Relevant bibliographies by topics / Student behaviour

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Student behaviour'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 January 2023

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Journal articles on the topic "Student behaviour"

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Chit, Yar Zar. "Prosocial Behaviours of Members from Student Voluntary Clubs in Sagaing University of Education." Indonesian Journal of Social and Environmental Issues (IJSEI) 1, no. 2 (August 3, 2020): 63–68. http://dx.doi.org/10.47540/ijsei.v1i2.19.

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This study investigated the prosocial behaviors of members from student voluntary clubs in Sagaing University of Education, Myanmar. A total of 200 BEd students who are members from six student voluntary clubs in Sagaing University of Education participated in this study. Descriptive research design and survey method were used. Findings revealed that mean percentage of emotional prosocial behaviour is highest and that of anonymous prosocial behaviour is lowest. There were significant differences in students’ altruistic and emotional prosocial behaviours as well as there was significant difference in their prosocial behaviours by gender at =0.05 levels. However, there was no significant difference in students’ prosocial behaviours by club type. It was also found that there were commonly positive high correlations between total prosocial behaviour and each tendency at =0.05 levels. This study hopes to give some ideas to promote students’ prosocial behaviours.
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Jones, Glyn, and Clare Philp. "Challenging student behaviour." Perspectives: Policy and Practice in Higher Education 15, no. 1 (January 2011): 19–23. http://dx.doi.org/10.1080/13603108.2010.517437.

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Elsharnouby, Tamer H. "Student Participation Behaviour outside the Classroom." International Journal of Customer Relationship Marketing and Management 7, no. 1 (January 2016): 27–41. http://dx.doi.org/10.4018/ijcrmm.2016010102.

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Drawing on literature pertaining to services marketing, branding and higher education, this study empirically identifies the antecedents of student attitude towards university brand and examines the influence of brand attitude on student participation behaviour in the university services provision. With data collected from 379 students from a leading university in the Gulf region and using structural equation modeling, the study identifies three key antecedents of students' attitude — namely, perceived faculty competency, quality of interactions among students and quality of student–administrative/IT staff interaction. The study results also suggest that a favourable evaluation of university brand in students' minds will enhance their propensity to participate actively in university services provision. The paper concludes by discussing the managerial implications of the findings, and some directions for future research are suggested.
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Tanton, Jina, Lorna J. Dodd, Lorayne Woodfield, and Mzwandile Mabhala. "Eating Behaviours of British University Students: A Cluster Analysis on a Neglected Issue." Advances in Preventive Medicine 2015 (2015): 1–8. http://dx.doi.org/10.1155/2015/639239.

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Unhealthy diet is a primary risk factor for noncommunicable diseases. University student populations are known to engage in health risking lifestyle behaviours including risky eating behaviours. The purpose of this study was to examine eating behaviour patterns in a population of British university students using a two-step cluster analysis. Consumption prevalence of snack, convenience, and fast foods in addition to fruit and vegetables was measured using a self-report “Student Eating Behaviours” questionnaire on 345 undergraduate university students. Four clusters were identified: “risky eating behaviours,” “mixed eating behaviours,” “moderate eating behaviours,” and “favourable eating behaviours.” Nineteen percent of students were categorised as having “favourable eating behaviours” whilst just under a third of students were categorised within the two most risky clusters. Riskier eating behaviour patterns were associated with living on campus and Christian faith. The findings of this study highlight the importance of university microenvironments on eating behaviours in university student populations. Religion as a mediator of eating behaviours is a novel finding.
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Melssen, Maria. "Varying Student Behaviours Observed in the Library Prompt the Need for Further Research." Evidence Based Library and Information Practice 9, no. 1 (March 5, 2014): 42. http://dx.doi.org/10.18438/b8pk7g.

