Dissertations / Theses: 'Students' beliefs'

1

Juveland, Sara Racheal. "Foreign Language Students' Beliefs about Homestays." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/289.

Full text

Abstract:

Language students studying abroad are presented with multiple housing options. Living with a host family in a homestay is widely believed to be the most beneficial option. However, little research has been done as to how students' beliefs about homestays may affect their choice of housing. In this study, 116 language students completed the Student Beliefs About Homestays Questionnaire. Quantitative and qualitative data analyses indicated that students value homestays not only for the opportunity for language acquisition, but also for the inside look at the family life and culture of the host country and for the support a family setting provides. Student beliefs about negative aspects of homestays (such as the possibility of being placed with a bad family) and the role of the homestay placement program were also investigated; several practical implications were drawn for staff in homestay placement programs and language institutions that may improve the homestay experience.

APA, Harvard, Vancouver, ISO, and other styles

2

Beachel, Debi K. "Alcohol beliefs versus alcohol behaviors." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005beacheld.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Lewis, Chad M. "Investigating students' beliefs in the paranormal." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002lewisc.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Meltzer, Gloria Ramona. "College students' beliefs in sexual myths." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/671.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Patel, Bhavin, and Joseph Bohanick. "Pre-pharmacy Students' Beliefs About Taking Medications." The University of Arizona, 2011. http://hdl.handle.net/10150/623575.

Full text

Abstract:

Class of 2011 Abstract
OBJECTIVES: To assess the attitudes of future health professionals towards taking medication. METHODS: A beliefs about medications questionnaire (BMQ) was passed out to pre-pharmacy students at a pre- pharmacy club meeting on April 4, 2011. The questionnaire utilized a five-point Likert scale with 1 being strongly disagree and 5 strongly agree. The collected data was used to compare with the BMQ scores from the general public available in the Horne et.al. study. RESULTS: Pre-pharmacy students had significantly less agreement with negative statements (mean and SD, 2.43 ± 0.65) than the lay public (mean and SD, 3.75 ± 0.29) (p = 0.029). CONCLUSION: We found that pre-pharmacy students tended to view medication use more positively than the general public. However, more surveys were needed in order to confirm these results. Overall we found a significant difference between attitudes held by pre-pharmacy students towards medication use and attitudes held by the lay public.

APA, Harvard, Vancouver, ISO, and other styles

6

HONGSA-NGIAM, Anusak, and anusakhongsa@yahoo com. "AN INVESTIGATION OF PHYSICS INSTRUCTORS' BELIEFS AND STUDENTS' BELIEFS, GOALS AND MOTIVATION FOR STUDYING PHYSICS IN THAI RAJABHAT UNIVERSITIES." Edith Cowan University. Community Services, Education And Social Sciences: School Of Education, 2007. http://adt.ecu.edu.au/adt-public/adt-ECU2007.0011.html.

Full text

Abstract:

Students' interest in physics seems to be decreasing at all levels of education in most countries including Thailand. This problem is likely to be influenced by physics teaching and learning processes. Instructors' beliefs influence teaching strategies whereas students' beliefs, goals and motivation influence learning strategies. The investigation of factors influencing teaching and learning will provide useful information for improving the teaching and learning of physics. This research aims to explore physics instructors' beliefs about teaching and learning physics, students' beliefs, goals and motivation for studying physics in Thai Rajabhat universities. A questionnaire was administered to instructors who teach introductory physics courses in Rajabhats throughout Thailand at the beginning of second semester in 2002. Questionnaires were administered to first year students who enrolled in introductory physics courses at two Rajabhat universities in the south of Thailand at the beginning and the end of that semester. Four case studies were conducted with instructors and students at the two Rajabhats during the semester.

APA, Harvard, Vancouver, ISO, and other styles

7

Spardello, Mollie E. "Creativity Beliefs of Elementary Students: Self-efficacy, Self-esteem and Beliefs in Between." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/art_design_theses/123.

Full text

Abstract:

Creative development in students is an important aim for the art educator. The visual arts class can be a realm for exploring and nurturing creativity in students. While all students may not grow up to produce works of art outside the classroom, visual arts education can impact a student’s understanding of their own creativity. This paper explores the creativity beliefs of elementary students. The research seeks to understand the implicit theories or beliefs of creativity that shape creative self-efficacy and what factors may influence these beliefs in students.

APA, Harvard, Vancouver, ISO, and other styles

8

Goss, Alison Mary. "Teachers Beliefs About Mathematics and Multilingual Students." Thèse, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31064.

