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1
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.
2
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.
3
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.
6
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.
7
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.
8
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.
Full textAbstract:
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.
9
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.
10
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.
11
Ouellette, Michel. "Characteristics, experiences, and behaviour of university student leaders." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ29087.pdf.
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Flinn, Susan Jane. "Student perceptions of health science teacher interpersonal behaviour." Thesis, Curtin University, 2004. http://hdl.handle.net/20.500.11937/1457.
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The major aim of this study was to investigate the use of the Questionnaire on Teacher Interaction (QTI) in health science classrooms in Tasmania, Australia. In the past, the QTI has been used in a number of learning areas. However, it has not been used in the learning area of health science.This study involved 1,471 grade 9 and grade 10 health science students and their teachers in 75 classes. The QTI was used to study student and teacher perceptions of health science teacher interpersonal behaviour.Statistical analyses revealed that the QTI is a valid and reliable instrument for use in health science classrooms. Quantitative results from the QTI were supported by qualitative data including comments from the students and a reflective narrative of the experiences of the researcher as a health science teacher.An investigation into the associations between QTI scales and student attitudinal and cognitive outcomes revealed that all scales of the QTI related to student attitudinal and cognitive outcomes in health science classrooms. It is, however, the scales of Leadership and Helping/Friendly which make the greatest positive influence to student attitudinal and cognitive outcomes.Health science students perceived their teachers as displaying high levels of leadership, helping/friendly and understanding behaviour, and low levels of uncertain, dissatisfied and admonishing behaviour. Teachers generally perceived themselves in a more favourable manner than their students did.The students also perceived the less experienced teachers as less dominant and more oppositional compared to teachers with more experience. Female health science students generally perceived their teachers in a more positive way than male students and male students, in general, have better attitudes to health science lessons.
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Flinn, Susan Jane. "Student perceptions of health science teacher interpersonal behaviour." Curtin University of Technology, Science and Mathematics Education Centre, 2004. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=15223.
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The major aim of this study was to investigate the use of the Questionnaire on Teacher Interaction (QTI) in health science classrooms in Tasmania, Australia. In the past, the QTI has been used in a number of learning areas. However, it has not been used in the learning area of health science.This study involved 1,471 grade 9 and grade 10 health science students and their teachers in 75 classes. The QTI was used to study student and teacher perceptions of health science teacher interpersonal behaviour.Statistical analyses revealed that the QTI is a valid and reliable instrument for use in health science classrooms. Quantitative results from the QTI were supported by qualitative data including comments from the students and a reflective narrative of the experiences of the researcher as a health science teacher.An investigation into the associations between QTI scales and student attitudinal and cognitive outcomes revealed that all scales of the QTI related to student attitudinal and cognitive outcomes in health science classrooms. It is, however, the scales of Leadership and Helping/Friendly which make the greatest positive influence to student attitudinal and cognitive outcomes.Health science students perceived their teachers as displaying high levels of leadership, helping/friendly and understanding behaviour, and low levels of uncertain, dissatisfied and admonishing behaviour. Teachers generally perceived themselves in a more favourable manner than their students did.The students also perceived the less experienced teachers as less dominant and more oppositional compared to teachers with more experience. Female health science students generally perceived their teachers in a more positive way than male students and male students, in general, have better attitudes to health science lessons.
14
Chagas, José Bernardo Fonseca Pólvora Trindade. "University student gambling consumption." Master's thesis, Instituto Superior de Economia e Gestão, 2007. http://hdl.handle.net/10400.5/12142.
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Mestrado em MarketingThe present research analysed gambling activity of college students from a consumer behaviour perspective in order assess their gambling behaviour. A questionnaire was administered to 216 college students from several courses in different universities in the city of Lisbon (Portugal). No significant differences were found between men and women in gambling activity , both for players and non-players in all the types of games analysed (lottery, bingo and casino). Even tough most students were infrequent gamblers, lottery playing was found to the most played form of gambling (79.6%). Lottery playing was found to be related to parental gambling. This research also examined peer influence and addictive behaviours as gambling influential factors. No significant relationship between peer influence, addictive activities (alcohol drinking and smoking) and university student gambling was found.
15
Sharp, Margaret. "Changing identities : the student experience of higher education." Thesis, University of Brighton, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343607.
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Davies, G. F. "Student intentions and institutional experience : An evaluation of different psychological explanations of student behaviour." Thesis, University of Bath, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.373392.
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Hughes, Donna. "The diagnosis of student learning styles and study behaviour /." Title page, table of contents and abstract only, 1989. http://web4.library.adelaide.edu.au/thesis/09SB/09sbh893.pdf.
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Carpenter, Caroline. "The impact of the National Student Survey on institutional behaviour in relation to student feedback." Thesis, University of Southampton, 2017. https://eprints.soton.ac.uk/411088/.
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Hedderwick, Helen. "Differences in student perceptions of teacher-student interpersonal behaviour in regional streamed secondary mathematics and science classes." Thesis, Curtin University, 2007. http://hdl.handle.net/20.500.11937/2031.
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The purpose of this study was to examine teacher and students' perceptions of teacher-student interpersonal behaviour in regional secondary classrooms. Teachers were then presented with this information so that a comparison between teacher ideal, teacher actual and student perceptions of their classroom could be examined. The results were then able to be used by teachers to reflect on and seek to improve their teaching practice. This study utilised the Questionnaire on Teacher Interaction (QTI) to collect data about the classroom learning environment of Australian regional mathematics and science classrooms. Qualitative information in the form of classroom observations and informal interviews has also been collected from a small subset of the student sample. This qualitative information was collected by the researcher in the dual roles of teacher and researcher. Triangulation of the methods of data collection sought to better validate the data collected, and assess multiple perspectives in the classroom. The study has involved a large sample of students from one country high school in Western Australia. All the mathematics classes from Years 8, 9 and 10 and all science classes from Years 8 and 10 have been included in this study. A particular focus for this study was the inclusion of both streamed and non-streamed classes from the mathematics and science areas.The value of this research has been enhanced in that the results have been used as a teaching feedback tool for participants involved in the study to examine, reflect and improve on their teaching practice. The research is a real world, authentic example of one instance where results from the study were used immediately on a local scale by participants. A unique feature of the outcomes from this project is that the teacher appears to play a greater role in determining the classroom climate than does the homogeneous or heterogenous grouping of students within a subject.