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Objective – To determine if the behaviours of students studying in the library are primarily study or non-study related, the extent to which these behaviours occur simultaneously, what types of study and non-study behaviours are most common, and if the time of day or use of social media have an effect on those behaviours. Design – Observational study. Setting – Two university libraries in New York. Subjects – A total of 730 university students. Methods – Two librarians at 2 separate university libraries observed and recorded the behaviours of 730 students. Observations were conducted over the course of several weeks during the Fall of 2011 in the designated study or quiet areas, reference room, and at computer terminals of the libraries. Observations were made by walking past the students or by observing them from a corner of the room for between 3 to 10 seconds per student. Student activities were recorded using a coding chart. The librarians also collected data on the perceived age, gender, and ethnicity of the students and whether the students were using a computer at the time of observation. If students displayed more than one behaviour during a single observation, such as talking on the phone while searching the library’s online catalogue, the first behaviour observed or the behaviour that was perceived by the observer to be the dominant behaviour was coded behaviour 1.The second behaviour was coded behaviour 2. Main Results – The behaviours of 730 students were observed and recorded. Two librarians at separate universities were responsible for data collection. Kappa statistical analysis was performed and inter-rater reliability was determined to be in agreement. Data was analyzed quantitatively using SPSS software. Over 90% of students observed were perceived to be under 25 years of age and 56% were women. The majority were perceived to be white (62%). Of the 730 observations, 59% (430) were study related and 37% (300) were non-study related. The most common study related behaviours included reading school-related print materials (18.8%) and typing/working on a document (12.3%). The most common non-study related behaviours included Facebook/social media (11.4%) and website/games (9.3%). The least common study related behaviour was using the school website (1.2%) and the least common non-study related behaviour was “other on the phone” (0.1%). Second behaviours were observed in 95 of the 730 students observed. Listening to music was the most common second behaviour (35.8%) and educational website was the least common (1.1%). Most study observations were made on Mondays and most non-study observations were made on Thursdays and Fridays. Throughout the entire day, study related behaviours were observed between 62-67% of the time regardless of the time of day. Students working on computers were more likely to be observed in engaging in non-study related behaviour (73%) than those not working on a computer (44%). Conclusion – Students display a variety of study and non-study behaviours throughout the day with the majority of the behaviours being study related. Students also blend study and non-study activities together, as evident in their switching between study and non-study related behaviours in a single observation and their ability to multitask. Data gathered from this study provides evidence that students view the library as not only a place for study but also a place for socialization. Several limitations of this study are acknowledged by the authors. First, behaviours that appear to be non-study related, such as watching videos on YouTube, could be study related. Many faculty members utilize social media tools such as Facebook, Twitter, and YouTube to support their course content. A student observed watching YouTube videos could be watching a professor’s lecture, not a video for entertainment purposes only. This lack of knowing definitively why students are utilizing social media while in the library may have led the authors to mistake non-study behaviour for study behaviour. An additional limitation is the short duration of time spent observing the students as well as the proximity of the observer to the student. Observations lasting longer than 3 to 10 seconds and made at a closer range to the students could provide more accurate data regarding what type of behaviours students engage in and for how much time. In addition to the before mentioned limitations, the authors acknowledge that they had no way of knowing if the individuals being observed were actual students: the assumed students could have been faculty, staff, or visitors to the university. Due to the study’s limitations, further research is needed to determine in greater detail what students are doing while they are studying in the library. This data would allow librarians to justify the need to provide both study and non-study space to meet the diverse needs of students. Conducting a cohort study would allow researchers to observe student behaviour longitudinally. It would minimize the limitations of short-term student observation as well as the proximity of the observer to the student. Research on the use of mobile technologies by students, such as smart phones, to access study related material while they are in the library would also yield valuable data regarding student study behaviours.
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Kuzilek, Jakub, Zdenek Zdrahal, and Viktor Fuglik. "Student success prediction using student exam behaviour." Future Generation Computer Systems 125 (December 2021): 661–71. http://dx.doi.org/10.1016/j.future.2021.07.009.

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Lan, Nguyen Thu. "Investigation of the Student Engagement Behaviour at the Faculty Level in a University." South Asian Journal of Business and Management Cases 9, no. 1 (December 18, 2019): 112–24. http://dx.doi.org/10.1177/2277977919881249.

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The application of service-dominant logic (SDL) is the background for analyzing student engagement behaviour in this research. The case setting is the Faculty of Marketing belonging to National Economics University (NEU), Hanoi, Vietnam. The purpose is to investigate the types and the role of student engagement behaviour. Also, this study will identify antecedents affecting student engagement behaviour. This study used the case study method and data were collected through in-depth and focus group interviewing. A total of 25 undergraduate students at the Faculty of Marketing, NEU, Hanoi, were interviewed for this study. Findings show that among four types of student engagement behaviours, augmenting and influencing behaviour are the two most popular. The main findings indicated antecedents affecting customer engagement behaviours (CEBs) belonging to student-based and university-based factors. The most important antecedents in student-based factors are identified as the sense of initiative and student perception about the marketing occupation. The influential antecedents in university-based factors include the service provider’s career and vocational orientation, platforms for information exchange and feedback to student engagement behaviour. Based on the results, some managerial implications for the university and the faculty are proposed. Further, the research offers three research propositions related to the most important antecedents: the sense of initiative, the service provider’s career and vocational orientation and the reflective platform for information exchange and feedback towards CEB, which will have a positive effect on student engagement behaviour.
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Colorado, Cara, and Melanie D. Janzen. "A Critical Discourse Analysis of School-Based Behavioural Policies: Reconceptualizing Understandings of Responses to Student (Mis)Behaviours." Canadian Journal of Educational Administration and Policy, no. 195 (March 11, 2021): 64–78. http://dx.doi.org/10.7202/1075673ar.

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Students who have been labeled as having “behaviour problems” in the school system have some of the worst academic and social outcomes of any student group. In most Canadian provinces, responses to students who misbehave are legislated through Safe Schools policies intended to guide districts and individual schools in responding to student misbehaviour. In this research project, we conducted a critical discourse analysis of Manitoba’s Safe and Caring Schools documentation in order to analyze the ways in which provincial policies construct school-based responses to behaviours. Based on our analysis, recommendations for policy-makers to better support studentsinclude revising policies to reflect reconceptualized views of children, non-deficit understandings of behaviour, and ethical responses to student behaviour.
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Maskey, Rita. "Shoes Buying Behaviour of Student." Management Dynamics 21, no. 1 (February 28, 2018): 13–16. http://dx.doi.org/10.3126/md.v21i1.26997.