Full text

Abstract:

I used a sociocultural perspective (Vygotsky, 1978) to examine teachers’ epistemological and efficacy beliefs about the teaching and learning of mathematics with multilingual students. Specifically, I use the work of Negueruela-Azarola (2011) who suggests that teachers’ beliefs are conceptualizing tools for thinking about activity. Beliefs, which are social and dynamic, arise from teachers’ lived experiences. What teachers believe is relevant because beliefs inform pedagogical practices and once established are hard to change (Brownlee, Boulton-Lewis & Purdie, 2002; Cross, 2009; Pajares, 1992). Established beliefs with regards to mathematics hold that it is the easiest subject for multilingual students since there is little language involved. On the other hand, established beliefs are that increased English vocabulary is mainly what students need to be successful in mathematics. Barwell (2009) and Moschkovich (2002), using sociocultural perspectives, argue that language is important in mathematics and that multilingual students can participate in mathematical discussions when using resources such as their own mathematical knowledge, objects, and codeswitching. I interviewed five teachers who had experience teaching mathematics to students whose first language was other than English. I found that some teachers had beliefs which contrasted with the philosophies of their training institutions and with their schools. Teachers were found to hold contradictory beliefs. The study showed the importance of terminology in that how teachers referred to their multilingual students reflected their beliefs. Multilingual students were welcomed in the classroom for their contribution to cultural diversity but teachers acknowledged increased workload, and periods of frustration when supporting their multilingual students in mathematics.

APA, Harvard, Vancouver, ISO, and other styles

9

Buchholz, Arthur J. "Prayer attitudes, beliefs, and practices of international students." Theological Research Exchange Network (TREN), 1991. http://www.tren.com.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Hongsa-ngiam, Anusak. "An investigation of physics instructors' beliefs and students' beliefs, goals and motivation for studying physics in Thai Rajabhat universities." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/35.

Full text

Abstract:

Students' interest in physics seems to be decreasing at all levels of education in most countries including Thailand. This problem is likely to be influenced by physics teaching and learning processes. Instructors' beliefs influence teaching strategies whereas students' beliefs, goals and motivation influence learning strategies. The investigation of factors influencing teaching and learning will provide useful information for improving the teaching and learning of physics. This research aims to explore physics instructors' beliefs about teaching and learning physics, students' beliefs, goals and motivation for studying physics in Thai Rajabhat universities. A questionnaire was administered to instructors who teach introductory physics courses in Rajabhats throughout Thailand at the beginning of second semester in 2002. Questionnaires were administered to first year students who enrolled in introductory physics courses at two Rajabhat universities in the south of Thailand at the beginning and the end of that semester. Four case studies were conducted with instructors and students at the two Rajabhats during the semester.

APA, Harvard, Vancouver, ISO, and other styles

11

Edmonds, Ellen. "Osteoporosis knowledge, beliefs, and behaviors of college students utilization of the Health Belief Model /." Thesis, [Tuscaloosa, Ala. : University of Alabama Libraries], 2009. http://purl.lib.ua.edu/67.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Creel, James R. "The religious beliefs, moral beliefs, and lifestyle practices of the high school students who attend Berean Academy." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Cleveland, Ann Pollard. "Breastfeeding personal efficacy beliefs of women university students." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1673.

Full text

Abstract:

Thesis (Ed. D.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains vi, 99 p. Vita. Includes abstract. Includes bibliographical references (p. 81-89).

APA, Harvard, Vancouver, ISO, and other styles

14

Merzah, Mohammed. "KNOWLEDGE AND HEALTH BELIEFS ABOUT TYPE II DIABETES AMONG COLLEGE STUDENTS USING HEALTH BELIEF MODEL." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1485.

Full text

Abstract:

Background: Type II diabetes, which is known as non-insulin dependent diabetes, has become an epidemic worldwide. In the United States, diabetes affects 25.8 million people which represent 8.3% of the population. Out of 25.8 million, 23.22 million people have Type II diabetes. According to the National Statistics Vital Report, Type II diabetes was the number seven cause of death in the USA and it can be prevented. The primary purpose of this study was to assess the overall knowledge and health beliefs about Type II diabetes among a sample of undergraduate students; the second purpose was to assess the relationship between the overall knowledge and health belief subscale. Methods: A cross-sectional and descriptive survey design was used. An existing knowledge and health belief instruments was adapted. In the 2014 spring semester, a non- random convenience sample of over 200 undergraduate students who enrolled in Foundation of Human Health 101- class were surveyed in order to assess knowledge and health belief about Type II diabetes. The Health Belief Model provided the theoretical framework for this study. Results: Overview of the participants in this study was provided through conducting a descriptive analysis. Majority of the participant were female, aged between eighteen and twenty, and Caucasian. Data analysis revealed that the overall knowledge about Type II diabetes among participants was low. For the individual health beliefs, perceived susceptibility, perceived severity, and perceived barriers to Type II diabetes were low; however, perceived benefits to engaging in healthy behaviors was high. Having other problems more important than worrying about diet and exercise, and not knowing the appropriate exercise to perform to reduce the risk of developing Type II diabetes were the major barriers among participants. A positive, weak, statistically significant correlation was found between overall knowledge and total belief of benefits to engaging in healthy actions. At the same time, a negative, weak, statistically significant correlation was found between overall knowledge and total belief of barriers to engaging in health lifestyles. Results from multiple regression revealed that knowledge was best predicted by race/ethnicity. Family history, stress level, and level of exercise were the best predictors of perceived susceptibility, perceived benefits, and perceived barriers, respectively. Perceived severity was not predicted by any of the independent variables.

