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2021. http://dx.doi.org/10.33910/herzenpsyconf-2021-4-47.

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Madolell Orellana, Rocío. "Analysis Of Attitudes Toward Gender In University Students." In EDUHEM 2018 - VIII International conference on intercultural education and International conference on transcultural health: The Value Of Education And Health For A Global,Transcultural World. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.04.02.53.

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Dilektaşlı, Aslı Görek, Ozge Aydın Guclu, Esra Uzaslan, and Mehmet Karadag. "University Students’ Knowledge and Attitudes About Electronic Cigarettes." In ERS International Congress 2021 abstracts. European Respiratory Society, 2021. http://dx.doi.org/10.1183/13993003.congress-2021.pa2445.

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Reyes Flores, Luis Gerardo, Alex Rigoberto Casco Valladares, Roberto Arturo Mejía Velásquez, Julio Cesar Avila Flores, Orquídea Marina Cruz, Delmy Esperanza Ávila, and José Antonio Fernández. "Attitudes of university students towards research in Honduras." In 2nd LACCEI International Multiconference on Entrepreneurship, Innovation and Regional Development (LEIRD 2022): “Exponential Technologies and Global Challenges: Moving toward a new culture of entrepreneurship and innovation for sustainable development”. Latin American and Caribbean Consortium of Engineering Institutions, 2022. http://dx.doi.org/10.18687/leird2022.1.1.100.

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Semenova, Svetlana V. "Students’ attitudes towards using a psychological support chatbot." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2021. http://dx.doi.org/10.33910/herzenpsyconf-2021-4-67.

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Plevova, Irena, Michaela Pugnerova, and Jana Kvintová. "A QUALITATIVE ANALYSIS OF THE ATTITUDES OF UNIVERSITY STUDENTS TO UNIVERSITY TEACHERS." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.2288.

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Reports on the topic "Monash University Students Attitudes"

Shephard, Arlesa, and Sanjukta Pookulangara. Students' attitudes toward and use of university digital collections. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-1292.

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Ragsdale, Ronald. Attitudes, Motivations and Expectations of Students and Instructors in an Intensive University ESL Summer Session. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5451.

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KLIMENKO, I. M., and O. I. GAN. EMOTIONAL ASPECTS OF TEACHING IN HIGHER SCHOOL AND THE FACTOR OF DIGITALIZATION. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-80-87.

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The purpose of the article is to study the possibilities of analog and digital learning in the formation of emotional intelligence and personal-value attitudes of students. In the course of the study, the following tasks were solved: the significance of the formation of emotional intelligence among university students was analyzed; a primary analysis of the possibilities of digital and analog education in the education of personal and value attitudes of young students was carried out. The paper puts forward a hypothesis: at the current stage of digitalization of education, analog training and education prevail in the emotive aspects of educating students’ personal-value attitudes.

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