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Journal articles on the topic 'Student behaviour'
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Chit, Yar Zar. "Prosocial Behaviours of Members from Student Voluntary Clubs in Sagaing University of Education." Indonesian Journal of Social and Environmental Issues (IJSEI) 1, no. 2 (August 3, 2020): 63–68. http://dx.doi.org/10.47540/ijsei.v1i2.19.
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This study investigated the prosocial behaviors of members from student voluntary clubs in Sagaing University of Education, Myanmar. A total of 200 BEd students who are members from six student voluntary clubs in Sagaing University of Education participated in this study. Descriptive research design and survey method were used. Findings revealed that mean percentage of emotional prosocial behaviour is highest and that of anonymous prosocial behaviour is lowest. There were significant differences in students’ altruistic and emotional prosocial behaviours as well as there was significant difference in their prosocial behaviours by gender at =0.05 levels. However, there was no significant difference in students’ prosocial behaviours by club type. It was also found that there were commonly positive high correlations between total prosocial behaviour and each tendency at =0.05 levels. This study hopes to give some ideas to promote students’ prosocial behaviours.
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Jones, Glyn, and Clare Philp. "Challenging student behaviour." Perspectives: Policy and Practice in Higher Education 15, no. 1 (January 2011): 19–23. http://dx.doi.org/10.1080/13603108.2010.517437.
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Elsharnouby, Tamer H. "Student Participation Behaviour outside the Classroom." International Journal of Customer Relationship Marketing and Management 7, no. 1 (January 2016): 27–41. http://dx.doi.org/10.4018/ijcrmm.2016010102.
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Drawing on literature pertaining to services marketing, branding and higher education, this study empirically identifies the antecedents of student attitude towards university brand and examines the influence of brand attitude on student participation behaviour in the university services provision. With data collected from 379 students from a leading university in the Gulf region and using structural equation modeling, the study identifies three key antecedents of students' attitude — namely, perceived faculty competency, quality of interactions among students and quality of student–administrative/IT staff interaction. The study results also suggest that a favourable evaluation of university brand in students' minds will enhance their propensity to participate actively in university services provision. The paper concludes by discussing the managerial implications of the findings, and some directions for future research are suggested.
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Tanton, Jina, Lorna J. Dodd, Lorayne Woodfield, and Mzwandile Mabhala. "Eating Behaviours of British University Students: A Cluster Analysis on a Neglected Issue." Advances in Preventive Medicine 2015 (2015): 1–8. http://dx.doi.org/10.1155/2015/639239.
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Unhealthy diet is a primary risk factor for noncommunicable diseases. University student populations are known to engage in health risking lifestyle behaviours including risky eating behaviours. The purpose of this study was to examine eating behaviour patterns in a population of British university students using a two-step cluster analysis. Consumption prevalence of snack, convenience, and fast foods in addition to fruit and vegetables was measured using a self-report “Student Eating Behaviours” questionnaire on 345 undergraduate university students. Four clusters were identified: “risky eating behaviours,” “mixed eating behaviours,” “moderate eating behaviours,” and “favourable eating behaviours.” Nineteen percent of students were categorised as having “favourable eating behaviours” whilst just under a third of students were categorised within the two most risky clusters. Riskier eating behaviour patterns were associated with living on campus and Christian faith. The findings of this study highlight the importance of university microenvironments on eating behaviours in university student populations. Religion as a mediator of eating behaviours is a novel finding.
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Melssen, Maria. "Varying Student Behaviours Observed in the Library Prompt the Need for Further Research." Evidence Based Library and Information Practice 9, no. 1 (March 5, 2014): 42. http://dx.doi.org/10.18438/b8pk7g.
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Objective – To determine if the behaviours of students studying in the library are primarily study or non-study related, the extent to which these behaviours occur simultaneously, what types of study and non-study behaviours are most common, and if the time of day or use of social media have an effect on those behaviours.
Design – Observational study.
Setting – Two university libraries in New York.
Subjects – A total of 730 university students.
Methods – Two librarians at 2 separate university libraries observed and recorded the behaviours of 730 students. Observations were conducted over the course of several weeks during the Fall of 2011 in the designated study or quiet areas, reference room, and at computer terminals of the libraries. Observations were made by walking past the students or by observing them from a corner of the room for between 3 to 10 seconds per student. Student activities were recorded using a coding chart. The librarians also collected data on the perceived age, gender, and ethnicity of the students and whether the students were using a computer at the time of observation. If students displayed more than one behaviour during a single observation, such as talking on the phone while searching the library’s online catalogue, the first behaviour observed or the behaviour that was perceived by the observer to be the dominant behaviour was coded behaviour 1.The second behaviour was coded behaviour 2.
Main Results – The behaviours of 730 students were observed and recorded. Two librarians at separate universities were responsible for data collection. Kappa statistical analysis was performed and inter-rater reliability was determined to be in agreement. Data was analyzed quantitatively using SPSS software.
Over 90% of students observed were perceived to be under 25 years of age and 56% were women. The majority were perceived to be white (62%).
Of the 730 observations, 59% (430) were study related and 37% (300) were non-study related. The most common study related behaviours included reading school-related print materials (18.8%) and typing/working on a document (12.3%). The most common non-study related behaviours included Facebook/social media (11.4%) and website/games (9.3%). The least common study related behaviour was using the school website (1.2%) and the least common non-study related behaviour was “other on the phone” (0.1%).
Second behaviours were observed in 95 of the 730 students observed. Listening to music was the most common second behaviour (35.8%) and educational website was the least common (1.1%).
Most study observations were made on Mondays and most non-study observations were made on Thursdays and Fridays. Throughout the entire day, study related behaviours were observed between 62-67% of the time regardless of the time of day. Students working on computers were more likely to be observed in engaging in non-study related behaviour (73%) than those not working on a computer (44%).
Conclusion – Students display a variety of study and non-study behaviours throughout the day with the majority of the behaviours being study related. Students also blend study and non-study activities together, as evident in their switching between study and non-study related behaviours in a single observation and their ability to multitask. Data gathered from this study provides evidence that students view the library as not only a place for study but also a place for socialization.