APA, Harvard, Vancouver, ISO, and other styles

15

Chan, Ngai-man. "Epistemological beliefs and critical thinking among Chinese students." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B3794325X.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Chan, Ngai-man, and 陳毅文. "Epistemological beliefs and critical thinking among Chinese students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B3794325X.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Tolentino-Baldridge, Christina M. "HIV stigma| Beliefs and attitudes of nursing students." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10182142.

Full text

Abstract:

Thirty-five years have passed since the HIV epidemic began and the stigma associated with the disease is still present today. This study examined the level of HIV stigma that exists among students attending a nursing school in an area with a high prevalence of HIV/AIDS. The study also determined if the level of stigma differed between pre-licensure and post-licensure nursing students.

Demographic data and responses from the Health Care Provider HIV/AIDS Stigma Scale (HPASS) were collected from 234 nursing students attending a large, urban university in Long Beach, California. Results indicated that participants had an overall low to low-moderate level of HIV stigma, but a moderate level of stigma was noted on the stereotyping subscale. No significant differences were found between pre-licensure and post-licensure students. However, students who personally know or knew a person living with HIV/AIDS had a significantly lower level of stigma than those who did not.

APA, Harvard, Vancouver, ISO, and other styles

18

Rose, Angela Julia. "An Exploration of Teachers' Beliefs Towards Refugee Students." Thesis, The University of Sydney, 2018. http://hdl.handle.net/2123/20802.

Full text

Abstract:

Over half of the current refugee population worldwide are school aged children under the age of 18. In Australia, these refugee students are known to receive varying levels of support based on several factors, including student age, English language proficiency, experience of schooling, school location, time of year (e.g. term 1 versus term 3) and the available funding for the school. Much is known about successful approaches to refugee education in relation to these factors. However, less is known about the role and impact of non-tangible factors, including teacher beliefs, which influence teacher behaviour, practice and interaction with students. These elements impact the equitable education opportunities received by refugee students. As a result, research investigating teacher beliefs towards refugee students, including the origins and influences of such beliefs is necessary. This thesis explores the beliefs of teachers towards refugee students through a case study of a coeducational, public secondary school in Australia. To frame this exploration, the study examines the beliefs of teachers within the context of Australian social, political, and education history and policy, as well as the commonly held beliefs towards refugees and refugee students as identified by previous research. The aim of this thesis is to offer an enhanced understanding of the beliefs of teachers towards refugee students. It also aims to analyse the role of working conditions and significant individuals on the formation and reformation of these beliefs. To achieve this aim, this thesis used semi-structured interviews with school leaders, teachers, and a NSW Department of Education (DoE) representative, supported by document analysis and field notes, to uncover and understand what beliefs teachers held towards refugee students. As part of its analysis, this thesis demonstrates the influence of historical events, including political and media discourse on the beliefs of teachers in their personal lives; which they then draw upon and bring to their professional lives as teachers. To support this, Michel Foucault’s theories of discourse, power and knowledge were employed to analyse teacher responses and understand the ways in which refugee students have come to be constructed and problematised within government discourse, the media, education policy and school support documents. Ultimately, it was found that teachers’ beliefs towards refugee students are deeply complex, subject to multiple influences and discourses. Moreover, teacher beliefs are not static; they are demonstrated to show the ability to be reshaped. The experience of teaching refugee students was identified by the participants as crucial to shaping and reshaping their beliefs, as was open discussions with colleagues which led to beliefs being challenged and reshaped. Working conditions, such as school culture, funding, and teacher support held some influence on the beliefs of the teachers. As argued, the school culture was significant in cementing the school’s value of, and support for, refugee students and refugee education. It also emerged that the study school is suffused by multiple discourses which largely originated from the NSW DoE and the former Head Teacher Refugee Support, who was identified by the participants as a significant individual within the school. Due to their position of authority and the power that came with such positions, the DoE and Head Teacher were found to control the knowledge regarding refugee students which were accepted as truth by the teachers. Through a process of coding and thematic analysis a series of influences were identified. These were grouped into the fields of personal experiences and history, professional experiences, and external discourses which were used to create a novel conceptual model that allows for a more nuanced understanding of teacher beliefs. This novel conceptual model is a significant contribution of this thesis because it allows future qualitative research to be directly compared using a consistent frame of reference; thus improving generalisability of the work. Such a model will allow future research to meaningfully build upon prior work which has largely relied upon quantitative methods of data collection and analysis which, although useful, is limited in its ability to fully explore the reasons behind participant’s responses. As such, this thesis contributes novel and much needed information to the understudied area of refugee education. In doing so, it offers practical and achievable approaches to pre-service and ongoing teacher professional learning which can result in teacher beliefs towards refugee students being challenged, explored, and reshaped.