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Hedderwick, Helen. "Differences in student perceptions of teacher-student interpersonal behaviour in regional streamed secondary mathematics and science classes." Curtin University of Technology, Science and Mathematics Education Centre, 2007. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=18064.
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The purpose of this study was to examine teacher and students' perceptions of teacher-student interpersonal behaviour in regional secondary classrooms. Teachers were then presented with this information so that a comparison between teacher ideal, teacher actual and student perceptions of their classroom could be examined. The results were then able to be used by teachers to reflect on and seek to improve their teaching practice. This study utilised the Questionnaire on Teacher Interaction (QTI) to collect data about the classroom learning environment of Australian regional mathematics and science classrooms. Qualitative information in the form of classroom observations and informal interviews has also been collected from a small subset of the student sample. This qualitative information was collected by the researcher in the dual roles of teacher and researcher. Triangulation of the methods of data collection sought to better validate the data collected, and assess multiple perspectives in the classroom. The study has involved a large sample of students from one country high school in Western Australia. All the mathematics classes from Years 8, 9 and 10 and all science classes from Years 8 and 10 have been included in this study. A particular focus for this study was the inclusion of both streamed and non-streamed classes from the mathematics and science areas.The value of this research has been enhanced in that the results have been used as a teaching feedback tool for participants involved in the study to examine, reflect and improve on their teaching practice. The research is a real world, authentic example of one instance where results from the study were used immediately on a local scale by participants. A unique feature of the outcomes from this project is that the teacher appears to play a greater role in determining the classroom climate than does the homogeneous or heterogenous grouping of students within a subject.
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Johnston, Jane. "The lived experiences of student midwives subjected to inappropriate behaviour." Thesis, University of Southampton, 2016. https://eprints.soton.ac.uk/411282/.
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‘Inappropriate behaviour’ can be described as the thousand ‘slings and arrows’ that, on a daily basis, eat away at civility; such behaviours may be one-off events, or individual put-downs, that nevertheless cause the receiver significant harm. In this thesis, inappropriate behaviour is conceptualised as different from bullying, which involves the repetition of behaviours and is defined and supported within various legislation. Whilst there is research that focuses on the nature and impact of workplace bullying, there is very limited research that considers the impact that inappropriate behaviours can have on an individual. This interpretive phenomenological investigation, whereby Heidegger’s philosophical approach to phenomenology was used as a methodological framework support, explored the lived experiences of eight student midwives, who had experienced inappropriate behaviour within their academic and clinical environments. The research illustrates the nature of such experiences and further explores the resulting effects. The experiences disclosed by individual participants were initially identified as struggling, being out of sight out of mind and loss and bereavement. The main findings revealed three interpretative themes that described what inappropriate behaviour represented for the participants and how it impacted upon them. These were: ‘Breaching Covenant’, ‘Dispossession’ and ‘Liminality’. Each theme incorporated one super-ordinate theme, betrayal and struggling (Breaching Covenant), loss and bereavement (Dispossession) and finally angst and anonymity (Liminality). For the participants, inappropriate behaviour was seen as single acts most commonly perpetrated by clinical midwives, without a sense of malice or intention to cause harm. It is important that the difference between bullying and inappropriate behavioural acts become known by of all those involved with student midwives’ education and a concerted effort in changing attitudes is made to enable the development of both clinical and academic environments, where inappropriate behaviour is strongly contested and vigorously opposed.
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Tomlinson, Andrew Mark. "Using the academic timetable to influence student trip-making behaviour." Thesis, University of Leeds, 2014. http://etheses.whiterose.ac.uk/6883/.
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The university academic timetable is the framework which defines the rhythm of the term-time student activities that occur on campus. This thesis explores how the design of the academic timetable affects student trip-making behaviour to and from campus and is motivated by concerns around the environmental, social and economic sustainability of the campus-based university. The thesis investigates the current understanding of student trip-making behaviour and shows that whilst it is informally generally accepted that students may plan their trips to campus around the demands placed on their time by the academic timetable, this appointment based approach is not generally recognised in student trip models. The thesis demonstrates that it is the timetable which is the main driver of student travel demand, that changes to the timetable can influence trip-making behaviour, and that a policy of timetable compression, combined with a greater use of online resources could be employed to reduce student trips to/from campus and student presence on it, thereby making the university more environmentally sustainable. However, students with compressed timetables appear to be less engaged with their studies, and exhibit a greater degree of variation in terms of their attainment level compared with students whose timetables force them to be on campus on an almost full-time basis. Students appear to prefer timetables that limit the time they need to spend on campus, and the thesis suggests that addressing this mismatch between what students currently appear to want, and what seems to offer them the best potential academic outcome represents a major future challenge to the long term academic sustainability of the campus based university.
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Evans, Heather M. "A study of students' cultural background and teacher-student interpersonal behaviour in secondary science classrooms in Australia." Thesis, Curtin University, 1998. http://hdl.handle.net/20.500.11937/1258.
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This thesis examines the cultural background of students and investigates differences in the way teachers interact with students of different cultural backgrounds. The study comprises three parts. Firstly, it validates the new classroom environment measuring instrument, the Cultural Learning Environment Questionnaire (CLEQ). This instrument is used for the first time to assess the cultural factors that students bring to their classrooms. Secondly, as well as providing validation data for the use of the Questionnaire on Teacher Interaction (QTI), it investigates associations between students' cultural background and their perceptions of student-teacher interactions. The third part of the study looks at whether the students' cultural background affects their attitudes and achievement. This study is significant because teachers in multicultural classrooms need to be informed about how cultural factors interact with student perceptions of their preferred student-teacher interpersonal behaviours. As a result of this study, a tool is now available that can be used by teachers to monitor what is occurring in their own classrooms and to guide improvements in their teaching, thereby leading to improved learning among students.
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Kwo, Wai-yu Ora. "A study of the instructional behaviour and information processing of student teachers during the interactive phase of teaching : a thesis /." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14336625.
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Evans, Heather M. "A study of students' cultural background and teacher-student interpersonal behaviour in secondary science classrooms in Australia." Curtin University of Technology, Science and Mathematics Education Centre, 1998. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=11765.
