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Journal articles on the topic 'Student attitudes'

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Author: Grafiati

Published: 4 June 2021

Last updated: 28 January 2023

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1

KERBY, APRIL T., and JACQUELINE R. WROUGHTON. "WHEN DO STUDENTS’ ATTITUDES CHANGE? INVESTIGATING STUDENT ATTITUDES AT MIDTERM." STATISTICS EDUCATION RESEARCH JOURNAL 16, no. 2 (November 30, 2017): 476–86. http://dx.doi.org/10.52041/serj.v16i2.202.

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Statistics educators have been investigating how students’ attitudes change in the introductory statistics course for many years. Typically, an overall decrease in mean attitudes over the course has been noted. However, when and how do students’ attitudes change during the term? Do they steadily decrease or is there a point when students’ attitudes might actually be increasing? If so, can instructors use this to their advantage? This research introduced a mid-semester survey of attitudes. We found that students’ attitudes are not necessarily strictly declining from the beginning to the end of the semester. We also found it might be advantageous to follow individual student attitude trends throughout the semester instead of just looking at aggregate mean scores for the different surveys. First published November 2017 at Statistics Education Research Journal Archives

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Khairani, Khairani. "Kualitas Kegiatan Belajar Mahasiswa Fakultas Ilmu Pendidikan Universitas Negeri Padang." Pedagogi: Jurnal Ilmu Pendidikan 12, no. 2 (November 30, 2012): 6. http://dx.doi.org/10.24036/pedagogi.v12i2.2204.

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The objective of this research is to describe the quality attitudes of student to learning, including: a) attitudes toward to learning program , b) preparation of students prior to learning activities, c) students attitudes to learning activities in the class, d) students attitudes after learning activities in the class. This study classified as descriptive research, The population of the research is all of student at FIP UNP consist of 2160 people. The sample was specified by using proportional random sampling technique is 162 people. The research data was collected using a questionnaire, and treated with simple statistical calculations, which are: Mean, SD and percentages. The research findings reveal the quality of student attitudes to learning as follows: 1). student attitudes toward to learning program, include; attitudes toward the course, the lecturers, and attitudes towards the learning facilities mostly classified as good, 2). Preparation of students before learning activity, include: studying the material that has been learned, reading materials related to the topics to be discussed in class, mostly of the students attitude showed good and excellent quality. 3) The attitude of students in learning activity, include: attendance, record the material presented lecturer, and participated in the learning process, large of the student have good and very good quality attitude. 4) The students attitude after learning activity, includes; complete lecture notes, completing assignments, looking for support materials, and manage materials and lecture notes, large of the student have good and very good quality.

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Khairani, Khairani. "Kualitas Kegiatan Belajar Mahasiswa Fakultas Ilmu Pendidikan Universitas Negeri Padang." Pedagogi: Jurnal Ilmu Pendidikan 12, no. 2 (November 30, 2012): 6. http://dx.doi.org/10.24036/pendidikan.v12i2.2204.

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The objective of this research is to describe the quality attitudes of student to learning, including: a) attitudes toward to learning program , b) preparation of students prior to learning activities, c) students attitudes to learning activities in the class, d) students attitudes after learning activities in the class. This study classified as descriptive research, The population of the research is all of student at FIP UNP consist of 2160 people. The sample was specified by using proportional random sampling technique is 162 people. The research data was collected using a questionnaire, and treated with simple statistical calculations, which are: Mean, SD and percentages. The research findings reveal the quality of student attitudes to learning as follows: 1). student attitudes toward to learning program, include; attitudes toward the course, the lecturers, and attitudes towards the learning facilities mostly classified as good, 2). Preparation of students before learning activity, include: studying the material that has been learned, reading materials related to the topics to be discussed in class, mostly of the students attitude showed good and excellent quality. 3) The attitude of students in learning activity, include: attendance, record the material presented lecturer, and participated in the learning process, large of the student have good and very good quality attitude. 4) The students attitude after learning activity, includes; complete lecture notes, completing assignments, looking for support materials, and manage materials and lecture notes, large of the student have good and very good quality.