APA, Harvard, Vancouver, ISO, and other styles

19

GRATZ, MICHELLE L. "A COMPARISON OF STUDENTS' AND TEACHERS' PERCEPTIONS OF THE WRITING PROCESS." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1116367906.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Kingsmill, Bryan Matthew. "Students' and Teachers' Socialization Beliefs about Shy/Withdrawn Students: Preschool-Grade 2." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1276652174.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Silva, Pimentel Diane H. "Secondary Science Teachers' and Students' Beliefs about Engaging in Whole-Class Discussions." Thesis, Boston College, 2012. http://hdl.handle.net/2345/2927.

Full text

Abstract:

Thesis advisor: Katherine L. McNeill
Reform movements in science education have repeatedly called for more dialogic and student-centered discussions during science lessons. The approach secondary science teachers take towards talk during whole-class discussions continues to be predominantly teacher-centered even when curriculum materials are designed to support a shift in discourse. This dissertation explores what factors may be influencing the approach that both teachers and students take towards whole-class discussions in order to understand why the type of talk that occurs in high school science lessons is not changing. In order to achieve a more comprehensive understanding of this issue, this dissertation made use of mixed methodology. To explore secondary science teachers' beliefs in general, responses to a statewide survey of science teachers (N=185) were analyzed statistically to investigate factors that were related to their efficacy beliefs about whole-class discussions, as well as their beliefs about the effectiveness of dialogic and authoritative approaches to bring about learning in students. Acknowledging that discursive interactions are context dependent, a case study of a high school chemistry teacher and her students (N=45) was also included which examined both the teacher's and her students' beliefs as well as how those beliefs manifested themselves during instruction. Findings suggest that although teachers believe that a dialogic approach to whole-class discussions is more important for student learning than an authoritative approach, lower self-efficacy for engaging in dialogic talk is related to limited opportunities teachers have to learn and recognize alternative strategies that can be used to shift talk during whole-class discussions. Furthermore, school and student characteristics may play a role in teachers' beliefs about the effectiveness of dialogic talk as an approach to learning science. The teachers' role is only one part of the interaction, however. This dissertation also shows that secondary students have beliefs and expectations about whole-class discussions that also influence the type of discourse that can occur. Changing the type of talk that occurs in high school science classes will require not only professional development about talk strategies for teachers, but also a shift in how students frame their role in discussions and the purpose of talk in learning science
Thesis (PhD) — Boston College, 2012
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction

APA, Harvard, Vancouver, ISO, and other styles

22

Guzman, Carrero Maria Angella. "Upper Secondary Students’ Beliefs About Learning English as a Foreign Language : A contrast between the students’ beliefs and the Swedish curriculum." Thesis, Högskolan Dalarna, Engelska, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-23056.

Full text

Abstract:

Learning English as a foreign language (EFL) entails different factors. Language learners use different strategies in order to make their language acquisition successful. Motivation and self-regulated learning are other factors that influence how successful the EFL learner is. This paper aims to analyze the beliefs of upper secondary students in a Swedish school about learning EFL, as well as how their beliefs relate to what is specified in the Swedish curriculum. An analysis of the differences between students’ beliefs and what is stated in the curriculum was done. A survey was conducted on a total of 54 students who were enrolled in the social sciences program. The results showed that students believed that motivation and self-regulated learning were important factors for a successful learning. For them, the language skill of reception is more important than production, which does not correspond with what it is stated in the national curriculum. First and second year students’ beliefs were similar in most of the cases, but not all of them.

APA, Harvard, Vancouver, ISO, and other styles

23

Youn, Inn. "The culture specificity of epistemological beliefs about learning /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841349.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Charbonnette, Constinia. "Lift every voice African American students' beliefs of their school climate /." Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3965.

Full text

Abstract:

Thesis (Ed. D.)--West Virginia University, 2005.
Title from document title page. Document formatted into pages; contains vi, 183 p. : ill., map. Includes abstract. Includes bibliographical references (p. 152-160).

APA, Harvard, Vancouver, ISO, and other styles

25

Innabi, Hanan Ayoub. "Students' understanding of the relationship between 'sample' and 'population'." Thesis, University of Nottingham, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299561.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Northcote, Maria T. "The educational beliefs of a group of university teachers and their students: Identification, exploration and comparison." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/109.