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This paper attempts to examine the shoes buying behavior of students. This study is based on primary data. Only limited tools are used to analyze data. For footwear business owner and shopkeepers it is very important to know the buying behavior of students because they cover a large scale of footwear markets. It helps them to know the brand choice, types of shoes they prefer and price level that student looks before buying the shoes.
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Dar, Wahid Ahmad, and Kounsar Jan. "ICT Use Behaviour and Student Alienation." International Journal of Virtual and Personal Learning Environments 12, no. 1 (January 2022): 1–13. http://dx.doi.org/10.4018/ijvple.285600.

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Covid-19 taught us the importance of personalized ICT use in the higher education context. In this scenario, the importance of researching student's ICT behaviour is becoming ever more crucial. This study investigates the influence of student alienation (SAL), socio-economic status, residential background, type of course, and gender on students' ICT use behaviour. 704 Kashmiri university students responded to an offline survey comprising two scales: Students ICT use scale and student alienation scale. The results showed that SAL has a negative relationship with student’s ICT use for education and capital enhancement. Students differed in their ICT behaviour based on gender, type of course, and residential background. Socio-economic status was positively correlated with ICT use for education and entertainment. These findings highlight the nuances of ICT use behaviour among young university students. The implications and future research directions have been discussed.
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Dissertations / Theses on the topic "Student behaviour"

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Walth, Anja. "Applied behaviour analysis and student recycling behaviour." Thesis, University of Ulster, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.587477.

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With the introduction of European Union (EU) regulations on waste targets, the UK is committed to reducing waste, recycling and reusing policies. Applied Behaviour Analysis (ABA) techniques have been used to alter pro-environmental behaviour with varying success Antecedent Strategies such as information, goal setting and modelling aim to influence factors that may affect behaviours before they occur. Consequence or reinforcement strategies mainly offer rewards for the performance of a pro-environmental behaviour - for example prizes and monetary incentives, and also feedback in the form of continuous information upon recycling. Studies were carried out in 6 student villages with a total population of approximately 900 students, over a period of two academic years. Multiple baseline designs were used and after baseline measurements different interventions were introduced for groups of households. The research aim of this thesis was to identify the key behavioural components that make up recycling in students and to test possible Applied Behaviour Analysis techniques to adjust these behaviours. The research identified three key behavioural components that make up appropriate recycling. These are the correct sorting of targeted items from non-targeted items also known as contamination; the ongoing output of these targeted items, to make up a large percentage of the waste produced, also known as the amounts produced and the movement of the bin to get these items collected by the waste collecting authorities. The study investigated the effects of information, prompts, social interventions, continuous feedback and incentives on these three key behavioural components. The schemes such as information and door-stepping, currently used by the Borough Council, were tested and found not suitable for students.
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Langley, Dene John. "Student challenging behaviour and its impact on classroom culture: An investigation into how challenging behaviour can affect the learning culture in New Zealand primary schools." The University of Waikato, 2009. http://hdl.handle.net/10289/2796.

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Managing challenging behaviour in the classroom is a problem faced by all teachers. Challenging behaviour is any form of behaviour that interferes with children's learning or normal development; is harmful to the child, other children or adults; or puts a child in a high risk category for later social problems or school failure. The purpose of this study was to gain an understanding of the link between undesirable behaviours of students and their effect on classroom learning culture, as one of the key factors in behaviour management is in understanding why challenging behaviour occurs. The qualitative nature of this research allowed for the exploration of both teacher and student narratives by learning from their experiences regarding challenging behaviour and its effect on a classroom learning culture. The literature review revealed that it is important, that teachers have a personal definition of challenging behaviour and reflect on their own personal beliefs and the beliefs of others regarding the understanding of challenging behaviours. Research, reviewed in Chapter 2 has indicated that challenging behaviour is strongly context dependent as seen particularly in the impact of different cultural contexts on that behaviour, that learning and behaviour are socially and culturally acquired and that academic learning and social learning are interconnected. It is the teachers' responsibility to initiate a classroom culture that recognises the connections between learning and behaviour, especially when there are a number of cultures represented. This type of classroom culture must be acceptable to, and shared by both students and teachers, must recognise and respond to cultural difference, and must avoid deficit thinking about minoritized cultures. To achieve this, teachers need to be the ones that change the most as they are the ones who hold the power to do so. Successful teachers need to place a high value on forming mutually respectful, trusting and positive relationships with their students which will create classrooms and schools that are safe and caring and allow a stronger focus on realising potential and encourage learning. The most effective way of forming such relationships is to learn to listen to and respect student voice. The outcomes of this study confirm findings in literature by demonstrating, that a close, positive and supportive relationship between teacher and students are essential for developing learning potential and for responding appropriately to challenging behaviour. Recognition of student voice is central to achieving these aims. Teachers also need to be aware of cultural difference and be prepared to make shifts in their thinking so that their own culture does not totally dominate in the classroom. In this study, the student and teacher participants were representative of both Māori and European ethnicity and the findings suggest that their assertions regarding how challenging behaviours affects learning were noticeably similar. This suggests perhaps that the participants in this study felt they were in a culturally safe environment where the teachers' culture did not always dominate.
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Wilson, Trevor. "Academic determinants of student behaviour." Thesis, University of Ulster, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.292427.