Several limitations of this study are acknowledged by the authors. First, behaviours that appear to be non-study related, such as watching videos on YouTube, could be study related. Many faculty members utilize social media tools such as Facebook, Twitter, and YouTube to support their course content. A student observed watching YouTube videos could be watching a professor’s lecture, not a video for entertainment purposes only. This lack of knowing definitively why students are utilizing social media while in the library may have led the authors to mistake non-study behaviour for study behaviour.
An additional limitation is the short duration of time spent observing the students as well as the proximity of the observer to the student. Observations lasting longer than 3 to 10 seconds and made at a closer range to the students could provide more accurate data regarding what type of behaviours students engage in and for how much time. In addition to the before mentioned limitations, the authors acknowledge that they had no way of knowing if the individuals being observed were actual students: the assumed students could have been faculty, staff, or visitors to the university.
Due to the study’s limitations, further research is needed to determine in greater detail what students are doing while they are studying in the library. This data would allow librarians to justify the need to provide both study and non-study space to meet the diverse needs of students. Conducting a cohort study would allow researchers to observe student behaviour longitudinally. It would minimize the limitations of short-term student observation as well as the proximity of the observer to the student. Research on the use of mobile technologies by students, such as smart phones, to access study related material while they are in the library would also yield valuable data regarding student study behaviours.
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Kuzilek, Jakub, Zdenek Zdrahal, and Viktor Fuglik. "Student success prediction using student exam behaviour." Future Generation Computer Systems 125 (December 2021): 661–71. http://dx.doi.org/10.1016/j.future.2021.07.009.
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Lan, Nguyen Thu. "Investigation of the Student Engagement Behaviour at the Faculty Level in a University." South Asian Journal of Business and Management Cases 9, no. 1 (December 18, 2019): 112–24. http://dx.doi.org/10.1177/2277977919881249.
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The application of service-dominant logic (SDL) is the background for analyzing student engagement behaviour in this research. The case setting is the Faculty of Marketing belonging to National Economics University (NEU), Hanoi, Vietnam. The purpose is to investigate the types and the role of student engagement behaviour. Also, this study will identify antecedents affecting student engagement behaviour. This study used the case study method and data were collected through in-depth and focus group interviewing. A total of 25 undergraduate students at the Faculty of Marketing, NEU, Hanoi, were interviewed for this study. Findings show that among four types of student engagement behaviours, augmenting and influencing behaviour are the two most popular. The main findings indicated antecedents affecting customer engagement behaviours (CEBs) belonging to student-based and university-based factors. The most important antecedents in student-based factors are identified as the sense of initiative and student perception about the marketing occupation. The influential antecedents in university-based factors include the service provider’s career and vocational orientation, platforms for information exchange and feedback to student engagement behaviour. Based on the results, some managerial implications for the university and the faculty are proposed. Further, the research offers three research propositions related to the most important antecedents: the sense of initiative, the service provider’s career and vocational orientation and the reflective platform for information exchange and feedback towards CEB, which will have a positive effect on student engagement behaviour.
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Colorado, Cara, and Melanie D. Janzen. "A Critical Discourse Analysis of School-Based Behavioural Policies: Reconceptualizing Understandings of Responses to Student (Mis)Behaviours." Canadian Journal of Educational Administration and Policy, no. 195 (March 11, 2021): 64–78. http://dx.doi.org/10.7202/1075673ar.
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Students who have been labeled as having “behaviour problems” in the school system have some of the worst academic and social outcomes of any student group. In most Canadian provinces, responses to students who misbehave are legislated through Safe Schools policies intended to guide districts and individual schools in responding to student misbehaviour. In this research project, we conducted a critical discourse analysis of Manitoba’s Safe and Caring Schools documentation in order to analyze the ways in which provincial policies construct school-based responses to behaviours. Based on our analysis, recommendations for policy-makers to better support studentsinclude revising policies to reflect reconceptualized views of children, non-deficit understandings of behaviour, and ethical responses to student behaviour.
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Maskey, Rita. "Shoes Buying Behaviour of Student." Management Dynamics 21, no. 1 (February 28, 2018): 13–16. http://dx.doi.org/10.3126/md.v21i1.26997.
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This paper attempts to examine the shoes buying behavior of students. This study is based on primary data. Only limited tools are used to analyze data. For footwear business owner and shopkeepers it is very important to know the buying behavior of students because they cover a large scale of footwear markets. It helps them to know the brand choice, types of shoes they prefer and price level that student looks before buying the shoes.
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Dar, Wahid Ahmad, and Kounsar Jan. "ICT Use Behaviour and Student Alienation." International Journal of Virtual and Personal Learning Environments 12, no. 1 (January 2022): 1–13. http://dx.doi.org/10.4018/ijvple.285600.
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Covid-19 taught us the importance of personalized ICT use in the higher education context. In this scenario, the importance of researching student's ICT behaviour is becoming ever more crucial. This study investigates the influence of student alienation (SAL), socio-economic status, residential background, type of course, and gender on students' ICT use behaviour. 704 Kashmiri university students responded to an offline survey comprising two scales: Students ICT use scale and student alienation scale. The results showed that SAL has a negative relationship with student’s ICT use for education and capital enhancement. Students differed in their ICT behaviour based on gender, type of course, and residential background. Socio-economic status was positively correlated with ICT use for education and entertainment. These findings highlight the nuances of ICT use behaviour among young university students. The implications and future research directions have been discussed.
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Haas, J., M. Baber, N. Byrom, L. Meade, and K. Nouri-Aria. "Changes in student physical health behaviour: an opportunity to turn the concept of a Healthy University into a reality." Perspectives in Public Health 138, no. 6 (August 24, 2018): 316–24. http://dx.doi.org/10.1177/1757913918792580.