Full text

Abstract:

The quality of teaching and learning in tertiary education contexts is influenced by many factors including the educational beliefs of the university teachers and students who teach and learn in such contexts. Most belief research in the tertiary education sector has, to date, reported on the teaching or learning beliefs of just teachers or the teaching or learning beliefs of just students. Much less research has explored the connections between the educational beliefs of these two groups. This research has aimed to extend the parameters of previous research by investigating the point of intersection between the educational beliefs of a group of university teachers and their students. To attain this objective, the study adopted a mixed method approach which employed predominantly interpretivistic data gathering, data analysis and reporting methods. These methods incorporated elements of inductive and comparative analysis, and were augmented by other qualitative methods. Combined, these methods facilitated the identification, exploration and comparison of the educational beliefs of the participants in the study.

APA, Harvard, Vancouver, ISO, and other styles

27

Worley, Jacqueline L. Breland. "Hispanic students' beliefs regarding emergent literacy a case study /." Diss., Mississippi State : Mississippi State University, 2004. http://library.msstate.edu/etd/show.asp?etd=etd-11112004-164500.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Morge, Shelby Paige. "College students' beliefs about mathematics, gender, and popular media." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3229576.

Full text

Abstract:

Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, 2006.
"Title from dissertation home page (viewed July 3, 2007)." Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2916. Adviser: Peter K. Kloosterman.

APA, Harvard, Vancouver, ISO, and other styles

29

Wysong, Kelly Kathleen. "Students Beliefs about Same Sex Couples and Family Therapy." Thesis, North Dakota State University, 2012. https://hdl.handle.net/10365/26542.

Full text

Abstract:

The purpose of this study was to analyze student therapist?s level of agreement with the American Association for Marriage and Family Therapy?s (AAMFT) formal statements concerning lesbian, gay, and bisexual (LGB) persons and families; specifically, it examined student?s level of agreement with the AAMFT?s definition of Marriage/Couple and Family Therapy (CFT), and the AAMFT?s formal statement concerning same sex couples. This was explored via the participant?s qualitative and quantitative answers. The study used an existing data set consisting of 248 participants; 62.6% were enrolled in a masters program and 36.8% were enrolled in a PhD CFT program. Participant?s quantitative responses indicated that a large majority of participants agreed with the statements, and were in support of the AAMFT inviting same sex couples to receive therapeutic services. However, the qualitative responses also indicated that some participants disagreed with the statements, and did not hold accepting beliefs towards LGB persons and families.

APA, Harvard, Vancouver, ISO, and other styles

30

Warner, Mark S. "Advanced college-level ESL students' beliefs about composition feedback." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1247845401.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Adams, Kristen. "The Effect of Students' Mathematical Beliefs on Knowledge Transfer." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4269.

Full text

Abstract:

Students learn many different concepts throughout their mathematical careers. In order to be successful in mathematics, students should be able to transfer these mathematical concepts learned in one situation and apply them to a new situation. There are many factors that might affect how students transfer knowledge; however research has focused mostly upon cognitive factors, even though affective factors might also exhibit a strong influence. This study examined how students' mathematical beliefs, specifically beliefs about mathematics education and self-efficacy, affect the transfer process. Data were collected from three middle school students. These data were collected through in-class observations, students' written work, and student interviews. The analysis of this data has shown that students' beliefs about mathematics education can affect specific steps in the transfer process as well as the transfer process in general. The data also showed that self-efficacy can influence the transfer process, but that this influence is mediated by the students' other mathematical beliefs.

APA, Harvard, Vancouver, ISO, and other styles

32

Soto, Seidy Jhosselyn, and Marry Jean Stuart. "BELIEFS ABOUT SUBSTANCE ABUSING CLIENTS AMONG SOCIAL WORK STUDENTS." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/17.

Full text

Abstract:

This study was a quantitative survey and explored beliefs about substance abusing clients among sixty-three social work students. The study focused on the extent to which social work students display bias toward clients with a substance abuse disorder. The study also explored the attitudinal domains of permissiveness, treatment intervention, non-stereotypes, treatment optimism, and non-moralism. The study found that social work students who have taken a substance abuse education class are less like to attribute substance abuse addiction to a weak will in the client. The study recommends that future studies on beliefs about substance abusing clients among social work students include qualitative interviews to determine how substance abuse education reduces bias toward substance abusing clients among social work students.

APA, Harvard, Vancouver, ISO, and other styles

33

Napolitano, Amanda. "Graduate Students’ Beliefs and Perceptions of Student Engagement and Learning Platforms in Higher Education." Thesis, NSUWorks, 2017. https://nsuworks.nova.edu/fse_etd/135.