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This thesis examines the cultural background of students and investigates differences in the way teachers interact with students of different cultural backgrounds. The study comprises three parts. Firstly, it validates the new classroom environment measuring instrument, the Cultural Learning Environment Questionnaire (CLEQ). This instrument is used for the first time to assess the cultural factors that students bring to their classrooms. Secondly, as well as providing validation data for the use of the Questionnaire on Teacher Interaction (QTI), it investigates associations between students' cultural background and their perceptions of student-teacher interactions. The third part of the study looks at whether the students' cultural background affects their attitudes and achievement. This study is significant because teachers in multicultural classrooms need to be informed about how cultural factors interact with student perceptions of their preferred student-teacher interpersonal behaviours. As a result of this study, a tool is now available that can be used by teachers to monitor what is occurring in their own classrooms and to guide improvements in their teaching, thereby leading to improved learning among students.
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Cope, Lorne. "Student attitudes toward teacher behaviour and program content within physical education." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29582.
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The purpose of this study was to assess student attitudes toward teacher behaviour and program content within physical education in grades 3, 7, and 10.
Prior to examining the data, five hypotheses were generated. It was hypothesized that:
1. Student attitudes toward teacher behaviour within physical education are different in grade 3, grade 7, and grade 10.
2. Student attitudes toward program content within physical education are different in grade 3, grade 7, and grade 10.
3. Male and female attitudes toward teacher behaviour within physical education are different from each other at each grade level.
4. Male and female attitudes toward program content within physical education are different from each other at each grade level.
5. Those students who like their physical education classes have different attitudes toward teacher behaviour from those students who do not like their physical education classes. 6. Those students who like their physical education classes have different attitudes toward program content from those students who do not like their physical education classes.
A thirty statement questionnaire was developed for use in the study. Fifteen statements pertained to teacher behaviour, fourteen statements pertained to program content, and one statement asked students whether they liked their physical education classes. Five grade 3 classes, five grade 7 classes, and five grade 10 classes were randomly selected to partake in the study. The data involving grades were analyzed using a one way analysis of variance. The data involving gender and preference for physical education classes were analyzed using a t-test.
Results indicated that a positive attitude existed toward teacher behaviour and program content by males and females in each of the grades. However, it was found that there was a significant difference in student attitudes toward teacher behaviour and program content in grades 3, 7, and 10. Furthermore, no significant difference was found in male and female attitudes toward teacher behaviour in grade 3 or grade 10, although, there was a significant difference in male and female attitudes toward teacher behaviour in grade 7. No significant difference was found in males' and females' attitudes towards program content in grade 3, 7, and 10. A significant differencewas found between students who liked their physical education classes and those who did not like their physical education classes for both teacher behaviour and program content.
Recommendations for future research suggest that the survey instrument be limited to statements on either teacher behaviour or program content. It is also recommended that a larger sample size be used and that students of both physical education specialists and non-specialists be compared. It appears that more research is also needed to determine why grade 7 student attitudes are not as positive as those of grade 3 or grade 10 students. Finally, future research could look at physically fit and/or highly skilled students in relation to poorly fit and/or low skilled students to determine the effect these factors may have on student attitudes toward physical education.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Jull, Stephen Kingsley. "Exploring the utility of student behaviour self-monitoring in mainstream schools : reconsidering antisocial behaviour within the inclusion project." Thesis, University of Cambridge, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.612717.
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Edwards, Sarita. "Student preferences for accommodation at a Cape Town University: an application of the stated preference approach." Thesis, Cape Peninsula University of Technology, 2019. http://hdl.handle.net/20.500.11838/3003.
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Thesis (Master of Marketing)--Cape Peninsula University of Technology, 2019This thesis sought to investigate students’ preferences regarding university accommodation. The object was to identify the aspects and elements of housing that students deemed most desirable. The research also aimed to ascertain which socio-demographic variables might serve as predictors of preference in student housing. The thesis focused on student housing at a university in Cape Town, South Africa. The researcher adopted a stated preference approach, applying direct measurement and conjoint analysis methods to answer the research questions. The study commenced with qualitative exploratory research, including a literature review and focus group interviews with students. This was followed by collection of cross-sectional quantitative data using person-administered, structured questionnaires distributed among students at the university. SPSS software was used to analyse a total of 457 completed questionnaires. The direct measurement results indicated that most students prioritised convenience, safety, cost and privacy when it came to choosing accommodation. The three most important attributes as ranked by respondents were having unlimited free WiFi, the inclusion of a 24-hour computer lab in the building, and 24-hour on-site security. In addition, respondents favoured the presence of a convenience shop/kiosk in the residence, followed by sharing showers with students of their own gender, and being within walking distance of campus. Preferences for some but not all the dimensions of accommodation appeared to be influenced by gender, age group and study level. When indicating their willingness to pay (WTP) for a variety of elements relating to accommodation, it emerged that the question of sharing the space in their room – their living and learning space – was very important to the students. The results showed that, apart from having unlimited WiFi and 24-hour on-site security, the aspects for which respondents were prepared to pay most concerned the private space of the individual, e.g. room privacy and room size, as well as having their own toilet and shower. WTP attributes also varied among students according to age group, gender and level of study. Results from the stated preference (conjoint) experiment analysis showed that students were most sensitive about the sharing of ablutions and number of roommates, strongly preferring private rooms and facilities, or sharing with fewer other students. Monthly rent is next most influential, followed by distance from campus. The model also showed significant differences in the preferences of students based on their gender. Research in this field is overdue because, owing to recent increases in the tertiary student population in South Africa, there is a growing shortage of student accommodation. Current and future student housing needs must be assessed, and any such assessment requires a thorough grasp of current student accommodation preferences. The results of this research thus contribute to the knowledge and understanding available to managers and developers of student accommodation regarding students’ requirements and preferences. The findings can serve as a set of guidelines for developers of student housing and as a foundation for formulating associated marketing strategies. Despite the existence of extensive research on student housing, few studies have focused on the preferences of students in developing countries, and even fewer in South Africa. This research seeks to fill this gap by increasing awareness and understanding of students’ preferences with regard to university accommodation.
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Zhukov, Katie School of Music & Music Education UNSW. "Teaching styles and student behaviour in instrumental music lessons in Australian conservatoriums." Awarded by:University of New South Wales. School of Music and Music Education, 2004. http://handle.unsw.edu.au/1959.4/20698.
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This investigation into instrumental music teaching at the tertiary (conservatorium) level sought to observe and describe typical teacher and student behaviour in this under-researched educational setting. The aim of the study was to examine a wide range of areas associated with instrumental music teaching in order to identify patterns of behaviour exhibited by teachers and students and to define teaching and learning styles present in advanced applied music teaching. After a review of literature on teaching in general and on music teaching in particular, an observational instrument for individual instrumental music lessons was developed and refined in pilot studies. 12 prominent Australian teachers were videotaped teaching 24 students, with the sample being balanced geographically, institutionally, by instrument (three mainstream groups: piano, strings and winds) and by gender (equal numbers of male and female teachers and students). Steps were taken to observe realistic teaching of typical students and to minimise the observer???s intrusion into the lesson dynamics. The videotaped lessons were analysed using an observational instrument and the data was subjected to various statistical analyses. Results are reported according to five main areas (lesson structure, lesson content, teaching methodology, teacher/ student relationship, and teaching and learning styles) and discussed with reference to existing literature. The conclusions of this study enhance current understanding of studio music teaching, by supporting many of the findings of previous research and substantiating their application to advanced instrumental music teaching. This study provides new insights into the underlying structure of instrumental music lessons, the primacy of technique in terms of lesson content, the use of teaching strategies such as demonstration, evaluation and questioning, gender differences between teachers and between students, and the types of teaching and learning styles that are prevalent in conservatorium settings. Findings contribute to and extend existing research into applied music teaching.
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Brown, Rachel. "Alcohol and new university students : an investigation into multi-level influences on student drinking behaviour and organisational practice." Thesis, Cardiff University, 2016. http://orca.cf.ac.uk/90413/.
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Starting university is often associated with increasing levels of alcohol use, resulting in a range of negative outcomes in student populations. Current and historical attempts to moderate consumption have had limited success, often lacking consideration of the full range of influences associated with the behaviour, including the role of the university context. Reflecting socio-ecological approaches emphasising the intersection of personal and social influences, this study considers the role of alcohol in the social processes of first year students undergoing transition. Through organisational analysis, it further examines the development of alcohol processes within the university context providing the setting for transition and the enactment of alcohol behaviour. A case study of one university was conducted using mixed qualitative methods, specifically semi-structured interviews, document analysis and observations of campus alcohol practices. It was established that multi-level influences act to pre-institutionalise students by reinforcing conceptions of identity that normalise excess alcohol use, experienced alongside pre-transition anxieties centred around peer group formation. Post-arrival, alcohol acts to provide commonality for new students, reducing anxiety and facilitating the development of social groups. University processes which present social opportunities as central to initial institutionalisation, act to support the normalisation of heavy alcohol use. This means that safe drinking messages currently attempted within this context contrast with student needs to successfully adapt to their new role, resulting in limited impact. Findings indicate that a multi-level approach to identifying the complex interaction of individual, interpersonal and organisational factors affecting student alcohol use can provide new insights into intervention development, informing effective practice through the identification of barriers and facilitators to strategic planning and delivery.
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Rawnsley, David G. "Associations between classroom learning environments, teacher interpersonal behaviour and student outcomes in secondary mathematics classrooms." Thesis, Curtin University, 1997. http://hdl.handle.net/20.500.11937/1950.
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The classroom learning environment has increasingly been recognised as an important factor in education. However, over recent years the increasing research in this area has focussed on humanities or science classrooms. Virtually no investigations have been reported into the learning environment of the secondary mathematics classroom.The study reported in this thesis focusses on the perceptions of 490 grade 9 mathematics students in 23 classrooms in 14 schools in Adelaide, South Australia. Students' perceptions of their mathematics learning environment were measured using a new classroom environment instrument which has been developed in both a Personal Form (which focusses on students' perceptions of their personal interaction with the learning environment) and a Class Form (which focusses on students' perceptions of the class's interactions with the learning environment).This study confirmed the reliability and validity of both forms of the new instrument in its use with this sample of students, and examined the differences between the Personal and the Class Forms of the instrument. The sub-populations of male and female students were also profiled and differences between their perceptions of the classroom learning environment were examined. Differences between students' perceptions of their teacher's interpersonal behaviour in the classroom were also explored.The study identified associations between students' perceptions of their mathematics classroom learning environment, their perceptions of their teacher's interpersonal behaviour, and student outcomes. The association between students' perceptions of their mathematics classroom environment and attitudinal outcomes was stronger than the association with cognitive outcomes.Finally, the commonality and uniqueness of the two instruments measuring classroom learning environment and teacher's interpersonal behaviour in terms of predicting outcome variance were established, as were associations between the perceptions of students in these two areas.
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Sharipova, Dilshoda. "Alcohol use and misuse of university students : the role of personal and environmental factors." Thesis, University of Bedfordshire, 2017. http://hdl.handle.net/10547/622521.
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The aim of the mixed methods study was to explore students’ alcohol use and misuse taking into account personal, micro, macro level factors influencing their choice in the behaviour performance based on analysis of quantitative data obtained from longitudinal surveys and interpreting narrative data obtained during interviews and to use the findings from the quantitative and the qualitative studies to facilitate focus groups of university services, to discuss and recommend variables to be targeted during interventions for students. The first study was a cross sectional quantitative study in which the questionnaire constructed for the current study has been evaluated and the reliability of the measures was identified. In addition, the correlations of the study variables have been explored. The path analysis has been performed to examine the Theory of Planned Behaviour, Self-Determination Theory, Prototype Willingness Model and Social Learning Theory. The second study a longitudinal quantitative study in which before mentioned theories have been explored in a 3 month follow up. The change over time have been investigated by constructing models, path analysis, and the predictors of the change in outcome variables alcohol consumption, alcohol related problems, frequency of alcohol use, units consumed in a single occasion and binge drinking occasions, have been identified. The third study, a qualitative study, interviews with the students were organised to explore further the variables used in the study and explain the quantitative findings with help of interview data. The data assisted in identifying contextual factors of alcohol use and locate the components of researched theories within this context. The fourth study, another qualitative study, which explored the alcohol use of university students from the perspectives of the staff of university support services. Extra contextual factors have been identified and were added to the matrix of students’ alcohol use. The results of the research supported the use of the theories selected as Self-Determination Theory explained the predictors of Theory of Planned Behaviour.
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Ibrahim, Mohammed Gunu. "Perspectives on student behaviour management in High Schools in Ghana : exploring potential for positive behaviour management in policy and practice." Thesis, Keele University, 2017. http://eprints.keele.ac.uk/2915/.
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Violence against students in the name of school discipline has led in many instances to hardship, and in extreme situations, the death of students in the Ghanaian secondary system (see myjoyonline.com, 2015). As a former secondary school teacher and now teacher educator, this presents an obvious motivation for examining the concept and actuality of school discipline in Ghana with the intention of finding potential for a change of approach in policy, teacher professionalism and practice. Behaviour management presents an established scope for educational research globally and has been researched for some years (Powel and Tod, 2004). The term Positive Behaviour Management (PBM) is used to denote forms of behaviour management in school that seeks to ensure that the dignity and self-esteem of students are safeguarded (e.g. Raths 1964; Wolfe 1991; Black and William 1998; Grundy & Blandford 2006; Brookfield 2006; Hayes et al. 2011). A qualitative case-study of four state Senior High Schools in Ghana was conducted using semi-structured interviews, observation and documents analysis. A sample of 28 respondents; 20 members of staff (headteachers or their assistants, senior house masters/mistress and subject teachers) and eight students, voluntarily participated in this research. Drawing on Foucault’s concepts of Normalisation, Surveillance and Regulation as tools of analysis and Ball’s (1987) theory on school micro-politics, an analysis of the data and policy documents was done. Findings suggest that physical and emotional abuses are widespread, propelled by teacher perceptions and school policy prescriptions that punishment must be painful, reformative and deterrent. In addition, they reveal negative consequences of physical and emotional abuses, rampant student suspensions from school and an obsolete policy on school discipline. The research therefore suggests an alternative approach to behaviour management which should be contained in policy reforms, changes in teacher training, general policy reforms, and professional practice.
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Tamone, Suzanne G. "Teachers' ways of seeing their approaches with student behaviour in the preparatory year." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/118671/1/Suzanne_Tamone_Thesis.pdf.
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This PhD study researched teachers' ways of seeing their approaches with student behaviour in Preparatory (Prep) classrooms, in Queensland State schools. Using a phenomenographic approach and variation theory with individual interviews (n=21), this study sought to reveal Prep teachers' conceptions of their approaches with student behaviour. More specifically, it aimed to identify what Prep teachers do when they approach student behaviour, and to describe variation in their ways of seeing (or conceptualizing) approaches with student behaviour. The results of this study show that Prep teachers' approaches with student behaviour are experienced in both fragmented and holistic ways.
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Brown, Jacqueline A. "Exploring how level of training, inclusion, and problem behaviour affect student-teacher relationships for students with autism spectrum disorders." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/27085.
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This study examined the quality of relationships between students with Autism Spectrum Disorders (ASD) and their classroom teachers and Special Educational Assistants (SEAs). Specifically, it examined how level of inclusion, problem behaviour, adaptive behaviour, and amount of training in ASD affects the student-teacher and student-SEA relationship. Participants were 15 students with ASD receiving inclusive education in grades K through three, their classroom teachers, and SEAs. Teachers and SEAs completed rating scales assessing problem behaviour, adaptive behaviour, and the quality of student-teacher relationships. Analyses consisted of Pearson correlations and multiple regressions to identify which alterable variables can be targeted to improve the relationships between students with ASD and their teachers. Results showed that the level of problem behaviour and percent of student inclusion were significantly related to the student-teacher relationship, but not the student-SEA relationship. These results are discussed with regard to previous and future research, limitations, and implications for supporting students with ASD.
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Clarke, Maxine. "The impact of international student mobility on the development of entrepreneurial attitudes." Thesis, Loughborough University, 2014. https://dspace.lboro.ac.uk/2134/15110.
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The importance attached to preparing graduates for a role on an international stage has become increasingly recognised by U.K. higher education institutions and by successive U.K. governments in recent years. At the same time, the contribution that enterprising individuals make to an economy has also gained in importance, but the answer to the question of what makes an 'enterprising individual' is still uncertain. This thesis investigates whether internationally mobile students develop or enhance certain entrepreneurial attitudes through a study or work placement period abroad and, if so, why certain attitudes may have developed or been positively enhanced by a prolonged exposure abroad. I have also considered the impact that such a sojourn has on the entrepreneurial intent and behaviour of graduates. I have followed a concurrent mixed method approach using a group of mobile students and, as a control group, students who do not undertake mobility during their degree. The results indicate that there is little difference in certain entrepreneurial attitudes between the two groups before mobility, but that the mobile students show a higher degree of (positive) change in some entrepreneurial attitudes than the non-mobile students after mobility. There are a range of factors from the international sojourn that could account for this change. The results imply that, along with other benefits of international education, an international sojourn contributes to developing potential entrepreneurial behaviour, as evidenced by the careers and activities of internationally mobile graduates. This thesis contributes to the existing body of knowledge in the fields of international education and entrepreneurship in a number of ways. Firstly it provides more insight into the entrepreneurial behaviour of graduates who have studied abroad. Secondly, my results add to the debate about what differentiates a mobile student from a non-mobile student. Thirdly, my research findings support the assertion that student mobility brings benefits (both to an individual and to the economy) by turning anecdotal indicators and suppositions about the benefits into more concrete and substantial evidence. Fourthly, and finally, through using a mixed method approach I have extended the to-date narrow focus of much of the research into the area of student mobility to provide an atypical approach to investigating international education benefits.
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Rawnsley, David G. "Associations between classroom learning environments, teacher interpersonal behaviour and student outcomes in secondary mathematics classrooms." Curtin University of Technology, Science and Mathematics Education Centre, 1997. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=10959.
Full textAbstract:
The classroom learning environment has increasingly been recognised as an important factor in education. However, over recent years the increasing research in this area has focussed on humanities or science classrooms. Virtually no investigations have been reported into the learning environment of the secondary mathematics classroom.The study reported in this thesis focusses on the perceptions of 490 grade 9 mathematics students in 23 classrooms in 14 schools in Adelaide, South Australia. Students' perceptions of their mathematics learning environment were measured using a new classroom environment instrument which has been developed in both a Personal Form (which focusses on students' perceptions of their personal interaction with the learning environment) and a Class Form (which focusses on students' perceptions of the class's interactions with the learning environment).This study confirmed the reliability and validity of both forms of the new instrument in its use with this sample of students, and examined the differences between the Personal and the Class Forms of the instrument. The sub-populations of male and female students were also profiled and differences between their perceptions of the classroom learning environment were examined. Differences between students' perceptions of their teacher's interpersonal behaviour in the classroom were also explored.The study identified associations between students' perceptions of their mathematics classroom learning environment, their perceptions of their teacher's interpersonal behaviour, and student outcomes. The association between students' perceptions of their mathematics classroom environment and attitudinal outcomes was stronger than the association with cognitive outcomes.Finally, the commonality and uniqueness of the two instruments measuring classroom learning environment and teacher's interpersonal behaviour ++in terms of predicting outcome variance were established, as were associations between the perceptions of students in these two areas.
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Flitcroft, Deborah. "Impact of teachers' behaviours on student motivation and exam performance." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/impact-of-teachers-behaviours-on-student-motivation-and-exam-performance(e54d6885-e78a-43ee-aaf7-89050a153daf).html.
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Student motivation is a significant concept as school teachers need to be able to mobilise students to work towards success in examinations. This thesis investigated the impact of teachers' behaviours on students' motivation and examination performance and how these behaviours could be adapted to suit the needs of students. A systematic review of the literature examined how secondary school teachers use motivational strategies in respect of student academic assessment, performance and attainment. Six studies were included in the review and showed both the positive and negative impacts of teacher behaviour on students' academic performance. The review highlighted a need for further research on teachers' knowledge of the impact of their behaviours on student motivation. An empirical study was completed which engaged high school teachers as participants, affording the opportunity to reflect on their current practice from feedback from their students. The research progressed through 3 phases: focus group of six teachers teaching high stakes examination programmes to students age 14-16 (English GCSEs); 10 interviews with students selected from each teacher's classes; and a second focus group re-convening the teachers. The research found a link between what students perceived to be motivational and the changes that teachers were able to envisage for future practice, indicating that teachers were able to learn from their students. The implications for educational psychologist practice and future research are discussed. Finally, the thesis concludes with a reflection of the dissemination of the above pieces of research. Dissemination focussed on offering the findings to schools and using methods of consultation and collaboration to integrate findings in to school practice.
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Sebele, Molly Kenaope. "A comparative study on high-risk sexual behaviour of male student elite athletes, male student non-athletes, and male student recreational sports participants at the University of Botswana." Thesis, University of the Western Cape, 2009. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6994_1273602706.
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This study aims to compare the sexual behaviour patterns of male elite student athletes, male student recreational sports (RSP) and male student non-athletes at the University of Botswana in relation to high-risk sexual behaviours. High-risk behaviors in the domain of sexual behaviour were investigated in relation to the determinants of risk behaviour such as multiple partnerships, condom use, and history of sexually transmitted infections, the partners past sex life, current sexual life, casual sexual partners and age of first exual experience. The purpose was to establish which group of the male students is more at risk of HIV infection due to its engagement in high-risk sexual behaviour. Data was collected by means of an anonymous self-report questionnaire. Participants included 235 male students (94 non-athletes, 92 athletes and 50 elite athletes) at the University of Botswana. Selfreport questionnaires were administered, which included items from the 2005 Youth Risk Surveillance System (YRBSS), Student Life Style questionnaire, as well as items from a questionnaire assessing knowledge and practice of safe sex amongst Rhodes University students (Simpson, 1996).
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Reid, Catherine. "Teacher interpersonal behaviour: Its influence on student motivation, self-efficacy and attitude towards science." Thesis, Curtin University, 2007. http://hdl.handle.net/20.500.11937/1486.
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The effect that teacher interpersonal behaviour has on motivating students to want tolearn and on nurturing student self-efficacy in the science classroom cannot beunderestimated. Teacher interpersonal behaviour can be perceived to be the catalystthat determines the level of student self-efficacy in classroom activities. An analysisof effective classroom teaching has been assessed in recent times in relation toteacher interpersonal behaviour. However, the effect that teacher interpersonalbehaviour has on student motivation has not been studied.The aim of this study was to identify the interpersonal skills of teachers that areperceived to encourage a motivating classroom environment. It also describedstudents' perceptions of teacher interpersonal behaviour and classroom environment,and assessed the significant impact teacher interpersonal behaviour had on studentself-efficacy and student attitude towards science. Student data were collected from313 year 8, 9 and 10 science students in 12 classrooms in a girls' secondary school inBrisbane, Australia. They were studying a general science course that coveredaspects of biology, chemistry and physics. Qualitative and quantitative data werecollected. The study confirmed the validity and reliability of the Questionnaire onTeacher Interaction (QTI) and the Students' Motivation, Attitude and Self-Efficacy inScience (SMASES) questionnaire. Thus, the study identified perceptions of teacherinterpersonal behaviour and classroom environment, and investigated associationsbetween the results obtained from the analysis and the other instruments that wereadministered in the study. The study identified that there was a significantrelationship between teacher interpersonal behaviour and its effect on studentmotivation, self-efficacy and attitude towards science.
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Robbeson, Justine Gail. "Pathogenic weight control measures and disordered eating behaviour of female student dancers / J.G. Robbeson." Thesis, North-West University, 2013. http://hdl.handle.net/10394/9201.
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Background: Modern culture has stereotyped the divine female body as one that is continually getting leaner, with the internalization of the “thin” ideal possibly resulting in body dissatisfaction, disturbances in body image and exploitation of extreme weight control measures. These shoddy eating behaviours/attitudes may involve body mass and figure anxiety, sub-optimal nutrition or insufficient energy intake (possibly even a combination of both) and use of pathogenic weight control measures (PWCM). Furthermore, low energy availability can be a consequence of disordered eating (DE) behaviour, but can also inadvertently emerge in the absence of clinical eating disorders, DE behaviours and/or restricted dietary intake. Various researchers have concluded that dancers are overly-concerned about dieting and their body mass, and tend to be discontented with their bodies. Every organ system in the body may potentially be negatively affected as a result of the ensuing undernourishment and/or weight loss related to poor nutritional behaviour. The aim of the study was to investigate the DE behaviour, PWCM use, body image and energy status of a group of University female dancers
Methods: Fifty two volunteer (18-30 years) dancers (n=26) matched by controls (n=26) of the same race, and comparable age and body mass index were recruited. DE behaviour was assessed with the Eating disorder inventory-3 (EDI3), Cognitive dietary restraint (CDR) subscale of the Three-factor eating questionnaire (TFEQ) and EDI3 referral form (EDI3-RF) behavioural questions. Body image was assessed using the Body Silhouette Assessment Scale. Energy status was assessed using a 5-day weighed food record to measure energy intake and Actiheart® monitor to measure energy expenditure.
Results: Dancers presented with significantly higher EDI3-Drive for thinness, EDI3-Body dissatisfaction and TFEQ-CDR raw subscale scores when compared to controls. Furthermore, the majority of dancers scored above the designated cut-off scores for the EDI3-Drive for thinness (46.2%), EDI3-Body dissatisfaction (61.5%), EDI-Bulimia (53.9%) and TFEQ-CDR (52.0%) subscales. Bingeing was the most common PWCM used by both dancers and controls (19.2% vs. 23.1%), followed by weight loss ≥ 9kg within the preceding 6 months (11.5% vs. 15.4%). Vomiting (7.7%), laxatives (11.5%) and excessive exercise (19.2%) for weight loss were used only by the dancers. Current body weight was significantly different to desired body weight for the dancers only (p=0.0004). The discrepancy between current and ideal body image, also termed Feel Minus Ideal Discrepancy (FID), was significantly different between dancers and controls, and indicated that controls were content with their body silhouette while dancers were inclined to want to lose weight. A negative energy balance was found in 80.8% of both dancers and controls. The energy availability of 48.0% of dancers and 52.0% of controls was between 30 and 45 kcal/kg fat-free mass/day. A total of 65.4% of dancers and 38.5% of controls reported to be currently trying to lose weight.
Conclusion: Irrespective of the limitations of this study, noteworthy observations were made pertaining to the DE behaviour, body image, and energy status of a group of South African student women dancers. This group of South African university women dancers were vulnerable to DE behaviour, had a propensity to be greatly displeased with their body image, and possessed a low energy status possibly because they were trying to lose weight.Thesis (MSc (Nutrition))--North-West University, Potchefstroom Campus, 2013.
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Ancha, Angel, Lindelwa Bulunga, and Gladman Thondhlana. "Action for increasing energy-saving behaviour in student residences at Rhodes University, South Africa." Emerald Publishing Limited, 2018. http://hdl.handle.net/10962/67801.
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Publisher versionPurpose: In response to increasing energy demand and financial constraints to invest in green infrastructure, behaviour change energy-saving interventions are increasingly being considered as a tool for encouraging pro-environmental behaviour in campus residences. This paper aims to report on a pilot programme aimed at reducing energy consumption via behaviour change interventions, variably applied in residences at Rhodes University, South Africa. Design/methodology/approach: Data were collected via structured questionnaires, energy consumption records and post-intervention programme focus group discussions. Findings: Participant residences that received a mix of different interventions in the forms of pamphlets, face-to-face discussions, incentives and feedback recorded more energy reductions of up to 9 per cent than residences that received a single or no intervention. In post-experiment discussions, students cited personal, institutional and structural barriers to pro-environmental energy-use behaviour. Practical implications: Overall, the results of this study suggest that information provision of energy-saving tips combined with regular feedback and incentives can result in energy-use reductions in university residences, which may yield environmental and economic benefits for universities, but addressing barriers to pro-environmental behaviour might maximise the results. Originality/value: Given the lack of literature on energy conservation in the global South universities, this study provides the basis for discussing the potential for using behavioural interventions in universities for stirring pathways towards sustainability.
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Bettney, Laura. "Developing and testing an integrative model of binge drinking behaviour in a student population." Thesis, University of Liverpool, 2015. http://livrepository.liverpool.ac.uk/2028559/.
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Binge drinking (BD) is a pressing social and public health concern in the United Kingdom, especially among university students. Several psychological constructs have been associated with BD behaviour in student populations, including adult attachment style, dispositional mindfulness (DM), alcohol expectancies, and approach motivations. However, as yet, there has been little attempt to study these constructs together in a theoretically-coherent model, which the current study aimed to do. Three hundred and twenty-two students at a UK university in north-west England completed an online questionnaire to assess their drinking behaviour and the psychological constructs of interest. Structural equation modelling results supported a model whereby preoccupied and fearful insecure adult attachment styles predicted an affect-regulation strategy characterised by an inability to be ‘non-judgmental’ towards, and to ‘act with awareness’ in relation to internal and external experiences (elements of DM), and lower levels of these DM variables in turn were associated with positive expectancies about the consequences of alcohol use. Strong positive expectancies about drinking alcohol were related to the presence of strong approach motivations towards drinking, which in turn predicted increased BD behaviour. The results are supportive of the proposed integrated model of BD behaviour in students. The model helps to highlights areas where harm-reduction and intervention strategies aimed at reducing BD in students can be targeted.
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Reid, Catherine Anne. "Teacher interpersonal behaviour : its influence on student motivation, self efficacy and attitude towards science." Full text available, 2007. http://adt.curtin.edu.au/theses/available/adt-WCU20071218.155237.
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Reid, Catherine. "Teacher interpersonal behaviour: Its influence on student motivation, self-efficacy and attitude towards science." Curtin University of Technology, Science and Mathematics Education Centre, 2007. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=17524.
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The effect that teacher interpersonal behaviour has on motivating students to want tolearn and on nurturing student self-efficacy in the science classroom cannot beunderestimated. Teacher interpersonal behaviour can be perceived to be the catalystthat determines the level of student self-efficacy in classroom activities. An analysisof effective classroom teaching has been assessed in recent times in relation toteacher interpersonal behaviour. However, the effect that teacher interpersonalbehaviour has on student motivation has not been studied.The aim of this study was to identify the interpersonal skills of teachers that areperceived to encourage a motivating classroom environment. It also describedstudents' perceptions of teacher interpersonal behaviour and classroom environment,and assessed the significant impact teacher interpersonal behaviour had on studentself-efficacy and student attitude towards science. Student data were collected from313 year 8, 9 and 10 science students in 12 classrooms in a girls' secondary school inBrisbane, Australia. They were studying a general science course that coveredaspects of biology, chemistry and physics. Qualitative and quantitative data werecollected. The study confirmed the validity and reliability of the Questionnaire onTeacher Interaction (QTI) and the Students' Motivation, Attitude and Self-Efficacy inScience (SMASES) questionnaire. Thus, the study identified perceptions of teacherinterpersonal behaviour and classroom environment, and investigated associationsbetween the results obtained from the analysis and the other instruments that wereadministered in the study. The study identified that there was a significantrelationship between teacher interpersonal behaviour and its effect on studentmotivation, self-efficacy and attitude towards science.
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Syahabuddin, Khairiah. "Student English achievement, attitude and behaviour in bilingual and monolingual schools in Aceh, Indonesia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/1083.
Full textAbstract:
Following the tsunami in 2004, the education system in Banda Aceh, Indonesia,was reconstructed and revitalised, and part of this involved foreign intervention in setting up bilingual schools alongside state-run monolingual schools. The purpose of this study is threefold. The first is to investigate the achievements of first year middle school students in Banda Aceh (Indonesia) in English essay writing, English reading comprehension, and attitude and behaviour with regard to learning English, as dependent variables, in the context of differences in gender and school types (bilingual and monolingual schools). The second is to investigate attitude and behaviour of students with regard to the learning of English as a foreign language, especially regarding student ability in English. The third is to explore students’ beliefs and perceptions regarding their experiences of learning English as a foreign language.
A number of linear unidimensional scales were created for each of the three variables using Rasch Measurement with the 2010 RUMM computer program. The construct validity of the three variables was tested by designing the items in ordered patterns of item difficulty which were compared with their Rasch-measured item difficulties, as a Science-like test of the structure of the variables. An experimental research design (pretest/posttest, control/experimental group) was used with Raschcreated linear measures of three variables: (1) a researcher-designed English Essay Test; (2) a researcher-designed Reading Comprehension Test; and (3) a researcher-designed Attitude/Behaviour Test about Learning English. Seven hundred and eighty male and female first-year middle school students (aged 12-13 years old), consisting of 394 students from bilingual schools and 386 students from monolingual schools, selected from a number of schools with bilingual programs and monolingual programs, were the respondents for this study. After two months of lessons, the two groups were compared on each of the three measures using ANCOVA and ANOVA. Students’ written comments were collected in regards to their experiences of learning English as a foreign language.
The findings showed that bilingual students outperformed monolingual students in tests of English Reading Comprehension, English Writing and Attitude/Behaviour for both pretests and posttests. Female students achieved better results than male students in English Reading Comprehension, English Writing, and Attitude/Behaviour tests, both for pretests and posttest.
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Hurrell, Philippa Rosemary. "Pupil behaviour and teacher reactions : a study of four Oxfordshire comprehensive schools." Thesis, University of Oxford, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.670293.
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Palaniandy, Seloamoney. "A study of student perceptions of teacher characteristics and its influence upon the management of student behaviour in four Malaysian secondary schools." Thesis, University of Leicester, 2009. http://hdl.handle.net/2381/7854.
Full textAbstract:
This study is about how student perceptions of teacher behaviour influence their own behaviour and what implications follow for behavioural management in Malaysian secondary schools. A quantitative questionnaire was administered to 120 students from four secondary schools in the Federal Territory of Kuala Lumpur. Semi structured and open interviews were used with a subsample of 32 students (8 from each school) and 8 Discipline Teachers (2 from each school) selected on the basis of survey responses which explored their relationships further. Data was analysed with SPSS. Exploratory factor analysis was used to identify the underlying domains. Secondly, stepwise logistic regression analysis was used to explore the combined and separate effects of teacher characteristics on student behaviour. Findings revealed that a considerable number of students disliked their teachers and subjects taught at their schools. The P values for most of the perceived teacher characteristics were significant (P< 0.05). The data from both surveys and interviews were further analysed in the context of typology. The data compared teachers’ professionalism with reference to their pedagogical, ethical, interpersonal and disciplining styles. Students’ negative perceptions of some teachers were found to be correlated with students’ self reported behaviour. In this respect the views of Discipline Teachers were supportive and added some nuance to students’ perceived teacher characteristics. It was concluded that student perceptions of teacher characteristics may contribute to student disciplinary problems and hence this has implications for behavioural management in schools. It is argued that schools need to examine problems that are within their means and their capacity to resolve. It is further proposed that in order to minimise student disciplinary problems, teachers need to reflect upon their own behaviour and professional practices. Implications for future policies on teacher recruitment and professional development are discussed. It is concluded that teachers’ skills in the effective management of student behaviour are indeed a sign of teacher professionalism.
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Georganakis, Michail, and Hristo Lazarov. "What motivates a student to do voluntary work? : A qualitative case study of Östgöta nation." Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-387483.
Full textAbstract:
The purpose of this thesis was to provide an understanding of the underlying motives behind students’ voluntary work at a student nation. It was carried out as a qualitative case study, where the focus was placed on Östgöta nation workers. Östgöta nation represents one of the thirteen student nations found in Uppsala, Sweden. The theoretical review draws upon four concepts, namely, intrinsic motivation, extrinsic motivation, organisational identification, and organisational citizenship behaviour. Consequently, these four concepts were used to construct a theoretical model, which served as a framework to understand what factors affect worker motives. Empirical material was collected through the conduct of one focus group and five individual interviews, and was subsequently analysed using a thematic approach. Our findings suggest that the underlying reasons behind a student’s work motives are their inherent need to socialize, as well as to belong to a social group. In addition, workers tend to develop a high degree of relatedness between one another. This, in turn, leads them to exhibit behaviour, where they over-perform and help each other. The presence of such behaviour in the workplace, in conjunction with non-monetary rewards, provides us with an understanding of how students motivate their decision of working in a student nation. In conclusion, we advocate student nations to foster altruism and solidarity within their work environment, which would improve their capability of securing and maintaining a sufficient workforce.
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Woo-Tan, Jeann Lay Beng. "A study of the perceptions of interpersonal behaviour of mathematics teachers in Singapore." Thesis, Curtin University, 2008. http://hdl.handle.net/20.500.11937/463.
Full textAbstract:
This study focused on the teacher interpersonal behaviour in the teaching of Mathematics, compared to English. It investigated: differences between student perceptions of their Mathematics and English teachers' interaction styles using the actual and ideal QTI; investigate associations between students' attitudes to Mathematics and English and their perceptions of the teachers' interpersonal behaviour; investigate whether any factors exist that contribute to students' perceptions of teachers' interpersonal behaviour, determine what the typical Mathematics and English teacher in Singapore is like; and what makes an effective teacher from students' and teachers' viewpoints. The QTI, together with the Attitude to Mathematics and Attitude to English, was administered to 913 students and 37 mathematics and English teachers from an independent school in Singapore. Student and teacher interviews were conducted to further substantiate the quantitative results. Both QTI and attitudinal scales were found to be valid and reliable instruments with alpha coefficients ranging from 0.69 to 0.92. In terms of leadership, helping/friendly, understanding and student responsibility, teacher behaviour as perceived by students, fell short of the ideal. Positive associations were found between students' attitudes to Mathematics and English and their perceptions of the teachers' interpersonal behaviour. Teacher experience and students' grade level were factors that contributed to students' perceptions of teachers' interpersonal behaviour. The typical Singaporean Mathematics teacher is that of the directive and authoritative type and the English teacher is the tolerant-authoritative type. Finally, an effective teacher is one who, besides having the positive qualities of good leadership, helping/friendly, understanding, has a good sense of humour and a passion to make a difference.