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Warman, John Alexander. "Classroom physical arrangement and student behaviour." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0023/MQ52085.pdf.

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Rickards, Anthony W. J. "The relationship of teacher-student interpersonal behaviour with student sex, cultural background and student outcomes." Thesis, Curtin University, 1998. http://hdl.handle.net/20.500.11937/1229.

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The major purposes of this study were to provide validation data for the Questionnaire on Teacher Interaction (QTI) with a large Australian sample and examine the relationship of teacher-student interpersonal behaviour with student sex, cultural background and student outcomes. The sample from lower secondary science classrooms in Australia consisted of 3,215 students in 158 classes in 43 schools in two Australian states, namely Tasmania and Western Australia. The sample was chosen carefully so as to be representative, though only co-educational classes were used in order to permit an unconfounded test of sex differences. Students and teachers completed a questionnaire which included the QT1, an attitude to class scale based on the Test of Science Related Attitudes (TOSRA), a cognitive achievement measure based on items from the Test of Enquiry Skills (TOES) and a five-item cultural background survey. The study follows the current trend in the field of classroom environment research of combining qualitative and quantitative methods. The qualitative component of the study involved about 100 interviews. This study is unique in that it provides a very large database of teacher-student interaction data in science classrooms and provides new insights into the relationships between teacher-student interpersonal behaviour with student sex, cultural background and student outcomes. The study found that there were associations between teacher student interpersonal behaviour and student sex and that there were differences in the way that students from different cultural backgrounds perceived their learning environments. Student achievement and student attitude to class were also found to be positively associated with teacher-student interpersonal behaviour. As a practical outcome of this study, the 48-item QT1 has been shown to be useful to Australian lower secondary science teachers as an initiator of self reflection on teaching practice.
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Wilson, Richard S. "Using business intelligence to predict student behaviour." Thesis, Sheffield Hallam University, 2013. http://shura.shu.ac.uk/20551/.

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In light of reduced Higher Education funding, increased student contributions and competition between institutions, finding ways to understand student progression and improve the student experience are integral to the student, institution and state (York and Longden 2008). This research uses Business Intelligence, specifically Data Warehousing and Data Mining, to build models that can be used to predict student behaviour. These models relate to final award classification, progression onto postgraduate studies at Sheffield Hallam University and employment type post undergraduate degree completion. This work builds upon the recommendations of Burley (2007) where the Department of Computing, at Sheffield Hallam University, was used to prove the applicability of such techniques. It is fair to state that the field of student progression has been well documented over the years. Numerous authors (Tinto 1993, Yorke 1999, McGivney 2003) have all developed strategies and intervention techniques to help aid student progression. The evolving field of Educational Data Mining has focused, in the main, upon student interactions with web-based learning environments (Romero and Ventura 2006). Few studies have tackled the subject of using Business Intelligence as a method of understanding student progression (Dekker et al 2009, Herzog 2006). The data was collected from the universities information systems and through the process of Data Warehousing and Data Mining a number of predictive models were constructed. This resulted in the identification of some interesting rules and variables, such as course and ethnicity, which are also fundamental in the more traditional student progression literature, such as Yoke and Longden (2008). Overall, this research has further proved the applicability of Data Mining in Higher Education. The major institutional findings that have been established are: added value students are more likely to take postgraduate studies at Sheffield Hallam University, and a student's ethnicity can influence progression onto postgraduate studies and obtaining a graduate job.
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Robinson, Janean. "'Troubling' behaviour management: Listening to student voice." Thesis, Robinson, Janean ORCID: 0000-0003-0958-4973 (2011) 'Troubling' behaviour management: Listening to student voice. PhD thesis, Murdoch University, 2011. https://researchrepository.murdoch.edu.au/id/eprint/5860/.

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At the beginning of the 21st century, education is increasingly being privatised at the expense of the public. This can be explained in terms of the neoliberal agenda, with its emphasis on efficiency, effectiveness, accountability and standards and the damaging impact it is having on all aspects of school life. As governments abdicate responsibility for public education, schools are exposed to the forces of market competition, choice and individual performance rather than the collective public good serving the needs of all students. This research investigates how students who do not conform, fit in, or help maintain a commodified image of the school, are often left on the margins, resist, or leave school altogether. It is these students specifically who become the focus of system wide attempts to homogenise behaviour in ways that are mostly demeaning and unhelpful. In particular, this thesis critiques the mandated Behaviour Management in Schools (2001, 2008) policy of the Western Australia Department of Education and Training by listening to the voices of students themselves and what they have to say about life in a Western Australian public secondary school. In the process, the thesis: highlights the lack of respectful consultation and negotiation with teachers, parents and students in the creation of behaviour management policy, protocols and rules; challenges the deficit and pathologising thinking that underpins it; and identifies an alternative vision based on the values of trust, respect, and care. Drawing on the tradition of critical ethnography, twenty-seven Year 10 students were interviewed to better understand the contradiction between official policy discourses and their own daily experiences of behaviour management policies, routines and habits. Official policy claims of creating a safe, welcoming and caring school environment are contrasted with student narratives which illustrate their concerns and struggles with inequality, and a desire for respect and voice in a system that often appears harsh and unfair. The analysis of these narratives, together with a genealogical investigation of the historical evolution of behaviour management discourses in Western Australia, sheds light on some of the reasons why students resist and disengage from schooling. The emergent themes selected from the narrative student portraits provide a focus of discussion: student voice - 'they just won't listen'; disengagement - 'I am bored'; control -'they wear me down'; marginalisation - 'I feel left out'; relationships - 'can or can't we relate'; and powerlessness - 'when they don't care'. The alternative understandings that emerge from student insights and perspectives together with a critical theoretical orientation provide the foundations for building a more democratic and socially just approach to schooling. This alternative archetype is based on a vision of emotional and social connectedness and the principles of trust, care and respect nourishing pedagogical hope. Such a learning community has no 'end place' and no 'product' but instead is built on a spirit of belonging and negotiation and is not afraid to be bathed in affection, and authentic conversations. The ultimate purpose of this thesis is to provoke and 'trouble' Behaviour Management in Schools policy in order to instigate a more meaningful dialogue about the social, economic and educational futures of all young people.
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Rickards, Anthony W. J. "The relationship of teacher-student interpersonal behaviour with student sex, cultural background and student outcomes." Curtin University of Technology, Science and Mathematics Education Centre, 1998. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=10685.

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The major purposes of this study were to provide validation data for the Questionnaire on Teacher Interaction (QTI) with a large Australian sample and examine the relationship of teacher-student interpersonal behaviour with student sex, cultural background and student outcomes. The sample from lower secondary science classrooms in Australia consisted of 3,215 students in 158 classes in 43 schools in two Australian states, namely Tasmania and Western Australia. The sample was chosen carefully so as to be representative, though only co-educational classes were used in order to permit an unconfounded test of sex differences. Students and teachers completed a questionnaire which included the QT1, an attitude to class scale based on the Test of Science Related Attitudes (TOSRA), a cognitive achievement measure based on items from the Test of Enquiry Skills (TOES) and a five-item cultural background survey. The study follows the current trend in the field of classroom environment research of combining qualitative and quantitative methods. The qualitative component of the study involved about 100 interviews. This study is unique in that it provides a very large database of teacher-student interaction data in science classrooms and provides new insights into the relationships between teacher-student interpersonal behaviour with student sex, cultural background and student outcomes. The study found that there were associations between teacher student interpersonal behaviour and student sex and that there were differences in the way that students from different cultural backgrounds perceived their learning environments. Student achievement and student attitude to class were also found to be positively associated with teacher-student interpersonal behaviour. As a practical outcome of this study, the 48-item QT1 has been shown to be useful to Australian lower secondary science ++
teachers as an initiator of self reflection on teaching practice.
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Bostwick, Richard. "University Student Support Systems, Help-Seeking Behaviour And The Management Of Student Psychological Distress." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/1458.

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The issue of student management and retention remains one of the most pertinent considerations for any university. In a climate of increasing awareness of mental and physical health issues, university policy development needs to adapt to ensure all students engage with and utilise support services effectively. It would appear that there are various influences on a student’s university experience, including learning abilities and styles, impact of life events and situations, for example, housing and finance, availability of support services and the ability of an individual to seek out appropriate help. Maslow’s Hierarchy of Needs, in combination with the Health Belief Model can provide a strong foundation for universities to begin to understand why a student may not achieve their potential, or may depart prematurely. This theoretical interaction postulates how needs are determined and prioritised subsequently influences help-seeking behaviour. The application of this interaction assists with developing a picture of students who have ongoing issues, for example: housing, finance, and lack of family support, and how these issues can lead to problems with learning, achievement, and ultimately academic performance. The purpose of this thesis is concerned with seeking to understand how and why students access support services within the university setting, and whether the support services have an impact on the levels of psychological distress. This thesis was conducted in two phases, both collecting data through the use of surveys. Phase one, intended to collect information directly from support services concerning students who were accessing them, however, phase one did not achieve its aim due to lack of responses from support services. Phase two profiled the experience of students who have interacted with support services; this profile assisted in a review of relevant services including how the provision of university support services potentially affects student’s psychological distress. Results revealed a lack of data for measuring service outcomes, for example measures of psychological distress, which might impact on students’ ability to succeed at university. Recommendations were generated based on the discussion relating to the lack of phase one data and the phase two student profile, these recommendations aiming to enhance the ability of university systems to identify and promote effective help-seeking behaviour, and the efficacy of those systems in reducing psychological distress. The implications of this research include the potential for enhancing operational policies relating to student management and retention within Australian universities.
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Heyns, Cornelius Muller. "Student travel behaviour : North-West University (Potchefstroom Campus) / C.M. Heyns." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4426.

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The student market is a large and growing segment of the tourism industry that contributes approximately one billion rand annually to the tourism economy Unfortunately, despite the apparent profitability of this market, students are still disregarded by the South African tourism industry This may be explained by the perception and ignorance by the industry and that little is known about the characteristics, travel motivations and behaviour of this market The literature review revealed that students have specific characteristics which influence their travel behaviour such as money, time, social factors, personal characteristics, motives, special interests and especially cultural or ethnic backgrounds. Thus it is clear that although the student market seems homogeneous, heterogeneous differences do exist In order to capitalise on this market and to comprehensively understand student behaviour, information is needed about the activities which the students pursue, with whom and where these activities are pursued and even more importantly , how the students make the decision to purchase the product to go on holiday Thus the main purpose of this study was to determine the travel behaviour of students at the NWU, Potchefstroom Campus. This was achieved firstly by analysing motivation (Chapter 2) and conceptualising travel behaviour (Chapter 3) by means of extensive literature reviews. Motivation is understood as the underlying forces that arouse and direct the behaviours in which students engage, in order to realise certain benefits Behaviour can be viewed as a process of internal psychological factors (e.g. needs, wants and goals) which generate tension to some extent Different students have different needs; their purchase decision may be influenced by individual preference and social circumstances at the least The aim of conducting a literature review concerning the total concept of travel behaviour was to analyse the process of travel behaviour and effecting factors including travel motives, in order to understand and how best to attract the student market. In order to determine the travel behaviour of students at the NWU, Potchefstroom Campus, a survey was conducted between the 5th and 14th of October 2010 The survey was conducted by means of distributing a Questionnaire among third -year students during contact sessions in each of the different Faculties. From the data obtained from the questionnaire; a profile of the third-year students could be compiled and through factor analyses, the travel behaviour of the students could be determined. ANOVAs and Chi-square tests were used to determine whether the student travel behaviour in the different faculties differed from each other as well as to what extent These analyses were conducted in Chapter 4. Evidently convenience was considered as the most important factor with regard to the travelling characteristics of the students, Relaxation and Having fun as the most important factors influencing the travel motivation of students and Finance was the most important factor influencing the travel behaviour of the third-year students at the NWU, Potchefstroom_ Overall it was clear that the students in each faculty differed in their travel characteristics, activities influencing the holiday experience, motives to go on holiday and factors influencing the choice of destination as well as holiday preferences The Faculty of Theology stood out as the faculty which differed the most with regard to the afore-mentioned, whereas the Faculty of Health Sciences indicated the least differences This research therefore revealed that the third-year student market at the NWU, Potchefstroom Campus cannot be seen as a homogenous market since there are definite heterogeneous differences with regard to their travel behaviour. This market is also very complex since the Faculty to which the student belongs, contributes to these heterogeneous differences Knowledge of the travel behaviour of students can aid in segmentation of the student market in order to refine the marketing strategies of the destination as well as the development of target specific marketing messages.
Thesis (M.Com. (Tourism))--North-West University, Potchefstroom Campus, 2011.
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Books on the topic "Student behaviour"

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Wilson, Trevor. Academic Determinants of Student behaviour. [s.1: The Author], 1989.

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Meudell, Karen. Management and organisational behaviour: A student workbook. London: Pitman, 1995.

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Student behaviour: Theory and practice for teachers. 2nd ed. St. Leonards, NSW: Allen & Unwin, 2000.

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Porter, Louise. Student behaviour: Theory and practice for teachers. St. Leonards, NSW: Allen & Unwin, 1996.

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Sullivan, Anna, Bruce Johnson, and Bill Lucas, eds. Challenging Dominant Views on Student Behaviour at School. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0628-9.

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Madhu Bala. Classroom interaction: Learning behaviour and achievement. Delhi: S.S. Publishers, 1995.

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McDaniel, Thomas R. Improving student behaviour: Essays on classroom management and motivation. London: University Press of America, 1987.

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Loadman, Alastair. Football, ritual and masculinity: A case study of student behaviour. [s.1.]: typescript, 1991.

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T, Glynn, and Berryman Mere, eds. Perspectives on student behaviour in schools: Exploring theory and developing practice. New York: RoutledgeFalmer, 2005.

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Chalk, Kristi Ann. The effect of gender and apparent status on student helping behaviour. Sudbury, Ont: Laurentian University, Department of Psychology, 1996.

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Book chapters on the topic "Student behaviour"

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Fraser, Janet. "Prefessional versus student behaviour." In Teaching Translation and Interpreting 3, 243. Amsterdam: John Benjamins Publishing Company, 1996. http://dx.doi.org/10.1075/btl.16.33fra.

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Lovat, Terence, Kerry Dally, Neville Clement, and Ron Toomey. "Values and Behaviour." In Values Pedagogy and Student Achievement, 155–77. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1563-9_8.

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Overland, Eleanor. "Behaviour management for student teachers and NQTs." In Behaviour Management, 1–6. Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429402104-1.

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Corcella, Luca, Marco Manca, and Fabio Paternò. "Personalizing a Student Home Behaviour." In End-User Development, 18–33. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58735-6_2.

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Chaouche, Sabine. "Undergraduate Culture and Male Consumer Behaviour." In Student Consumer Culture in Nineteenth-Century Oxford, 93–127. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46387-8_4.

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Chun-yan, Yan, and Shi Xiao-ping. "Research on College Student Group Travel Behaviour." In Information and Business Intelligence, 323–28. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-29087-9_50.

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Kuzilek, Jakub, Jonas Vaclavek, Zdenek Zdrahal, and Viktor Fuglik. "Analysing Student VLE Behaviour Intensity and Performance." In Lecture Notes in Computer Science, 587–90. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-29736-7_45.

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Biondi, Giulio, Valentina Franzoni, Alessio Mancinelli, and Alfredo Milani. "Student Behaviour Models for a University LMS." In Computational Science and Its Applications – ICCSA 2022 Workshops, 33–43. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10545-6_3.

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Pickard, Sarah. "Keep Them Kettled! Student Protests, Policing and Anti-social Behaviour." In Anti-social Behaviour in Britain, 77–91. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137399311_7.

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Baak, Melanie. "Overcoming the ‘Hidden Injuries’ of Students from Refugee Backgrounds: The Importance of Caring Teacher–Student Relationships." In Challenging Dominant Views on Student Behaviour at School, 145–61. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0628-9_10.

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Conference papers on the topic "Student behaviour"

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Gholami, Arash, and Larry Yueli Zhang. "Student Behaviour in Unsupervised Online Quizzes." In WCCCE '18: Western Canadian Conference on Computing Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3209635.3209650.

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Velagapudi, Vindhya, and Soorya Menon. "Student Behaviour in Technology Integrated Classrooms." In 2018 IEEE Ninth International Conference on Technology for Education (T4E). IEEE, 2018. http://dx.doi.org/10.1109/t4e.2018.00029.

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Keuning, Hieke, Bastiaan Heeren, and Johan Jeuring. "Student Refactoring Behaviour in a Programming Tutor." In Koli Calling '20: 20th Koli Calling International Conference on Computing Education Research. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3428029.3428043.

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Campagni, R., D. Merlini, and M. C. Verri. "University Student Progressions and First Year Behaviour." In 9th International Conference on Computer Supported Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0006323400460056.

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Yang, Jie, Jun Ma, and Sarah K. Howard. "Investigating live streaming data for student behaviour modelling." In 2017 IEEE International Conference on Fuzzy Systems (FUZZ-IEEE). IEEE, 2017. http://dx.doi.org/10.1109/fuzz-ieee.2017.8015451.

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Hanafiah, Zodie Mohamed, Khairul Fatiah Md Yunos, Zunairah Hj Murat, Mohd Nasir Taib, and Sahrim Lias. "EEG brainwave pattern for smoking behaviour after Horizontal Rotation treatment." In 2009 IEEE Student Conference on Research and Development (SCOReD). IEEE, 2009. http://dx.doi.org/10.1109/scored.2009.5442937.

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Tasnim, Rumana, Sheroz Khan, and Atika Arshad. "Assessing the solid mass flow sensing behaviour through capacitive sensing technique." In 2016 IEEE Student Conference on Research and Development (SCOReD). IEEE, 2016. http://dx.doi.org/10.1109/scored.2016.7810098.

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Burman, Iti, Subhranil Som, and Mayank Sharma. "Enhancing student learning behaviour using EDM and psychometric analysis." In 2017 6th International Conference on Reliability, Infocom Technologies and Optimization (Trends and Future Directions) (ICRITO). IEEE, 2017. http://dx.doi.org/10.1109/icrito.2017.8342452.

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Chen, Baodan, Chong Shen, Ganqing Ma, Yonghui Zhang, and Youling Zhou. "The Evaluation and Analysis of Student E-Learning Behaviour." In 2011 IEEE/ACIS 10th International Conference on Computer and Information Science (ICIS). IEEE, 2011. http://dx.doi.org/10.1109/icis.2011.46.

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Dan, Mihaela Cornelia, and Alina Irina Popescu. "ENTREPRENEURSHIP EDUCATION IN ROMANIAN UNIVERSITIES: DEVELOPING STUDENT ENTREPRENEURIAL BEHAVIOUR." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2464.

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Reports on the topic "Student behaviour"

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McCoy, Selina, Delma Byrne, Jessica O'Sullivan, and Emer Smyth. The early impact of the revised Leaving Certificate grading scheme on student perceptions and behaviour. ESRI, January 2019. http://dx.doi.org/10.26504/rs85.

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Boyd, Sally, and Nicola Bright. Manaakitia ngā tamariki kia ora ai Supporting children’s wellbeing. NZCER, October 2021. http://dx.doi.org/10.18296/rep.0016.

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This research uses strengths-based kaupapa Māori and qualitative approaches. Wellbeing@School student survey data was used to select six primary schools where we were likely to see examples of effective practices. The students at these schools reported higher than average levels of wellbeing and teacher relationships, and lower levels of aggressive behaviour.
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Bolton, Laura. WASH in Schools for Student Return During the COVID-19 Pandemic. Institute of Development Studies (IDS), February 2021. http://dx.doi.org/10.19088/k4d.2021.024.

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The literature on WASH and school re-opening during the COVID-19 pandemic is dominated by guidelines with little in the way of recent evidence or lessons learned. Analysis of data from school re-openings at the end of 2020 suggests that with mitigation measures in place community infection rates should not be affected by children returning to school. Although children carry a lower risk of infection, they do have large numbers of contact in the school environment, so hygiene and distancing measures are important. The key guidelines for WASH in schools during the COVID-19 pandemic include: children and all school staff must be educated with regards to hand hygiene; hand hygiene stations must be provided at entrances and exits; hand washing must be frequent and requires sufficient water and soap; school buses should have hand hygiene measures in place; and the school environment must be disinfected daily. Environmental, or nudge-based, cues are recommended to support behaviour change in children based on pre-COVID-19 evidence. Examples include colourful footprints leading to a handwashing facility, images of eyes above handwashing facilities, embedding toys in soap, and putting pictures of germs on surfaces.
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Dabrowski, Anna, and Pru Mitchell. Effects of remote learning on mental health and socialisation. Literature Review. Australian Council for Educational Research, November 2022. http://dx.doi.org/10.37517/978-1-74286-682-6.

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This literature review focuses on the effects of remote learning on mental health, including acute mental health issues and possible ongoing implications for student wellbeing and socialisation. It provides an overview of some of the challenges that can impact on the mental health and relationships of young people, many of which have accelerated or become more complex during the COVID-19 pandemic. In the light of concern about rising antisocial behaviour and extremism there is a focus on socialisation and self-regulation on return to school post-pandemic. In the face of limited Australian research on these topics, the review takes a global focus and includes experiences from other countries as evidenced in the emerging research literature. Based on these findings the review offers advice to school leaders regarding the self-regulatory behaviours of students on return to school after periods of remote learning, and addresses social and emotional considerations as students transition back to school. It also considers ways in which schools can promote wellbeing and respond to mental health concerns as a way to address and prevent antisocial behaviours, recognise manifestations in extremism (including religious fundamentalism), and challenge a general rise in extremist views.
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Filmer, Deon, Ezequiel Molina, and Waly Wane. Identifying Effective Teachers: Highlights from Four Classroom Observation Tools. Research on Improving Systems of Education (RISE), February 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/038.

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Teachers explain a significant share of variation across students’ achievement (Araujo et al., 2016; Bold et al., 2019; Dobbie and Fryer, 2013). But these achievements are poorly correlated with teachers’ observable characteristics including age, gender, education, experience, and hours in the school (Aaronson et al., 2007; Kane and Staiger, 2008; Rockoff et al., 2008). This suggests there could be other factors such as teachers’ content knowledge, pedagogical knowledge, classroom behaviour, and other practices that are potentially important determinants of students’ academic performance. There is growing interest in understanding these factors and exploring how they impact student learning. This has led to an increase in the development and use of structured classroom observation tools to observe, analyse, and measure teaching and learning practices within classrooms. These tools have provided information on current teaching practices and improvements over time.
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Jukes, Matthew C. H., Yasmin Sitabkhan, and Jovina J. Tibenda. Adapting Pedagogy to Cultural Context. RTI Press, September 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0070.2109.

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This paper argues that many pedagogical reform efforts falter because they fail to consider the cultural context of teacher and student behavior. Little guidance exists on how to adapt teaching practices to be compatible with culturally influenced behaviors and beliefs. We present evidence from three studies conducted as part of a large basic education program in Tanzania showing that some teaching activities are less effective or not well implemented because of culturally influenced behaviors in the classroom, namely children’s lack of confidence to speak up in class; a commitment to togetherness, fairness, and cooperation; avoidance of embarrassment; and age-graded authority. We propose ways teaching activities can be adapted to take these behaviors into account while still adhering to fundamental principles of effective learning, including student participation in their own learning, teaching at the right level, and monitoring students as a basis for adjusting instruction. Such adaptations may be made most effective by engaging teachers in co-creation of teaching activities.
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Iseminger, Candace. Student attitudes and feelings about standardized tests and parent observations of behavior during testing : a survey of third grade students and their parents. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6209.

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Armstrong, Beth, Rebecca Gillespie, Maya King, and Abbie Collins. Exploring food behaviours in the UK student population: Interim findings. Food Standards Agency, January 2022. http://dx.doi.org/10.46756/sci.fsa.lil128.

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Given the lack of evidence on this topic, co creation sessions were held with university students to identify key issues and inform the development of a nationally representative online survey. This report presents the main findings from the co-creation sessions and headline findings from the online survey. The full analysis, which will include results from image coding using the citizen science platform Zooniverse (Opens in a new window) (Opens in a new window), will be published at a later date.
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Jorgensen, Jennifer. Consumer Behavior Concepts Identified by Students through Pinterest. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1438.

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Sujay, Rachna. Premarital sexual behaviour among unmarried college students of Gujarat, India. Population Council, 2009. http://dx.doi.org/10.31899/rh5.1022.

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