Full text

Abstract:

This applied dissertation was designed to understand and explore the experiences of graduate students at a public four-year higher education institution in the southeastern region of the United States. This study utilized an interview based phenomenological qualitative study design approach for data collection and analysis. Committees in the field of higher education reviewed and approved the interview protocol. The research study and data analysis were conducted in the Spring Semester of 2017. The researcher employed semi-structured interviews that were guided by ten protocol questions. Transcription accuracy, credibility, and trustworthiness were established through diligent adherence to university protocols. The collected data revealed themes that supported the researchers’ understanding of graduate students’ perception of engagement and experiences in face-to-face, online, and blended classroom settings. The qualitative research study provides in-depth insight for future enrollees and program development. The selected institution’s IRB and Nova Southeastern University’s IRB granted permission to conduct the study. A phenomenological approach was used to maximize exploration of graduate students’ perception of engagement and experiences in face-to-face, online, and blended graduate level classroom settings. Ten protocol questions guided the semi-structured interviews. Subsequent to the scheduled 60-minute interviews, Interpretative Phenomenological Analysis (IPA) was used to describe the meaning of several individuals’ perceptions. The most prevalent theme that emerged was a lack of meaningful social interaction, or student engagement, in online formats. Once the data had been analyzed, recommendations for future research were provided to support the needs of a graduate student population on university campuses.

APA, Harvard, Vancouver, ISO, and other styles

34

Galyean, Teresa Ann. "Pre-Collegiates Students' Teaching Identities." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/29671.

Full text

Abstract:

A review of the research indicates that identifying self as a teacher can be a life-long, complex personal and social process. This researcher investigated 4 pre-collegiate students' construction of a teaching identity during their participation in an introduction to teaching course conducted in a rural high school located in a southeastern state. Two purposes framed this investigation, 1) to gain an in-depth understanding of the pre-collegiate students' past and present experiences related to teaching and the meanings the students make of these experiences, and 2) to examine these experiences as connected to construction of personal teaching identities. Using a life history methodology, data sources included 3 interviews, drawings of self as a teacher, journal writings, and personal experience writings. The findings are presented in 4 narratives one for each participant. Each narrative, represented by an exemplar quote, (i.e., Being There, Being a Kid, Right Heart, Being A Helper) illuminates the nature of the participants' teaching prototype, which emerged from past and present educational experiences. Results indicate that the participants possessed well-defined beliefs pertaining to caring teachers and to teaching as a profession, in addition, to commonly held cultural teaching beliefs. These beliefs guided their course experiences and self-assessment of a teaching identity. Although the identification to a teaching identity varied among the 4 participants, results indicate that 1 participant was actively constructing a storied teaching identity. A storied teaching identity involved a significant nuclear episode with a teacher that became the bound context for a teaching story. This type of high school level career studies course can assist in strengthening the recruitment pool of teacher education candidates and assist in testing a vocational teaching identity. Implications are offered for future research involving pre-collegiate students enrolled in an introduction to teaching course and investigation of storied teaching identities.
Ph. D.

APA, Harvard, Vancouver, ISO, and other styles

35

Whitehall, Anna P. "Facilitator and program participant attitudes and beliefs about program evaluation." Online access for everyone, 2008. http://www.dissertations.wsu.edu/Thesis/Spring2008/a_whitehall_042108.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Hongsa-ngiam, Anusak. "An investigation of physics instructors' beliefs and students' beliefs, goals and motivation for studying physics in Thai Rajabhat Universities." Connect to thesis, 2006. http://portal.ecu.edu.au/adt-public/adt-ECU2007.0011.html.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Duncan, Grand DeAnna. "Examining teacher beliefs about diverse students through transformative learning: The Common Beliefs Survey and the disorienting dilemma." UNIVERSITY OF MARYLAND, COLLEGE PARK, 2012. http://pqdtopen.proquest.com/#viewpdf?dispub=3461621.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Hill, Diane Skillicorn. "Similar but Different: The Complexities of Students' Mathematical Identities." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2304.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Barry, Adam Etheridge. "Examining college students' beliefs and behaviors regarding responsible alcohol consumption." Thesis, [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-1526.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Ho, Chi-ming Ronald. "Epistemological beliefs and constructivist teaching for secondary students learning history." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37321444.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Ho, Chi-ming Ronald, and 何志明. "Epistemological beliefs and constructivist teaching for secondary students learning history." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37321444.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Gallik, Judith Dena. "Seeing the world differently : changes in college students' epistemological beliefs /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008330.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Florez, Gina V., and Guillermina Hall. "BELIEFS ABOUT THE LGBTQ COMMUNITY AMONG SOCIAL WORK GRADUATE STUDENTS." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/178.

Full text

Abstract:

This research project was a quantitative survey study design to examine the attitudes of 49 Master of Social Work students attending California State University, San Bernardino. Recently, laws regarding same-sex marriage have been rapidly changing. As of this project completion, 37 states have legalized same-sex marriage. Therefore, now more than ever before, it is imperative that social work graduate students feel prepared to adequately provide services to the lesbian, gay, bisexual, transgender and queer (LGBTQ) populations. Additionally, and of primary concern to the researchers, this project sought to determine whether graduate students felt that they had received adequate training and education regarding LGBTQ service, health, youth, elderly, support of same-sex families, rights and discriminatory practice issues while in attendance at this college. Gay affirmative practice is something that should be provided the same as heterosexual service practices. Similar to previous studies, this study concluded that religion, political affiliation, age and sexual orientation contributed to how prepared an individual felt in providing services to the LGBTQ populations.