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Aims: Previous studies have reported a high prevalence of unhealthy behaviours in the student population, which the Healthy University concept is now seeking to address, by taking a settings approach to health promotion. This study investigated how far students are already seeking to make changes to improve their health behaviour while in a university setting, to help inform the development of Healthy Universities. Methods: Data on student health behaviour change, health indicators and demographics were gathered from 550 students attending two London universities, via an online questionnaire released through the student union email system at one university and through iPads at a student centre at the other. Results: In total, 84% of respondents reported making changes to try to become healthier while at university, primarily for proactive health reasons rather than reacting to a perceived health or weight issue. Universities and student unions were reported as influencing behaviour change by only five students. Compared with previous studies, a higher proportion of respondents were pursuing healthier lifestyles, including only 11% reporting they smoked. There were some statistically significant demographic differences as regards alcohol consumption, physical activity, the types of food students were seeking to avoid and the reasons for this. Conclusion: The findings provide a novel perspective on student health behaviour and suggest that the traditional stereotype of a hedonistic student lifestyle freed from family constraints may need to be reassessed. Universities and student unions appear to have a significant opportunity to build on a more health conscious cohort of students, employing targeted approaches where appropriate, to encourage positive health behaviour change and make the Healthy Universities concept a reality, with important public health implications.
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Howard, Sue, and Bruce Johnson. "Tracking student resilience." Children Australia 24, no. 3 (1999): 14–23. http://dx.doi.org/10.1017/s1035077200009214.
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In recent times, research that has traditionally concerned itself with children ‘at risk’ has been supplemented by studies which have concentrated on the characteristics of those children who display resilient behaviours despite the presence of negative individual, family or environmental factors. A range of internal and external ‘protective factors’ that contribute to childhood resilience has been identified in the literature.The research being presented here reports on one phase of a longitudinal study that is tracking children originally identified as displaying resilient or non-resilient behaviour. After one year, the persistence of resilient or non-resilient behaviours is noted among the 55 children in the study; the incidence of changed behaviour – either from resilience to non-resilience or vice versa – is low. Case studies of three children are used to illustrate the trends in the findings and to provide real examples of how the presence or absence of protective factors impact on the lives of real children.
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Davies, Emma L., Sofia Hussain, Joanne M. Brooke, Tristan Hale, Martha Cadle, and Sarah E. Hennelly. "Taking Action in Student Harassment Situations." Violence and Victims 37, no. 1 (February 1, 2022): 116–40. http://dx.doi.org/10.1891/vv-d-19-00078.
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This study applied the Behaviour Change Wheel (BCW) to understand barriers and facilitators to bystander behaviors in UK students. The BCW includes detailed examination of the capabilities, opportunities, and motivations involved in behaviors. Two surveys (n = 515; n = 201) and a focus group study (n = 12) were undertaken. Capability to intervene may be influenced by confidence and beliefs about physical ability and safety. Students appeared to have the physical opportunity to intervene, but social opportunity might be influenced by cultural norms. Motivations might be influenced by beliefs as well as inherent stereotypes about perpetrators and victims. Behavior change techniques (BCTs) such as instruction on how to perform the behavior, reattribution and creating a valued self-identity should be applied to overcome these barriers. A logic model to theorize the change processes underlying bystander behaviors in this population offers a new perspective on what needs to be addressed in interventions.
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Ciuladiene, Grazina, and Brigita Kairiene. "The Resolution of Conflict between Teacher and Student: Studentsí Narratives." Journal of Teacher Education for Sustainability 19, no. 2 (December 20, 2017): 107–20. http://dx.doi.org/10.1515/jtes-2017-0017.
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AbstractThe important thing for teachers is to solve conflicts with students correctly and effectively without damaging the relationship, losing the cooperation with students or disrupting educational process. Although there is a great concern about the way a teacher manages students’ behaviour, there is very little relevant data concerning teacher-student conflict. The article aims at revealing the characteristics of conflict resolution between students and teachers from the students’ point of view. To investigate the process of conflict between a teacher and a student, a case study method was used. Respondents were asked to recall a conflict occurring between them and a teacher during the school years, describe how the incident was handled, and the consequences of it. The number of respondents constituted 30 students. Students and teachers actually engage in a range of behaviours. In accordance with the theoretical framework, the four behavioural categories were grouped. Students reported that during the teacher-students conflict a full palette of strategies (dominating, integrating, accommodating and avoiding strategies) was used. Findings revealed that forcing was expressed by arguments, involving a third party and aggression. Avoiding was expressed by crying, avoiding the contact. Accommodating was expressed by pretending and giving in. Apologising, making a compromise, compensation, talking about the problem were examples of an integrating strategy. The results indicated that participants reported 28 behavioural reactions to a classroom conflict. Among them, 12 were those of teacher engagement, and 16 of student engagement. In line with the conglomerated conflict behaviour framework, students reported that both conflict parties (students and teachers) in the case of active student position engaged in more than one type of behaviour in response to a single incident. Understanding students’ experience would allow teachers to better respond and manage students’ reactions, as well as help teachers prevent behaviours such as aggression and promote other behaviours such as motivation.
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Hidayah, Yayuk, Yusuf Faisal Ali, and Anis Suryaningsih. "Pro-Social Behaviour Analysis of Students through Students’ Organizations." JETL (Journal of Education, Teaching and Learning) 5, no. 2 (September 30, 2020): 369. http://dx.doi.org/10.26737/jetl.v5i2.1482.
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<p><span>Student organization as a place to develop the talents of the students in the form of aspirations, ideas, and creativity to provide opportunities for students to be able to nurture their sense of organization. In student organizations, students are met with certain conditions that bring on pro-social attitudes. </span><span>The purpose of this study is to analyze, describe, and assess the pro-social behaviour of students through student organizations. This research is descriptive qualitative research. Collecting data through observation, interviews and documentation. Analysis of the data is done by using the model of Miles and Huberman. This study results that students involved in student organizations have social behaviours such as empathy, social responsibility, and low egocentrism. </span><span>The factors that affect student Pro-social attitudes are the environment, knowledge and personality. Mankind as the main source in the organization should be able to develop individuals with certain criteria. Coaching intensively and encouragement over the ownership of Pro-social attitudes for students are solutions to the emergence of the smart and good citizen.</span></p>
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Michell, B. "RCVS guide to student behaviour." Veterinary Record 175, no. 22 (December 5, 2014): 567–68. http://dx.doi.org/10.1136/vr.g7416.
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Mackinnon, J. D. "RCVS guide to student behaviour." Veterinary Record 175, no. 24 (December 18, 2014): 628. http://dx.doi.org/10.1136/vr.g7678.