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Darmaji, Darmaji, Astalini Astalini, Dwi Agus Kurniawan, and Rahmat Perdana. "A study relationship attitude toward physics, motivation, and character discipline students senior high school, in Indonesia." International Journal of Learning and Teaching 11, no. 3 (July 31, 2019): 99–109. http://dx.doi.org/10.18844/ijlt.v11i3.4207.

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This research to see students’ attitude toward in physics learning, student motivation in physics learning, discipline student in physics learning, and the relationship between students’ motivation and attitudes toward physics subject. Using correlational quantitative research with correlational design, the subjects of the study were students of 612 students in senior high school Batanghari and Muaro Jambi district Provence Jambi, Indonesia. Instruments research is questionnaires attitude, motivation, and discipline. Analytical techniques are using descriptive statistics and inferential. The results the three indicators of student attitudes show good results, and for motivation and discipline students also show good results, with these results, there is a relationship between attitudes, motivation, and student discipline. Recommendation, therefore, it is very important for teachers to implement learning that fosters attitudes, motivation, and discipline of students in learning. Keywords: Attitude toward physics, motivation, discipline;

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Furqon Aritonang, Ade Apsari, Binary Manurung, and Murshid Murshid. "The Relationship between Science Literacy Ability and Scientific Attitude with Biology Learning Outcomes through Scientific Approach and Student Retention Class XII MAN Tapanuli Selatan." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 4, no. 2 (April 20, 2021): 718–29. http://dx.doi.org/10.33258/birle.v4i2.1835.

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This study aims to determine: The positive relationship between (1) scientific literacy skills and student learning outcomes (2) scientific attitudes and student learning outcomes (3) scientific literacy skills with student retention (4) scientific attitudes with student retention (5) scientific literacy skills and scientific attitudes with the learning outcomes of students' biology (6) scientific literacy abilities and scientific attitudes and retention of class XII students. This research was conducted at MAN Tapanuli Selatan in 2020. The research method is descriptive linear regression correlational research method with a research sample of 110 students who were determined by total sampling (total sample). The research instrument consisted of a scientific literacy ability test, a questionnaire on students' scientific attitudes, a test of student learning outcomes and retention. The instruments used had been tested for validity, reliability, difference power and degree of difficulty. The research data were analyzed using simple and multiple linear regression analysis techniques using the SPSS 21.0 for windows program. The results showed: There is a positive relationship between (1) scientific literacy skills and student learning outcomes with r2 = 48.6% (2) Scientific attitudes and student learning outcomes with r2 = 11.6% (3) Science literacy skills with student retention r2 = 58.7% (4) Scientific attitude with student retention with r2 = 13.7% (5) Scientific literacy ability and scientific attitude with student learning outcomes with R2 = 49% (6) Scientific literacy skills and attitudes scientific and student retention R2 = 59.2% in class XII MIA MAN Tapanuli Selatan.

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Steenberghe, D. V. "Student attitudes." British Dental Journal 198, no. 4 (February 2005): 187. http://dx.doi.org/10.1038/sj.bdj.4812109.

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Ellis, J. R., and A. D. M. Jackson. "Student Attitudes." Medical Education 3, no. 4 (January 29, 2009): 294–97. http://dx.doi.org/10.1111/j.1365-2923.1969.tb02107.x.

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Fauziah, Siti, Fatni Mufit, Ramli, Renol Afrizon, and Zaitul Hidayat. "ANALYSIS OF CONCEPTS UNDERSTANDING AND STUDENTS' ATTITUDES TOWARDS LEARNING PHYSICS IN PARABOLIC MOTION AT SMAN KOTA PARIAMAN." PILLAR OF PHYSICS EDUCATION 14, no. 3 (December 2, 2021): 177. http://dx.doi.org/10.24036/11994171074.

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Understanding the concepts and attitudes of students is one of the essential things in learning. Based on previous researchers’ research, many students have low conceptual understanding or high misconceptions. In addition, students' attitudes towards learning physics are also considered less good. This study aims to determine: 1) students' conceptual understanding of the parabolic motion material, 2) students' attitudes towards learning physics, and 3) the relationship between conceptual understanding and student attitudes towards learning physics.This study uses a quantitative descriptive method. The sample consisted of 81 students from 3 high schools in Kota Pariaman, representing low, mediu, and high-level schools. The research instrument was in the form of a four-tier multiple-choice concept test about parabolic motion and a questionnaire about students' attitudes towards learning physics. The data analysis technique used is a combination of answers for the concept test and Likert Scale scoring to analyze the questionnaire. The relationship between conceptuaal understanding and attitude was analyzed using Pearson's product-moment correlation.The results showed that students experienced more misconceptions with a fairly high percentage (42,6-72,3). The results of the student attitude questionnaire showed that the indicators of student social implications had the highest percentage (72.3-77.4), and pleasure in learning physics had the lowest percentage (64.8-66.1). The relationship of understanding of concept with te attitude of the student using product moment correlation with a 5% significance three level for high school category show a moderate show a medium correlation and weak correlation with a positive relation of meaning that if the student’s attitude rose then the understanding of the concept of student will also rise or increase as well as otherwise. For students' attitudes, who found that the students' social implication indicators had a higher percentage and the pleasure in learning physics had a lower percentage. Regarding the relationship between attitudes and understanding of students' concepts, there is a moderate correlation, which means that students' attitudes also influenced students' understanding

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Iklashi, Rafy, Mujasam Mujasam, Irfan Yusuf, and Sri Wahyu Widyaningsih. "Contribution Analisis of Scientific Attitudes Towards Student Achievements Department of Physics Education in Universitas Papua." Kasuari: Physics Education Journal (KPEJ) 2, no. 2 (December 18, 2019): 95–109. http://dx.doi.org/10.37891/kpej.v2i2.104.

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Research has been conducted to determine the effect of scientific attitudes on student achievement in the Department of Physics Education at the University of Papua. This research is an associative descriptive research that describes the results of measurement of scientific attitudes and student achievement. The sample in this study were 21 students who filled out a scientific attitude questionnaire distributed via Google Form. Data collection techniques used are non-test techniques and documentation. Non-test technique in the form of giving a scientific attitude questionnaire to students. The questionnaire is filled in online through a Google form that is designed so that students can fill out whenever and wherever they are. The documentation technique is in the form of tracking student achievement indexes through Papua University's integrated sistem page. The results of the assessment of student responses were analyzed using Rusch modeling using the Winstep application. Spearman's rho analisis technique is used through the SPSS application to determine the effect of scientific attitudes on learning achievement. The measurement results of the influence of scientific attitudes on the Grade Point Average (GPA) obtained significance value of 0,539 is greater than the significance value of 0,05 which indicates that there is no significant effect between scientific attitudes on student GPA. The scientific attitude of students also obtained relatively low results. The low measurement results indicate that students of the Department of Education at the University of Papua need to be trained to develop their scientific attitude.

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Napitupulu, Jeremia Hasiholan, Noor Ellyawati, and Ratna Fitri Astuti. "Pengaruh Literasi Keuangan dan Sikap Keuangan Terhadap Perilaku Pengelolaan Keuangan Mahasiswa Kota Samarinda." Jurnal Pendidikan Ekonomi (JUPE) 9, no. 3 (September 1, 2021): 138–44. http://dx.doi.org/10.26740/jupe.v9n3.p138-144.

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The role of financial literacy and financial attitude is important in producing wise behavior in student financial management. This research aims to determine how the influence of financial literacy and financial attitudes on student financial management behavior. Data collection was carried out by distributing questionnaires to 110 Samarinda’s students to find out responses to the condition of financial literacy, financial attitudes and student financial management behavior. Based on the analysis results show that partially and simultaneously, the higher the financial literacy and financial attitude, the higher the student's financial management behavior. Students who have good behavior show that students are able to apply their knowledge and attitudes in their financial management behavior. Optimization of financial literacy and attitudes is needed, so that student's behavior in managing finances is getting better in order to face increasingly complex financial problems in the future

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Anggraeni, Ika, Ennike Gusti Rahmi, and Sefrinal Sefrinal. "ANALISIS IMPLEMENTASI SIKAP DALAM KURIKULUM 2013 PADA PEMBELAJARAN BIOLOGI DI SMA." Jurnal Manajemen Pendidikan 6, no. 2 (August 30, 2021): 73–84. http://dx.doi.org/10.34125/mp.v6i2.686.

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The main objective of the 2013 Curriculum is the formation of student character. The character of students is inseparable from the development of students' attitudes themselves. The development and formation of student attitudes can be done through direct learning and indirect learning. This study aims to look at the content of attitudes in lesson plans and the implementation of attitudes in biology learning. The research method used in this research is descriptive method. The research sample was determined by purposive sampling technique. Data were obtained through documentation studies, learning observations, and student statement questionnaires. This research was conducted at the Piloting High School Curriculum 2013 Cluster three in the city of Bandung. The results showed that in general the content of attitude competence in the lesson plan was 48.21% with the less category. The low content of attitudes in the lesson plans and their implementation has implications for the formation of student attitudes in learning, as seen from the 18 attitudes observed, only five attitudes became student habits. It is feared that this situation will hinder the achievement of the objectives of implementing the 2013 Curriculum and the goals of national education to shape the character of students.

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Cerit, Birgül. "Influence of Training on First-Year Nursing Department Students’ Attitudes on Death and Caring for Dying Patients: A Single-Group Pretest–Posttest Experimental Study." OMEGA - Journal of Death and Dying 78, no. 4 (December 17, 2017): 335–47. http://dx.doi.org/10.1177/0030222817748838.

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The study examined the influence of training on first-year nursing department students’ attitudes on death and caring for dying patients. Utilizing the experimental model, the study sample consisted of 81 first-year students attending the nursing department of a university. Death Attitude Profile-Revised and Frommelt Attitude toward Care of the Dying Scale were used for data collection. Data analysis included means, standard deviation, and t test for related samples. Student attitudes toward death were measured as 146.43 (16.741) and 152.75 (15.132) for pre- and posttraining, respectively. Student attitudes toward caring for dying patients were established to be 103.02 (7.655) during pretraining period and 111.02 (10.359) at posttraining period. The difference between pre- and posttests for mean attitudes toward death and caring for the dying patient was statistically significant. Study results determined that training was effective in forming positive student attitudes toward death and caring for dying patients.

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Davies, Emma, and Stephen E. G. Lea. "Student attitudes to student debt." Journal of Economic Psychology 16, no. 4 (December 1995): 663–79. http://dx.doi.org/10.1016/0167-4870(96)80014-6.

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Putra, Dodi Setiawan, Ardy Irawan, Jelpapo Putra Yanto, Mecco Mandala Putra, Syahrul Adli, Utari Prisma Dewi, and Neng Ria Nasih. "Relationship of Attitude with Student Learning Environment Toward Physics." Tarbiyah : Jurnal Ilmiah Kependidikan 9, no. 2 (December 15, 2020): 78. http://dx.doi.org/10.18592/tarbiyah.v9i2.3522.

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The purpose of this study was to determine the description of student attitudes and learning environments towards physics and the relationship of student attitudes and learning environments towards physics at SMAN 6 Batang Hari. This type of research is quantitative using a correlational design with the instrument used is a questionnaire. The subjects of this study were 156 students from SMAN 6 Batang Hari. Quantitative data analysis techniques use descriptive and inferential statistics. The description for attitude is categorized as sufficient. While for the learning environment that is categorized good. The relationship between students' attitudes and learning environment towards physics is in the strong category with a pearson correlation of 0.719. Based on the results of SMAN 6 Batang Hari, the relationship between students' attitudes and the learning environment is strong for learning physics. Thus, positive student attitudes will be formed through a conducive learning environment.

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Isnaeni, W., Y. A. Sujatmiko, and P. Pujiasih. "Analysis of the Role of Android-Based Learning Media in Learning Critical Thinking Skills and Scientific Attitude." Jurnal Pendidikan IPA Indonesia 10, no. 4 (December 29, 2021): 607–17. http://dx.doi.org/10.15294/jpii.v10i4.27597.

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This study aims to analyze and describe android-based learning media's role in teaching students critical thinking skills and scientific attitudes. The learning media are Androwebic (android-based webcomic) and E-Bokartumban (e-book on plant diversity in Banjarnegara), developed previously. This research is a qualitative descriptive study involving 301 students, six biology teachers and six high school students. The data collected includes critical thinking skills, analytical skills, scientific attitudes, environmental care attitudes, media components supporting student competence, and teacher and student responses. Data on critical thinking and analytical skills were measured using tests and non-tests. Other data were measured using non-test instruments, including interview guides, scientific attitude observation sheets, students' environmental care attitudes, media component observation sheets, and student and teacher questionnaires. Quantitative data on critical thinking and analytical skills were analyzed using the n-gain test, while other data were descriptively analyzed. The research results showed that the E-Bokartumban and Androwebic components support students' critical thinking skills, analytical skills, and environmental care attitudes. Androwebic can train students' analytical thinking skills and scientific attitude. The two media developed were considered very helpful in the learning process. The study concluded that Android-based media in Androwebic and E-Bokartumban have a vital role in training critical thinking skills, analytical skills, scientific attitudes, and environmental care attitudes.

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Onny Siagian, Ade. "Hasil Belajar Pada Mahasiswa Pendidikan Olahraga Dan Kesehatan: Study Korelasional antara Persepsi, Sikap Mahasiswa Dan Motivasi Belajar." INSPIREE: Indonesian Sport Innovation Review 2, no. 1 (January 27, 2021): 73–86. http://dx.doi.org/10.53905/inspiree.v2i1.32.

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The purpose of the study. To determine the relationship between perceptions, attitudes and learning motivation to learning outcomes, considering that many students have not obtained good learning achievement. There are two factors that influence learning outcomes, namely external factors and internal factors. Internal factors are student perceptions, student attitudes, and learning motivation. Materials and methods. This type of quantitative research uses correlational analysis techniques, the population of this study is all students of the 2019 PORKES Study Program which can be 140 people, while the sample in this study is 72 people. In this study, the sampling technique used proportional random sampling technique. The instruments used were the perception questionnaire, the attitude questionnaire and the learning motivation questionnaire. Data obtained from simple message and simple regression for hypothesis one, two and three without permission from multiple regression. Results The results of the data analysis show that: (1) there is a significant relationship between student perceptions and learning outcomes of Porkes Indraprasta University students, (2) there is no significant relationship between student attitudes towards student learning outcomes of PORKES UNINDRA, (3) student learning motivation towards student learning outcomes PORKES UNINDRA, (4) there is no significant relationship between student perceptions, student attitudes, and student learning motivation together on student learning outcomes PORKES UNINDRA. Conclusions. So from the results of this study it can be concluded that student perceptions, student attitudes, and student motivation to learn significantly contribute to student learning outcomes PORKES UNINDRA.

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Cahyono, Anggoro Eko Yuni. "Improving Achievement and Attitudes towards Mathematics Using Problem-Based Learning Setting Team Accelerated Instruction." Journal of Mathematics Education 4, no. 2 (December 31, 2019): 52–59. http://dx.doi.org/10.31327/jomedu.v4i2.1012.

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Learning achievement and attitude towards mathematics are two of the indicators of student success in learning mathematics. Problems related to these two things that occur in classrooms where the author teaches encourage the author to make improvements in learning through a classroom action research to improve student achievement and attitudes toward mathematics. Classroom action research is carried out by applying Problem-Based Learning (PBL) with Team Accelerated Instruction (TAI) arrangements. Data were collected using two types of instruments, namely mathematics achievement test, and students' attitude toward mathematics questionnaire. The results showed that the average attitude of students towards mathematics there were 81% of students had good attitude categories to the top (59% good categories and 22% of very good categories), student achievement as much as 87.50% had been completed with an average student completeness is 81.75 while the implementation of learning activities has exceeded the specified target that is equal to 92.11% has been implemented. It can be concluded that the application of the PBL setting TAI model has succeeded in improving student achievement and student attitudes towards mathematics.

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Arsyanti, Milleana, and Anindhita Shahbi Syagata. "Investigation of The Relationship Between Eating Behavior and Student Learning Achievement." Journal of Public Health Sciences 1, no. 01 (August 25, 2022): 48–54. http://dx.doi.org/10.56741/jphs.v1i01.70.

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The desire to eat is one of the dimensions of the eating environment. It is mainly seen in attitude, skill, and knowledge. This study aims to investigate the relationship between attitudes, skills, and eating knowledge with student learning achievement. This research is analytical observational research with a cross-sectional design. The subjects were university students in Lampung. The sampling of 196 students was collected using a non-probability with snowball sampling techniques. The data include respondents' characteristics, learning achievements, and eating desires (attitudes, skills, and knowledge). The data analysis was carried out using the Chi-square test to determine the relationship between eating attitudes, eating skills, and eating knowledge, with the student learning achievement. The results showed that most of the subjects (91.33%) had a good eating attitude, (69.90%) had less eating skills, and (51.53%) also had less eating knowledge. In this study, it is revealed that there is no significant relationship between eating attitudes, eating skills, and eating knowledge with the student learning achievement.

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Sriyanti, Ika. "Sikap Siswa dalam Belajar Matematika Melalui Model Pembelajaran Learning Cycle 5E." Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika, Vol 11 No 1 (May 31, 2021). http://dx.doi.org/10.23969/pjme.v11i1.3840.

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The purpose of this study was to determine students' attitudes towards the application of the 5E Learning Cycle learning model. Attitude indicators are used as benchmarks to determine mathematics learning attitudes, especially in the 5E Learning Cycle model. The method used is a qualitative approach. The instrument in this study is a non-test type in the form of a questionnaire (questionnaire). The questionnaire was arranged using a Likert scale, with the aim of knowing each indicator of student attitudes by using the 5E Learning Cycle. In processing the questionnaire data, there are two processing methods, namely data processing to determine the attitudes of students (respondents) and data processing for each statement item. Based on the results of the Likert Scalar calculation for each indicator, the students' confident attitude when learning mathematics has an average score of 3.93. Attitudes that show student interest in learning mathematics have an average score of 4.26. And for the indicator of student attitudes towards mathematics learning using the Learning Cycle 5E learning model, it has an average score of 3.87. Overall the average score on positive statements is 4.02 which is greater than the minimum limit of 3.00, this indicates a positive attitude. So it can be concluded that the attitude of students in learning using the 5E Learning Cycle model is going well. Keywords: 5E Learning Cycle Model, student attitudes,

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"Student Attitudes." Higher Education Abstracts 56, no. 1 (January 2021): 50–54. http://dx.doi.org/10.1111/hea.37_12162.

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"Student Attitudes." Higher Education Abstracts 56, no. 2 (April 2021): 165–68. http://dx.doi.org/10.1111/hea.39_12166.

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"Student Attitudes." Higher Education Abstracts 56, no. 3 (July 2021): 269–74. http://dx.doi.org/10.1111/hea.35_12174.

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"Student Attitudes." Higher Education Abstracts 56, no. 4 (October 2021): 367–69. http://dx.doi.org/10.1111/hea.39_12178.

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"STUDENT ATTITUDES." Higher Education Abstracts 37, no. 1 (October 2001): 67–71. http://dx.doi.org/10.1111/j.2150-1092.2001.tb00304.x.

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"STUDENT ATTITUDES." Higher Education Abstracts 37, no. 2 (January 2002): 171–76. http://dx.doi.org/10.1111/j.2150-1092.2002.tb00350.x.

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"STUDENT ATTITUDES." Higher Education Abstracts 37, no. 3 (April 2002): 271–73. http://dx.doi.org/10.1111/j.2150-1092.2002.tb00393.x.

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"STUDENT ATTITUDES." Higher Education Abstracts 37, no. 4 (July 2002): 354–59. http://dx.doi.org/10.1111/j.2150-1092.2002.tb00435.x.

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"STUDENT ATTITUDES." Higher Education Abstracts 38, no. 1 (October 2002): 65–70. http://dx.doi.org/10.1111/j.2150-1092.2002.tb00479.x.

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"STUDENT ATTITUDES." Higher Education Abstracts 38, no. 2 (January 2003): 171–76. http://dx.doi.org/10.1111/j.2150-1092.2003.tb00520.x.

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"STUDENT ATTITUDES." Higher Education Abstracts 38, no. 3 (April 2003): 264–68. http://dx.doi.org/10.1111/j.2150-1092.2003.tb00564.x.

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"STUDENT ATTITUDES." Higher Education Abstracts 38, no. 4 (July 2003): 366–72. http://dx.doi.org/10.1111/j.2150-1092.2003.tb00612.x.

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"STUDENT ATTITUDES." Higher Education Abstracts 39, no. 1 (October 2003): 68–75. http://dx.doi.org/10.1111/j.2150-1092.2003.tb00656.x.

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"STUDENT ATTITUDES." Higher Education Abstracts 39, no. 2 (January 2004): 163–69. http://dx.doi.org/10.1111/j.2150-1092.2004.tb00702.x.

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"STUDENT ATTITUDES." Higher Education Abstracts 39, no. 3 (April 2004): 262–66. http://dx.doi.org/10.1111/j.2150-1092.2004.tb00744.x.

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"STUDENT ATTITUDES." Higher Education Abstracts 39, no. 4 (July 2004): 357–59. http://dx.doi.org/10.1111/j.2150-1092.2004.tb00787.x.

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"STUDENT ATTITUDES." Higher Education Abstracts 40, no. 1 (October 2004): 70–74. http://dx.doi.org/10.1111/j.2150-1092.2004.tb00830.x.

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"STUDENT ATTITUDES." Higher Education Abstracts 40, no. 2 (January 2005): 176–81. http://dx.doi.org/10.1111/j.2150-1092.2005.tb00879.x.

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"STUDENT ATTITUDES." Higher Education Abstracts 40, no. 3 (April 2005): 267–71. http://dx.doi.org/10.1111/j.2150-1092.2005.tb00923.x.

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"STUDENT ATTITUDES." Higher Education Abstracts 40, no. 4 (July 2005): 354–59. http://dx.doi.org/10.1111/j.2150-1092.2005.tb00967.x.

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"STUDENT ATTITUDES." Higher Education Abstracts 41, no. 1 (October 2005): 54–60. http://dx.doi.org/10.1111/j.2150-1092.2005.tb01011.x.

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"STUDENT ATTITUDES." Higher Education Abstracts 41, no. 2 (January 2006): 167–75. http://dx.doi.org/10.1111/j.2150-1092.2006.tb01061.x.

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"STUDENT ATTITUDES." Higher Education Abstracts 41, no. 3-4 (April 7, 2006): 292–98. http://dx.doi.org/10.1111/j.2150-1092.2006.tb01105.x.

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"STUDENT ATTITUDES." Higher Education Abstracts 42, no. 1 (October 2006): 71–74. http://dx.doi.org/10.1111/j.2150-1092.2006.tb01152.x.

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"STUDENT ATTITUDES." Higher Education Abstracts 42, no. 2 (January 2007): 166–75. http://dx.doi.org/10.1111/j.2150-1092.2007.tb01195.x.

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"STUDENT ATTITUDES." Higher Education Abstracts 42, no. 3 (April 2007): 259–63. http://dx.doi.org/10.1111/j.2150-1092.2007.tb01236.x.

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"STUDENT ATTITUDES." Higher Education Abstracts 42, no. 4 (July 2007): 348–53. http://dx.doi.org/10.1111/j.2150-1092.2007.tb01278.x.

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"STUDENT ATTITUDES." Higher Education Abstracts 43, no. 1 (October 2007): 61–65. http://dx.doi.org/10.1111/j.2150-1092.2007.tb01324.x.

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"STUDENT ATTITUDES." Higher Education Abstracts 43, no. 2 (January 2008): 149–53. http://dx.doi.org/10.1111/j.2150-1092.2008.tb01369.x.

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"STUDENT ATTITUDES." Higher Education Abstracts 43, no. 3-4 (April 7, 2008): 272–77. http://dx.doi.org/10.1111/j.2150-1092.2008.tb01412.x.

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"STUDENT ATTITUDES." Higher Education Abstracts 44, no. 1 (October 2008): 56–60. http://dx.doi.org/10.1111/j.2150-1092.2008.tb01459.x.

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