APA, Harvard, Vancouver, ISO, and other styles

44

Bettosini, Nicholas, and Conrad Paul Akins-Johnson. "SOCIAL WORK STUDENTS’ ATTITUDES AND BELIEFS ABOUT MENTAL HEALTH COURTS." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/740.

Full text

Abstract:

Mental Health Courts (MHCs) are a diversion program for mentally ill offenders in lieu of incarceration. The Substance Abuse and Mental Services Administration (SAMHSA) developed these specialized court programs in the 1990’s to assist mentally ill offenders in overcoming barriers to treatment. While new laws have begun to change the way mentally ill offenders are viewed from a law enforcement standpoint, social workers’ attitudes and beliefs about these programs have not been studied. This quantitative study’s purpose was to examine Master of Social Work (MSW) Graduate students’ attitudes and beliefs of mentally ill offenders and MHCs. Social work student participants completed an online questionnaire developed by the researchers using Qualtrics software. We analyzed the data using descriptive and inferential statistics, including a t-test. Our hypothesis that attitudes and beliefs of social work students varied based on the student’s year in the MSW program was not supported by the data. These findings suggest that students’ attitudes and beliefs about MHCs remain consistent throughout their graduate social work training. Although, our findings do not generalize to all social work students or to social workers in the field, these findings suggest students’ exposure to this topic during their MSW program may be limited and may warrant further investigation. We discuss these findings and their implications for social work curriculum and practice.

APA, Harvard, Vancouver, ISO, and other styles

45

Walcott, Dona S. "Cultural Health Beliefs and Influenza Vaccination Among Caribbean-Born Students." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6697.

Full text

Abstract:

This purpose of this quantitative study was to examine health beliefs among Caribbean-born university students regarding acceptance or rejection of influenza vaccination among populations at institutions of higher education. In addition, acculturation was addressed as a factor affecting cultural health beliefs. A survey was completed by 98 students enrolled at Florida International University during the spring 2018 semester. Linear regression was used to analyze whether cultural health beliefs and acculturation were predictive of beliefs about influenza vaccination and beliefs about perceived barriers to influenza vaccination. The study findings showed cultural health beliefs of the students were statistically significant predictors of their beliefs about influenza vaccination and perceived barriers to influenza vaccination. Also, the levels of acculturation were a statistically significant predictor of students' cultural health beliefs and beliefs about perceived barriers to influenza vaccination. After 5+ years of acculturation in the United States, the students surveyed still held cultural beliefs and perceived barriers to influenza vaccination that contributed to their lack of acceptance of the vaccination. The information gained from this study gives credence to the need for designing health interventions and health messages on influenza vaccination that are culture specific for a college-age population if influenza vaccination acceptance is to be promoted.

APA, Harvard, Vancouver, ISO, and other styles

46

Baloglu, Ezgi. "Senior Students." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613852/index.pdf.

Full text

Abstract:

Self-efficacy refers to people&rsquo
s judgments of their own abilities about a specific situation. The present study examined self-efficacy beliefs of senior students about using ESP (English for Specific Purposes) in their prospective careers. For this purpose, a new scale was developed by the researcher. The predictive power of certain variables (gender, English course grade, watching English language films, reading English language books, listening to English language songs) was investigated through multiple regression analysis. The study was conducted at a private university in Ankara and 303 senior students participated in the study. Exploratory factor analysis (EFA) was performed to determine the factor(s) in the questionnaire. EFA provided evidence for two factor solution and they were named as Academic Reading-Writing Skill (ARWS) and Academic Communication Skill (ACS). Cronbach&rsquo
s alpha coefficients of both ARWS and ACS scales were .97 for each which was a satisfactory result. The results of multiple regression analysis showed that the model of the combination of variables which were gender, reading English language books, watching English language films, listening to English language songs and English grade significantly predicted both ARWS and ACS scores of the participants. The variables which were reading English language books, watching English language films and English course grade significantly predicted both ARWS and ACS scores of the participants. Listening to English language songs predicted ACS scores but not ARWS scores. However, gender predicted neither of them.

APA, Harvard, Vancouver, ISO, and other styles

47

Makadia, Nirav, Amit Shah, and Ankur Shah. "The Knowledge, Attitudes, and Beliefs Regarding Geriatric Care among Student Pharmacists." The University of Arizona, 2012. http://hdl.handle.net/10150/623655.