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Catlow, D. "RCVS guide to student behaviour." Veterinary Record 175, no. 24 (December 18, 2014): 628. http://dx.doi.org/10.1136/vr.g7708.
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Čiuladienė, Gražina, and Daiva Račelytė. "Perceived unfairness in teacher-student conflict situations: students’ point of view." Polish Journal of Applied Psychology 14, no. 1 (March 1, 2016): 49–66. http://dx.doi.org/10.1515/pjap-2015-0049.
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Abstract Student perceptions of injustice in the classroom can evoke destructive behavior, resistance, deception, aggression, and conflict escalation. Our study explores student experiences of unjust teacher behavior in educational settings. Students (N=99) were asked to remember a conflict they experienced during their studies. The conflict descriptions (N=78) were analysed and grouped according the type of perceived injustice (distributive, procedural, interactional) and 22 issues of unfair behaviour (Mikula et al., 1990). Our study revealed that perceived unfair grading, power demonstrations, and accusation were the most important predictors of teacher-student conflicts. Moreover students reported they experienced interactional injustice more frequently than they experienced distributive or procedural injustice.
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Leng, Chin Hai, Sunitha Menon, Zahra Naimie, Mahmoud Danaee, and Rana Ahmad Abuzaid. "Impact of teacher communication behaviour on student’s motivation in learning primary school science." New Trends and Issues Proceedings on Humanities and Social Sciences 8, no. 3 (October 4, 2021): 92–97. http://dx.doi.org/10.18844/prosoc.v8i3.6401.
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Interactions between teachers and students occur rapidly in and out of a classroom. A good teacher-student relationship motivates and enhances the teaching and learning process. One of the most significant factors is teacher communication behaviour. This conceptual paper purports to investigate the multidimensional aspect of teacher communication behaviour and its effect on student’s motivation towards science learning. Based on a thorough review of existing literature, The Teacher Communication Behaviour Questionnaire (TCBQ) and Student’s Motivation Towards Learning Science (SMTSL) Questionnaire could be used to explore the factors of teacher’s communication behaviours and its relationship to students’ motivation in learning science among primary school students. From the result results it will be of possible benefit specifically for school administrators and teacher preparation programs. Teachers, however, may also use the teacher communication behaviour to evaluate an indicator of their communication skills Keywords: teacher communication, student motivation, science education, primary school,
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Seota, Serepu Bill-William, Richard Klein, and Terence van Zyl. "Modeling E-Behaviour, Personality and Academic Performance with Machine Learning." Applied Sciences 11, no. 22 (November 9, 2021): 10546. http://dx.doi.org/10.3390/app112210546.
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The analysis of student performance involves data modelling that enables the formulation of hypotheses and insights about student behaviour and personality. We extract online behaviours as proxies to Extraversion and Conscientiousness, which have been proven to correlate with academic performance. The proxies of personalities we obtain yield significant (p<0.05) population correlation coefficients for traits against grade—0.846 for Extraversion and 0.319 for Conscientiousness. Furthermore, we demonstrate that a student’s e-behaviour and personality can be used with deep learning (LSTM) to predict and forecast whether a student is at risk of failing the year. Machine learning procedures followed in this report provide a methodology to timeously identify students who are likely to become at risk of poor academic performance. Using engineered online behaviour and personality features, we obtain a classification accuracy (κ) of students at risk of 0.51. Lastly, we show that we can design an intervention process using machine learning that supplements the existing performance analysis and intervention methods. The methodology presented in this article provides metrics that measure the factors that affect student performance and complement the existing performance evaluation and intervention systems in education.
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Nadhirin, N. "Values Based Superior Students’ Learning Behaviour." ADDIN 12, no. 1 (January 9, 2019): 133. http://dx.doi.org/10.21043/addin.v1i1.3592.
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The purpose of this research is to find (1) organizational behavior in superior school students learn (2) the source of values that underlies the attitude and behavior of superior student learning (3) superior student learning behavior in school and (4) learning interaction between teacher and student excel at school. This research uses qualitative approach and pospositivistic paradigm. The research data was collected by interview, observation and documentation. Technique of validity test data use triangulation, cover angulasi technique, source and time. Data were analyzed by Miles Hubermans interactive cycling technique, with cycle collecting, reducting, displaying and verifying. The subjects of this research are the leaders of madrasah, faculty, students and stakelholders of madrasah. Research location at MA. NU Banat, Kudus, Central Java, Indonesia. The results of this study are (1) Students who have good pretation in the field of academic and non academic are students who study in school organization unit that has commitment and spirit to go forward. A good and conducive organizational culture that is maintained by all members of the organization is very supportive to the achievement of superior and competitive student achievement (2) The source of values or outlooks that make the students become outstanding achievers is the accumulation of values formed from the religious family environment and dicipline, school environment consistent with the practice of religion in the school environment that inculcates values of virtue, dicipline in learning, honest, competitive and heed the norms prevailing in society. (3) behavioral typology and high school student learning attitudes are responsive stimuli. The more rules and structured tasks created by the school and the subject teachers, the students' attitudes and motivation will be more intense and vice versa (4) outstanding achievement students have a close relationship with the teacher. Teachers for students who excel are teachers who are not only as parents, as mentors, as well as teachers who can put themselves as friends of students, who can be invited to communicate closely and there is openness in various problems and teachers help students to solve problems encountered so that good achievement is greatly assisted by his teachers who are concerned primarily on non-academic issues.
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Stephens, Janet, and Lesley R. De Mello. "The role of gender and student behaviour in teacher referral." Australian Educational and Developmental Psychologist 10, no. 2 (November 1993): 39–47. http://dx.doi.org/10.1017/s0816512200026869.
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AbstractTwo studies investigated the influence of student behaviour and the gender of teacher and student respectively on teachers' decisions to refer children for specialist assistance. The first study examined the age, sex, and referral reason for 621 students referred to a major school support centre. The results indicated that twice as many boys were referred as girls, and that girls and boys were referred for different reasons. In the second study, 97 teachers were required to rank order the necessity for referral of four case studies presenting examples of either disruptive or non-disruptive behaviours. Boys' and girls' names were exchanged on alternate forms of the case studies. The findings indicated that neither the sex of the teacher nor the sex of the student in the case study hadany effect on teachers'rankings of the case studies. However, teachers viewed students displaying non-disruptive behaviour as significantly more in need of referral than students displaying disruptive behaviour. The implications of the findings of both studies are discussed in relation to the contrast between what teachers say about referrals and what they actually do, the access of girls to support services, and the need for further teacher education about criteria for referral.
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NAWAZ, MUHAMMAD, TAYYABA RAFIQUE MAKHDOOM, and AZEEM AKHTER BHATTI. "Investigation of Simultaneous Occurrence of Citizenship and Dysfunctional Behaviours within an Educational Context." International Review of Management and Business Research 10, no. 1 (March 8, 2021): 235–45. http://dx.doi.org/10.30543/10-1(2021)-20.
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Student Citizenship and dysfunctional behaviour impact the performance of higher educational institutions. Furthermore, some students can display both behaviours due to various antecedents. There has been some debate on the occurrence of both behaviours from same individuals within a business context. However, this phenomenon has not been investigated within Pakistani higher educational context. The objective of this research is to investigate these behaviours through accounts of students who are experiencing the behaviours withy in Pakistani higher educational context. Qualitative approach was used by conducting semi-structured in-depth interviews to capture in-depth experiences of students related to SCB and SDB The findings of the study suggest that students may exhibit both behaviours simultaneously under same and different stimulus. Furthermore, these behaviours are influenced by rewards and justice perception of the students. Keywords: Citizenship Behaviour, Dysfunctional Behaviour, Phenomenology, Social Exchange Theory, Qualitative.
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Chen, F., C. Jing, H. Zhang, and X. Lv. "WIFI LOG-BASED STUDENT BEHAVIOR ANALYSIS AND VISUALIZATION SYSTEM." International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLIII-B4-2022 (June 2, 2022): 493–99. http://dx.doi.org/10.5194/isprs-archives-xliii-b4-2022-493-2022.
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Abstract. Student behavior research can improve learning efficiency, provide decision evidences for infrastructure management. Existing campus-scale behavioral analysis work have not taken into account the students characteristics and spatiotemporal pattern. Moreover, the visualization methods are weak in wholeness, intuitiveness and interactivity perspectives. In this paper, we design a geospatial dashboard-based student behavior analysis and visualization system considering students characteristics and spatiotemporal pattern. This system includes four components: user monitoring, data mining analysis, behavior prediction and spatiotemporal visualization. Furthermore, a deep learning model based on LSTNet to predict student behaviour. Our work takes WiFi log data of a university in Beijing as dataset. The results show that this system can identify student behavior patterns at a finer granularity by visualization method, which is helpful in improving learning and living efficiency.
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Zhan, Zehui, Qianyi Wu, Zhihua Lin, and Jiayi Cai. "Smart classroom environments affect teacher-student interaction: Evidence from a behavioural sequence analysis." Australasian Journal of Educational Technology 37, no. 2 (May 10, 2021): 96–109. http://dx.doi.org/10.14742/ajet.6523.
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This study investigated the effect of classroom settings on teacher-student interaction in higher education by comparing the behavioural sequences in smart classrooms (SCs) and traditional multimedia classrooms (TMCs). Twenty in-classroom teaching sessions were randomly selected from six universities in South China, involving 1,043 students and 23 teachers. Half of the sessions were taken in SCs as the experimental group, and half were in TMCs as the control group. A teacher-student interaction behaviour coding schema was developed, and a total of 17,805 observable behaviours were collected and coded sequentially via a review of classroom videos. Then, the behavior pattern diagram was set up to visualise a lag sequential analysis results by four themes, namely teacher-talk, teacher-action, student-talk and student-action. Results show that compared to TMCs, the SCs triggered significantly more self-initiated student actions and student-driven teacher talk, while teacher-initiated talk decreased significantly, indicating that students’ autonomy was strengthened in the SC. Furthermore, teachers’ workload was somewhat reduced, and they obtained more support with trying new pedagogies with mobile terminals in the data-rich environment. These findings provide evidence to validate the effect of SCs on increasing teacher-student interaction and strengthening the students’ dominant position.
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Majani, William Pastory. "Student-Teachers’ Experiences and Strategies of Managing Disruptive Behaviours in Tanzania Secondary Schools." African Journal of Teacher Education 9 (June 18, 2020): 152–74. http://dx.doi.org/10.21083/ajote.v9i0.5856.
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This paper reports on student-teachers’ experiences during a six-week teaching practicum of disruptive classroom behaviours by students in selected Tanzanian secondary schools and the strategies that the student-teachers employed to manage them. Questionnaire and semi-structured interviews were employed to collect data from 70 student-teachers. Using qualitative thematic analysis and descriptive quantitative analysis strategies, it was revealed that student-teachers did very little to enhance appropriate classroom behaviours. Instead, they relied on punitive strategies such as punishment to deal with disrupting students. Reliance on punitive measures limited their ability to use positive feedback, tolerance and relational support strategies, which are regarded as more effective in fostering appropriate classroom behaviours by empowering students to take control of their own behaviour. These findings have important implications for teacher training programmes, and students learning. The paper concludes by asserting that like any other lessons, appropriate behaviours in classrooms need to be taught and nurtured not simply demanded.
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Wilkinson, Sara, and Agnieszka Zalejska Jonsson. "Student accommodation, environmental behaviour and lessons for property managers." Property Management 39, no. 3 (February 16, 2021): 305–24. http://dx.doi.org/10.1108/pm-09-2020-0055.
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PurposeDespite awareness of climate change for over 3 decades, per capita energy and water consumption increase and environmental impacts grow. The built environment contributes around 40% of total global greenhouse gas (GHG) emissions; action is vital. Whilst building code standards have increased, rating tools and technology to reduce energy and water consumption are developed; environmental impact grows because of human behaviour. In the tertiary education sector, student accommodation constitutes a large part of the property portfolio, contributing significant amounts of GHG emissions and environmental impact. Property Managers can educate and install systems and technologies to improve behaviour if they understand it.Design/methodology/approachThis exploratory study used a questionnaire survey to explore how student's worldviews vary and the possible limitations to behaviour in respect of climate change. In total, 71 responses from international university students living in residential accommodation on campuses in Stockholm were analysed.FindingsThe results show different perceptions about the environment and actions that are needed, and this leads to different behaviours. Limited knowledge and inability to relate environmental consequences to one's own actions, effective communication and risk averse behaviour, are critical in mitigating climate change. A deeper understanding of participants worldviews and the different resulting behaviours was achieved.Research limitations/implicationsThis pilot study involved a small number of participants and future studies should expand participant numbers, including those with more varied backgrounds, education levels and age groups.Practical implicationsIf property managers gain a deeper understanding the different behaviours of their residents, they can develop effective strategies to facilitate action that will lower the environment impact and GHG emissions of student accommodation.Originality/valueThe knowledge gained about environmental attitudes and human behaviour can help property and facility managers, policy makers and regulators to develop more effective strategies to deliver improved sustainability outcomes.
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Kontro, Inkeri, and Mathieu Génois. "Combining Surveys and Sensors to Explore Student Behaviour." Education Sciences 10, no. 3 (March 10, 2020): 68. http://dx.doi.org/10.3390/educsci10030068.
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Student belongingness is important for successful study paths, and group work forms an important part of modern university physics education. To study the group dynamics of introductory physics students at the University of Helsinki, we collected network data from seven laboratory course sections of approximately 20 students each for seven consecutive weeks. The data was collected via the SocioPatterns platform, and supplemented with students’ major subject, year of study and gender. We also collected the Mechanics Baseline Test to measure physics knowledge and the Colorado Learning Attitudes about Science Survey to measure attitudes. We developed metrics for studying the small networks of the laboratory sessions by using connections of the teaching assistant as a constant. In the network, we found both demographically homogeneous and heterogeneous groups that are stable. While some students are consistently loosely connected to their networks, we were not able to identify risk factors. Based on our results, the physics laboratory course is equally successful in building strongly connected groups regardless of student demographics in the sections or the formed small groups. SocioPatterns supplemented with surveys thus provides an opportunity to look into the dynamics of students’ social networks.
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Gnanarajan, Ariyaratnam Harry, Navaneethakrishnan Kengatharan, and Thirunavukkarasu Velnampy. "Teachers' Organisational Citizenship Behaviour: Do Students' Behaviour Patterns and Teachers' Ideology on Student Control matter." International Journal of Management in Education 1, no. 1 (2022): 1. http://dx.doi.org/10.1504/ijmie.2022.10040618.
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Gnanarajan, Ariyaratnam Harry, Navaneethakrishnan Kengatharan, and Thirunavukkarasu Velnampy. "Teachers' organisational citizenship behaviour: do students' behaviour patterns and teachers' ideology on student control matter." International Journal of Management in Education 16, no. 2 (2022): 192. http://dx.doi.org/10.1504/ijmie.2022.121173.
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Chuah, Soo-Cheng, and JS Keshminder Singh. "Food Waste and Disposal Behaviour among University Students." ADVANCES IN BUSINESS RESEARCH INTERNATIONAL JOURNAL 6, no. 2 (October 31, 2020): 166. http://dx.doi.org/10.24191/abrij.v6i2.11465.
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Food waste is a crucial and persistent issue globally. The household food waste phenomenon in Malaysia has emerged as increasingly serious with the rapid rise in its generation by domestic households. This study explored youth behaviour toward food waste and its disposal behaviour among the university students of Faculty Business and Management, Universiti Teknologi MARA, Puncak Alam Campus. Factor analysis was applied to identify the underlying factors of food waste and disposal behaviour, while the independent t-test served to examine gender differences regarding the factors. In particular, Pearson’s Chi-square Test of Independence was applied to examine the association between gender and food waste, food planning, and food recycling behaviors. To this end, a self-administrated questionnaire was used to collect data based on the convenience sampling method in which a sample size of 111 respondents were engaged with. Factor analysis successfully identified three factors as a result, namely food disposal, knowledge of food waste, and involvement in preventing food waste. The independent t-test also revealed significant gender differences among the students on food disposal behavior, whereas no significant gender differences were found with the actors of knowledge of food waste and involvement in preventing food waste. Additionally, there was no association between gender and food recycling, food planning, and food waster behaviours, respectively. As such, these findings can increase student participation and commitment to reducing food waste as it is fast becoming an issue for all.
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Symonds, Gwyn. "“Not Taking it Personally”: “Performing” the Teacher’s “Role” and Responding to Challenging Behaviours." Australasian Journal of Special Education 27, no. 1 (2003): 29–45. http://dx.doi.org/10.1017/s1030011200024994.
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This paper views the teacher’s role as “performance,”; as Acting theory defines it. This paradigm for teacher reflection allows practitioners working with students with challenging behaviours to mark out a space in which to operate where teacher response can avoid negative emotionalism, stress and personalisation of conflict with the student. This approach recognises that there is a “role”; that is played by teachers which is both professional and adopted, separate from the sense of self and personal identity that can be wounded by student oppositional behaviour, particularly if it is abusive. Being alert to aspects of performing that role enables teacher response to challenging behaviours to be de-personalised, thus increasing the teacher’s sense of self-efficacy, the effectiveness of interventions that defuse oppositional behaviour and effective student learning. Some of the delivery techniques of the craft of acting (body awareness, tone, breathing), and the concepts of the classroom as “stage”; and positive reinforcement as “script”; are discussed to assist teachers to bridge the gap between knowledge of the skills of positive reinforcement and positive correction and their implementation. The paradigm under discussion has been developed from my own professional experience in ED/BD classes, from imparting training and development on de-stressing the management of challenging behaviours to teachers and teaching assistants, as well as to practicum students under my supervision, and from the delivery of parent education courses to parents of students with oppositional behaviours. The methodological comparison between aspects of Acting theory and the performance of teaching is offered as an aid to enhance a professional, calm, and astute approach to the implementation of positive reinforcement and positive correction techniques. The use of Acting theory enables a professional mind shift for teacher reflection so that negative stimuli to student behaviour problems from teacher responses can be avoided.
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Slee, Roger. "Beyond a psychology of student behaviour." Emotional and Behavioural Difficulties 20, no. 1 (August 15, 2014): 3–19. http://dx.doi.org/10.1080/13632752.2014.947100.
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Jull, Stephen K. "Student behaviour self‐monitoring enabling inclusion." International Journal of Inclusive Education 13, no. 5 (August 2009): 489–500. http://dx.doi.org/10.1080/13603110701841315.
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Gregory, Keith, and Sue Morón-García. "Assignment submission, student behaviour and experience." Engineering Education 4, no. 1 (June 2009): 16–28. http://dx.doi.org/10.11120/ened.2009.04010016.
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Kostunina, Nadezhda Yu. "Prevention of Student Youth Suicidal Behaviour." Procedia - Social and Behavioral Sciences 131 (May 2014): 57–60. http://dx.doi.org/10.1016/j.sbspro.2014.04.079.
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den Brok, Perry, Mieke Brekelmans, and Theo Wubbels. "Interpersonal Teacher Behaviour and Student Outcomes." School Effectiveness and School Improvement 15, no. 3-4 (September 2004): 407–42. http://dx.doi.org/10.1080/09243450512331383262.
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Admiraal, Wilfried F., Fred A. J. Korthagen, and Theo Wubbels. "Effects of student teachers’ coping behaviour." British Journal of Educational Psychology 70, no. 1 (March 2000): 33–52. http://dx.doi.org/10.1348/000709900157958.
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Hsu, Shihkuan. "Help-seeking behaviour of student teachers." Educational Research 47, no. 3 (November 2005): 307–18. http://dx.doi.org/10.1080/00131880500287716.
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Habibah, Aenun. "Implementasi Budaya Sekolah dalam Meningkatkan Kualitas Perilaku Siswa di Madrasah Aliyah Ghozaliyah Jogoroto Jombang." EDURELIGIA: Jurnal Pendidikan Agama Islam 5, no. 2 (July 27, 2021): 33–38. http://dx.doi.org/10.33650/edureligia.v5i2.2066.
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Abstract- The purpose of this study is to determine the implementation of school culture in improving the quality of student behaviour in the Madrasah Aliyah Al-Ghozaliyah jogoroto Jombang, this study used qualitative methods of field is descriptive, the type of research used is the case study. Based on the results of the study showed that the implementation of school culture in improving the quality of student behaviour in the Madrasah Al-Ghozaliyah Jogoroto Jombang such as the following: 1) the presence of extracurricular activities as a means of shaping the character of students 2) completing activities of Al-Quran to improve the attitude of the spiritual students , 3) the inhibiting factors there are on the personal students while the factors supporting the cooperation of teachers. Keywords- School Culture, Behavior
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Malik, Tanvi. "Classroom Behaviour Management: Increase Student Engagement and Promoting Positive Behaviour." Learning and Teaching 9, no. 1 (September 1, 2020): 45–53. http://dx.doi.org/10.7459/lt/9.1.04.
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Student behaviour and engagement in school is crucial for effective learning. The classroom management approaches are usually categorised into two main groups- reactive and proactive. This article examines classroom behaviour management through the lens of reactive and proactive management strategies. It reports on the perceptions of different stakeholders regarding low-level disengaged behaviour in the classroom. Also, evaluate some of the strategies teachers employ for managing student behaviour and effectiveness of those strategies. Antecedent behaviour management strategies have been an effective tool for managing disengaged behaviour. Despite the positive outcomes of antecedent approaches research showed educators employed these strategies occasionally.
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Gonzalez-Pardo, Antonio, Angeles Rosa, and David Camacho. "Behaviour-based identification of student communities in virtual worlds." Computer Science and Information Systems 11, no. 1 (2014): 195–213. http://dx.doi.org/10.2298/csis130214003g.
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VirtualWorlds (VW) have gained popularity in the last years in domains like training or education mainly due to their highly immersive and interactive 3D characteristics. In these platforms, the user (represented by an avatar) can move and interact in an artificial world with a high degree of freedom. They can talk, chat, build and design objects, program and compile their own developed programs, or move (flying, teleporting, walking or running) to different parts of the world. Although these environments provide an interesting working place for students and educators, VW platforms (such as OpenCobalt or OpenSim amongst others) rarely provide mechanisms to facilitate the automatic (or semi-automatic) behaviour analysis of users interactions. Using a VW platform called VirtUAM, the information extracted from different experiments are used to analyse and define students communities based on their behaviour. To define the individual student behaviour, different characteristics are extracted from the system, such as the avatar position (in form of GPS coordinates) and the set of actions (interactions) performed by students within the VW. Later this information is used to automatically detect behavioural patterns. This paper shows how this information can be used to group students in different communities based on their behaviour. Experimental results show how community identification can be successfully perform using K-Means algorithm and Normalized Compression Distance. Resulting communities contains users working in near places or with similar behaviours inside the virtual world.
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Lestari, Endang, and Djauhari Widjajakusumah. "Students’ self-directed learning readiness, perception toward student-centered learning and predisposition towards student-centered behaviour." South-East Asian Journal of Medical Education 3, no. 1 (June 30, 2009): 52. http://dx.doi.org/10.4038/seajme.v3i1.468.
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Yamin, Ahmad, Suryani Suryani, Siti Yuyun Rahayu, and Neti Juniarti. "Relationship between Perception, Educational Level, Place, Achievement, and Risk Behavior Among in-school Adolescents in Garut District." Open Access Macedonian Journal of Medical Sciences 9, T6 (April 9, 2022): 193–200. http://dx.doi.org/10.3889/oamjms.2021.7311.
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BACKGROUND: Adolescence is a period that is prone to risky behaviors. The Indonesian National Commission for Child Protection has reported an increasing trend in engagement in risk behaviors among children and adolescents. A total number of 328 drug abuse cases and 153 drug dealing cases were reported from 2011 to 2016, and 93.7%t of adolescents had already been engaged in sexual behaviors. These risk-taking behaviors have led to 967 children who conflict with the law. AIM: This study aimed to identify risky behaviors in adolescents in Tarogong Kidul Subdistrict, Garut District, West Java, Indonesia. METHODS: This study was a cross-sectional study using cluster random sampling on 1175 in-school adolescents. Six schools were involved. The Adolescent Exploratory and Risk Behavior Rating Scale questionnaire collected data. Data were analysed descriptively and inferentially (Chi-square). RESULTS: Most students had a low risk of engaging in risk behaviors, with a small proportion of students (27.3%) having positive perceptions. There was a relationship between perception of risk behavior and risk behavior with (p = 0.026, OR = 95%, CI = 3.050). A relationship was identified between the level of education and risk behaviour (p = 0.000) and between educational level, grade, academic achievement, and perception of risk behavior (p = 0.000). There is no relationship between gender, student residence, student preservation value, and risk behavior (p = 0.804). CONCLUSIONS: Adolescents’ perception of risk behavior and educational level influences their risk behavior, while educational level, grade, and academic achievement are linked to the perception of risk behavior. Gender, student residence, and preservation value do not influence risk behavior. Therefore, it is suggested that this information develops an adolescent prevention model and prevention interventions for adolescents in Garut District.
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Wardono, Prabu, and R. Susanto. "Student Furniture Design as Behavioral and Local Business Resources." Asian Journal of Environment-Behaviour Studies 3, no. 9 (July 1, 2018): 161–67. http://dx.doi.org/10.21834/aje-bs.v3i9.304.
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Student life is unique as they begin to have more freedom than children in seeking various kinds of needs for living. This study analyzes how students live and work in relation to the need for room furniture, and how small local furniture traders face problems in response to that need. From interviews, questionnaires involving 123 students and the use of descriptive statistic and Chi-square test, it was found that male and female students prefer furniture that is affordable, simple, natural, multifunction and durable, besides light, practical and flexible. A new model was proposed to solve the traders’ business problem.
Keywords: Living behavior; student room; student furniture; small business
eISSN 2514-751X © 2018. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open-access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.
DOI: https://doi.org/10.21834/aje-bs.v3i9.304
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Leatherdale, Scott T., Steve Manske, and Christina Kroeker. "Sex differences in how older students influence younger student smoking behaviour." Addictive Behaviors 31, no. 8 (August 2006): 1308–18. http://dx.doi.org/10.1016/j.addbeh.2005.10.003.
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Wulandari, Ratna Juwita. "Rational emotive behavior therapy in reducing of bullying behaviour among student." Education and Social Sciences Review 2, no. 2 (September 30, 2021): 43. http://dx.doi.org/10.29210/08jces57800.
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Violence in schools is increasingly prevalent today, as seen from the increasing number of reports of violence in print and on television. One example of acts of violence that occur in schools is bullying. Bullying is an act of using power to hurt someone or a group of people both verbally, physically, and psychologically so that the victim feels depressed, traumatized, and helpless. The problems that are more likely to be suffered by children who are victims of bullying include the emergence of various mental problems such as depression, insecurity while in the school environment, and a decrease in enthusiasm for learning and academic achievement. Bullying victims have poor social adjustments that make victims feel afraid to go to school and don't even want to go to school, withdrawing from relationships, so that later it will have an impact on the learning achievements of bullying victims. The method used is descriptive qualitative. This research can be done with an approach (REBT), the Rational Emotive Behavioral Therapy counseling approach is an approach that aims to change the irrational beliefs of clients (which have an impact on emotions and behavior) to be rational.
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Zollo, Lamberto, Maria Carmen Laudano, Cristiano Ciappei, and Vincenzo Zampi. "Factors affecting universities’ ability to foster students’ entrepreneurial behaviour." Journal of Management Development 36, no. 2 (March 6, 2017): 268–85. http://dx.doi.org/10.1108/jmd-06-2016-0093.
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Purpose The purpose of this paper is to empirically investigate behavioural and contextual factors affecting entrepreneurial universities’ ability to influence student entrepreneurship and entrepreneurial intention. Design/methodology/approach Structural equation modelling was used to assess both micro and macro factors impacting on students’ entrepreneurial attitude and intention on a sample of 272 students of the Master of Business Administration at the University of Florence (Italy). Findings The study contributes to the literature on entrepreneurial universities by assessing the main factors affecting students’ entrepreneurial behaviour. The results stressed how students’ entrepreneurial intent is mainly affected by their entrepreneurial attitude, which is in turn influenced by some of the personality traits analyzed, in particular risk-taking propensity and locus of control. It also emerged how students’ perception of the university environment significantly influences their entrepreneurial attitude and intent. Practical implications By investigating the micro and macro factors that mostly affect students’ entrepreneurial intention, the research suggests some implications for future researches into student entrepreneurship, in order to develop specific teaching programmes affecting students’ entrepreneurial experience, character and related skills. Originality/value The value of the research relates to integrating psychological factors, geographical elements, and the contextual role of universities within student entrepreneurship in a scarcely investigated location, i.e. the Region of Tuscany (Italy).
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Brandisauskiene, Agne, Jurate Cesnaviciene, Ramute Bruzgeleviciene, and Rasa Nedzinskaite-Maciuniene. "Connections between Teachers’ Motivational Behaviour and School Student Engagement." Electronic Journal of Research in Education Psychology 19, no. 53 (April 1, 2021): 165–84. http://dx.doi.org/10.25115/ejrep.v19i53.3871.
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Introduction. Teachers are invited to seek answers to many questions on their professional growth path. This article aims at drawing attention to their motivational behaviour in teaching school students. According to the theory of self-determination, appropriate motivating (that is, autonomy-supportive) behaviour of teachers can respond to a child’s essential psychological needs, and thus enable him or her to engage in the teaching and learning process. Therefore, the goal of this study is to examine the relationship between teachers’ motivational behaviour and student engagement. Method. The sample was composed of 687 students. Two measuring instruments were used: Learning Climate Questionnaire (LCQ) (Black & Deci, 2000) and Student Engagement Scale (Lam et al., 2014). Descriptive statistics, t test, ANOVA, correlational analyses, and multiple linear regression analyses were used to analyse the data. Results. The research results suggest that teachers’ motivational behaviour (students’ perceived level of autonomy-supportive teaching) significantly predicts student engagement. The studied Lithuanian children are characterised by the same engagement as children from all over the world; they see the meaning of their work and focus on it. Discussion and Conclusion. The conducted research also confirms a universal trend that boys are less involved than girls, although there were no statistically significant differences in the perceived level of teachers’ autonomy-supportive behaviour (for boys and girls).