Full text

Abstract:

Class of 2012 Abstract
Specific Aims: The purpose of this study was to assess the attitudes, beliefs and knowledge of pharmacy students regarding geriatric care. Methods: A questionnaire was administered to first, second and third year pharmacy students to assess the impact of geriatric curriculum on students at the University of Arizona College of Pharmacy. The primary grouping variable was whether or not students had previously taken a course focused on geriatrics. Main Results: A total of 193 pharmacy students completed the questionnaire which resulted in a response rate of 64.33%. There is no comparison group for the first year class as all students in this class had never taken a geriatric-focused course. Therefore, no tests for statistical significance could be performed for this class. Students in the second year class who have taken a geriatrics-focused course scored higher than those without course experience on all four of the attitude and beliefs questions (p = 0.104, p = 0.042, p = 0.045, p = 0.025). The same held true for the third year class (p = 0.006, p <0.001, p = 0.050, p = 0.653). Both classes showed a statistically significant increase in knowledge of geriatric care in those students who have previously taken a geriatrics-focused course (p = 0.032 for second years, p = 0.022 for third years). Conclusions: This study showed that pharmacy students at the University of Arizona College of Pharmacy who have previously taken a geriatrics- focused course have more positive attitudes and beliefs regarding geriatric care as well as a stronger knowledge base regarding geriatrics. With an aging population, it is important that pharmacists be knowledgeable and capable of caring for geriatric patients. Thus, we recommend that all pharmacy schools include a geriatrics-focused course as part of the standard curriculum for Pharm D. candidates.

APA, Harvard, Vancouver, ISO, and other styles

48

Gaede, Laurelyn I. (Laurelyn Irving). "Values, Beliefs, and Characteristics of Hispanic Students at One Urban Southwestern University." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278766/.

Full text

Abstract:

The problem of this study concerns the values, beliefs, and characteristics of Hispanic students attending a large urban southwestern university. The study is qualitative and utilizes the constant comparative research method. Data is gathered from interviews with 21 Hispanic students, campus surveys, university records, a census report, and observation of campus activities. The literature review spans organizational culture, campus culture and subcultures, as well as studies regarding Hispanic students. The findings introduce the students and report their perspectives in both their own words and in summarized themes for each research question. In summary, Hispanic students and their college experiences are diverse. They major in a wide range of disciplines, come from varying socio-economic households, have parents with varying levels of education, are surprised by various aspects of college, and they do not all speak Spanish.

APA, Harvard, Vancouver, ISO, and other styles

49

Gautam, Yuba Raj. "A study of assessing knowledge and health beliefs about cardiovascular disease among selected undergraduate university students using Health Belief Model." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/567.

Full text

Abstract:

Background: In the United States, Cardiovascular Disease (CVD) is the leading cause of death for both men and women. According to National Vital Statistics Report (2009), heart disease was the number one killer in the United States and it can be prevented. The primary purpose of this study was to determine knowledge and health beliefs about CVD among selected undergraduate university students and find out the potential risk of developing CVD in this population. The secondary purpose was to assess the relationship between knowledge, health beliefs, and personal risks; the tertiary purpose was to determine the factors that predict the relationship between demographic variables and cardiovascular risk factors among these students. Methods: A cross-sectional, descriptive, and correlational survey design was used in this quantitative study. An existing knowledge and health belief instrument was adapted with the permission from the authors. In the 2012 Spring semester, over 600 undergraduates from Foundation of Human Health, First Aid and CPR, Medical Terminology, Math, History, and Geography classes at a mid-western university were surveyed to access knowledge and health beliefs about CVD. The Health Belief Model provided the theoretical framework for this study. Results: Demographic data provided descriptive overview of the participants in this study. Majority of the participants were whites, lived off campus, and were domestic students. Results from data analysis revealed that overall knowledge about cardiovascular disease was low among these university students. Individual health beliefs such as perceived susceptibility, severity, and barriers regarding CVD were low; however perceived benefits of preventing CVD were found high. Most of the undergraduate university students were at potential risk of developing cardiovascular disease. Smoking and stress causing CVD were lesser known among undergraduate university students. Time to cook healthy meals and unaffordability of buying healthy foods were significant barriers in protecting cardiovascular health among university students. There was a positive statistically significant correlation between CVD knowledge, knowledge subtypes, and health belief subscales. Correlations between knowledge and health beliefs were weaker while comparing to correlation between CVD knowledge and knowledge subtypes. Race/ethnicity, age, family history, international/national, live on/off campus, and number of health classes were the better predictors of cardiovascular knowledge, while perceived barrier was the strongest predictor of health belief about CVD among undergraduate university students.

APA, Harvard, Vancouver, ISO, and other styles

50

Trezek, Danielle. "Media's portrayal of women : impact on aggressive attitudes and beliefs /." View online, 2007. http://repository.eiu.edu/theses/docs/32211131494848.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'Students' beliefs'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles