Journal articles on the topic 'Students' beliefs'
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1
Zhang, Junfa, and Yin Zhang. "Research on the Effects of Ideals and Beliefs Education for College Students." Scientific and Social Research 3, no. 2 (July 13, 2021): 7–11. http://dx.doi.org/10.36922/ssr.v3i2.1092.
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The question of college students nowadays having firm ideals and believes is not only related to their achievements, but also related to the reformation and development of the country. In addition, by conducting scientific and effective education of ideals and beliefs for college students, it can be used to promote development in the direction of demand for talents in the new era with ideals, beliefs and responsibility. The authors propose several ways to effectively carry out the education of college students’ ideals and beliefs, based on the significance of ideals and beliefs and the introduction of the relationship between the ideal and belief education of college students, as well as the “youth dream” and the “Chinese dream” in order to explore effective ways to strengthen the ideal and belief education for college students in the new era. This article may be a reference for higher education institutions.
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Boylu, Emrah, Mete Yusuf Ustabulut, and Ezgi İnal. "Grammar-learning Beliefs of Students Who Learn Turkish as a Foreign Language." International Journal of Psychology and Educational Studies 9, no. 1 (January 30, 2022): 32–50. http://dx.doi.org/10.52380/ijpes.2022.9.1.442.
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The aim of the study is to determine the beliefs of those who learn Turkish as a foreign language about learning grammar and to determine whether their beliefs are in line with their perceptions of grammar. In this study, which was created using the mixed method, the data about the beliefs of the learners in accordance with the survey method was collected, which is one of the basic quantitative research methods. In addition, the data for the determination of learners’ perceptions were collected in accordance with one of the qualitative research methods—the phenomenology method. The study group of this research consists of B1, B2, and C1 level students who learn Turkish at Aydın TÖMER (Turkish Teaching Application and Research Center), İstanbul Aydın University. Based on the findings obtained in the research, 45% of the learners believe that they can learn Turkish without knowing the grammar while 37% believe that they cannot. When the beliefs about grammar-learning method are examined, it is seen that 27% of the learners have the belief that it is important to learn grammar directly, and 63% believe that it is more important to understand the rules based on examples. In the context of all of this data, it was concluded that there is a parallelism between the grammar-learning beliefs of those who learn Turkish as a foreign language and their grammar perceptions. In other words, those who think that they cannot learn Turkish without knowing grammar also perceive grammar as difficult, a necessity, and produce metaphors for it. In addition, it was understood that those who believe that they can learn Turkish without knowing grammar perceive grammar as a tool and produce metaphors and provide reasons.method, the data about the beliefs of the learners in accordance with the survey method was collected, which is one of the basic quantitative research methods. In addition, the data for the determination of learners’ perceptions were collected in accordance with one of the qualitative research methods—the phenomenology method. The study group of this research consists of B1, B2, and C1 level students who learn Turkish at Aydın TÖMER (Turkish Teaching Application and Research Center), İstanbul Aydın University. Based on the findings obtained in the research, 45% of the learners believe that they can learn Turkish without knowing the grammar while 37% believe that they cannot. When the beliefs about grammar-learning method are examined, it is seen that 27% of the learners have the belief that it is important to learn grammar directly, and 63% believe that it is more important to understand the rules based on examples. In the context of all of this data, it was concluded that there is a parallelism between the grammar-learning beliefs of those who learn Turkish as a foreign language and their grammar perceptions. In other words, those who think that they cannot learn Turkish without knowing grammar also perceive grammar as difficult, a necessity, and produce metaphors for it. In addition, it was understood that those who believe that they can learn Turkish without knowing grammar perceive grammar as a tool and produce metaphors and provide reasons.The aim of the study is to determine the beliefs of those who learn Turkish as a foreign language about learning grammar and to determine whether their beliefs are in line with their perceptions of grammar. In this study, which was created using the mixed method, the data about the beliefs of the learners in accordance with the survey method was collected, which is one of the basic quantitative research methods. In addition, the data for the determination of learners’ perceptions were collected in accordance with one of the qualitative research methods—the phenomenology method. The study group of this research consists of B1, B2, and C1 level students who learn Turkish at Aydın TÖMER (Turkish Teaching Application and Research Center), İstanbul Aydın University. Based on the findings obtained in the research, 45% of the learners believe that they can learn Turkish without knowing the grammar while 37% believe that they cannot. When the beliefs about grammar-learning method are examined, it is seen that 27% of the learners have the belief that it is important to learn grammar directly, and 63% believe that it is more important to understand the rules based on examples. In the context of all of this data, it was concluded that there is a parallelism between the grammar-learning beliefs of those who learn Turkish as a foreign language and their grammar perceptions. In other words, those who think that they cannot learn Turkish without knowing grammar also perceive grammar as difficult, a necessity, and produce metaphors for it. In addition, it was understood that those who believe that they can learn Turkish without knowing grammar perceive grammar as a tool and produce metaphors and provide reasons.The aim of the study is to determine the beliefs of those who learn Turkish as a foreign language about learning grammar and to determine whether their beliefs are in line with their perceptions of grammar.
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Andrews, Robin A. F., and Philip Tyson. "The superstitious scholar." Journal of Applied Research in Higher Education 11, no. 3 (July 1, 2019): 415–27. http://dx.doi.org/10.1108/jarhe-08-2018-0178.
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Purpose The development and application of critical thinking skills are an important component of success at University. Such skills permit students to evaluate the strengths and weaknesses of evidence, argument and theory. However research suggests that many students believe in paranormal phenomena (e.g. telekinesis). Such beliefs defy the basic principles of science and do not stand up to critical scrutiny. The paper aims to discuss these issues. Design/methodology/approach This study aimed to investigate paranormal beliefs within a student population: differences among gender, academic discipline and academic performance were explored. Findings Findings indicated that females expressed higher levels of paranormal belief than males, “hard” science students (e.g. Biology) and “soft” science students (e.g. Sociology) expressed lower levels of belief than arts students, and a significant negative correlation indicated that high achievers were less likely to endorse paranormal beliefs. Originality/value In light of these results the authors suggest that paranormal phenomena may be a useful tool for teaching critical thinking skills at university.
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Billingsley, Berry, and Mehdi Nassaji. "Secondary School Students’ Reasoning About Science and Personhood." Science & Education 30, no. 4 (April 13, 2021): 967–91. http://dx.doi.org/10.1007/s11191-021-00199-x.
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AbstractScientific advances, particularly in evolutionary biology, genetics, neuroscience and artificial intelligence, present many challenges to religious and popular notions of personhood. This paper reports the first large-scale study on students’ beliefs about the interactions between science and widely held beliefs about personhood. The paper presents findings from a questionnaire survey (n = 530) administered to English secondary school students (age 15–16) in which their beliefs and concepts regarding personhood and the position of science were investigated. The survey was motivated in part by an interview study and a previous, smaller survey which revealed that many students struggle to reconcile their beliefs with what they suppose science to say and also that some have reluctantly dismissed the soul as a ‘nice story’ which is incompatible with scientific facts. The results from this larger-scale survey indicate that a majority of the students believe in some form of soul. Even so, and regardless of whether or not they identified themselves as religious, most students expressed a belief that human persons cannot be fully explained scientifically, a position that some students perceived as a partial rejection of what it means to hold a scientific worldview.
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Davies, Martin F. "Paranormal Beliefs in British and Southern USA College Students." Psychological Reports 62, no. 1 (February 1988): 163–66. http://dx.doi.org/10.2466/pr0.1988.62.1.163.
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Beliefs in a variety of paranormal phenomena were examined in a sample of British college students and were compared with the beliefs obtained in a previous study from a sample of Southern USA college students. The main difference between the British and American students concerned traditional religious belief. Not only were the American students greater believers than the British students in traditional religion, but factor analysis indicated that traditional religious belief in these American students was separate from their other paranormal beliefs which was not the case for the British students.
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Vitulli, William F., and Stephanie L. Luper. "Sex Differences in Paranormal Beliefs among Undergraduate College Students." Perceptual and Motor Skills 87, no. 2 (October 1998): 475–83. http://dx.doi.org/10.2466/pms.1998.87.2.475.
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Beliefs in and experience of the paranormal were assessed in 125 college-aged undergraduate students. Crawford and Christensen's 1995 12-item Extrasensory Perception Survey was administered before and after taking a course in general psychology. Men scored significantly higher than women on scale values (1–5) for beliefs regarding life after death, the existence of extrasensory perception, having at least one extrasensory experience, and UFOs with people from other places visiting our planet. There were no significant differences (within subjects) between beliefs before versus after the course, yet mean scores from pre- and posttests showed that belief in life after death, belief in precognitive experience in dreams, and belief in the existence of extrasensory perception ranked highest over-all in endorsement while beliefs in physical contacts with ghosts, auras, and psychokinesis ranked lowest. Sex differences were discussed in the context of the hypothesis of social marginality.
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Wang, Jingying, Mingyue Yang, Beibei Lv, Feixiong Zhang, Yonghe Zheng, and Yihong Sun. "INFLUENCING FACTORS OF 10th GRADE STUDENTS’ SCIENCE CAREER EXPECTATIONS: A STRUCTURAL EQUATION MODEL." Journal of Baltic Science Education 19, no. 4 (August 10, 2020): 675–86. http://dx.doi.org/10.33225/jbse/20.19.675.
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Science career expectations can be affected by personal science beliefs and social supports. Framed in Expectancy-Value Models, this research studied the influence of science beliefs (science interest belief, self-efficacy belief and value belief) and social supports (parents and teachers) on students’ science career expectations by the survey of 798 10th grade students. Based on Structural Equation Model, it was found that: 1) science interest belief, self-efficacy belief, value belief and parents’ support can directly predict students' expectations of science careers; 2) the effect of student’s perception from parents and teachers support on science choice preferences and career engagement are mediated through the effects on students’ interest, self-efficacy and value in science. Therefore, teachers and parents should enhance students’ science beliefs and identity for the improvement of their science career expectations. Keywords: influencing factors, science career expectations, Structural Equation Model, 10th grade students.
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Filipčič, Tjaša, Maja Burin, and Bojan Leskošek. "TEACHERS' BELIEFS REGARDING TEACHING STUDENTS WITH VISUAL IMPAIRMENTS IN PHYSICAL EDUCATION." Kinesiologia Slovenica 27, no. 2 (September 13, 2021): 143–54. http://dx.doi.org/10.52165/kinsi.27.2.143-154.
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The purpose of a present study was to investigate the professional beliefs of Slovenian physical education teachers regarding the teaching of students with visual impairments in physical education. A selfadministered questionnaire was designed to examine teachers’beliefs. Participants, 131 Slovenian PE teachers, rated their professional beliefs on a fivepoint Likert scale. A factor analysis was conducted to examine the internal structure of the belief field. The results show that self-perceptions of their beliefs were complex and consisted of 7 factors, which together explained 33.7% of the cumulative variance. Teachers strongly believe that vocal information, colourful sports equipment, and tactical guides enable students with visual impairment to participate in physical education. Adapted methods, safety measures, and learning support assistants are also important, as is a positive attitude toward inclusion. The findings of the present study need to be incorporated into the future updating of PE teacher training programmes for teaching students with visual impairments.
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Lee, Chun-Yi, and Yuan Yuan. "Taiwan Junior High School Adolescents’ Epistemological Beliefs toward Mathematics and Science." ISRN Education 2012 (February 6, 2012): 1–7. http://dx.doi.org/10.5402/2012/912783.
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Few previous studies have compared students' epistemological beliefs in mathematics with those in science. To ascertain the discipline and gender differences on students’ epistemological beliefs, this study conducted a survey with 495 Taiwanese ninth graders in junior high school. Findings show that female students express the stronger belief that science learning occurs in a quick fashion as compared with the view that mathematics learning occurs in a quick fashion , both male and female students express the stronger belief that mathematics knowledge is certain as compared with the view that science knowledge is certain, and male students express the stronger belief that science knowledge is simple and the ability to learn science is fixed as compared with the view that mathematics knowledge is simple and the ability to learn mathematics is fixed. Male students were also in more agreement in their belief about quick learning, certain knowledge, simple knowledge, and the innate ability of mathematics, as well as certain knowledge, simple knowledge, and the innate ability of science, than were female students. This study also revealed that students’ beliefs about knowledge are domain-specific, but some evidence of domain-general beliefs also exists.
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CHUGAI, Oksana. "TECHNICAL UNIVERSITY STUDENTS’ BELIEFS ABOUT SECOND LANGUAGE LEARNING." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1 (April 29, 2021): 354–64. http://dx.doi.org/10.31494/2412-9208-2021-1-1-354-364.
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Попит на володіння іноземною мовою студентами технічних університетів веде до визнання необхідності ефективного викладання мови. Використання сучасних методів може не привести до бажаного результату, оскільки студенти мають суперечливі погляди на вивчення іноземної мови. У статті розглядаються уявлення студентів технічного університету щодо вивчення другої мови та даються рекомендації для викладачів університету. Результати дослідження сприяє кращому розумінню відповідальності викладачів та студентів під час вивчення другої мови. Дані були зібрані в ході опитування щодо ставлення студентів до вивчення другої мови та індивідуальних відгуків під час сесій в Zoom. Студенти висловили свою думку щодо вісімнадцяти тверджень, використовуючи п’ятибальну шкалу Лікерта від рішучої згоди до категоричної незгоди. Ми використовували описову статистику для обчислення медіани (переконання більшості студентів) та інтерквартильного діапазону кожного елемента (наскільки розкиданими були їх відповіді). Результати показали, що більшість студентів технічних університетів погоджуються з твердженнями про вивчення другої мови, більшість з яких є «міфами». Рефлексія після отримання результатів опитування, надання додаткових матеріалів щодо суперечливих тверджень стосовно вивчення мови та проведення дискусій в групах сприяли кращому розумінню потреб студентів. результати дослідження свідчать про те, що усвідомлення переконань студентів щодо вивчення другої мови дозволяє викладачам пристосовувати навчання до їхніх потреб, ділитися зі студентами знаннями про мову, які необхідні для підвищення ефективності засвоєння мови. Подальші дослідження можуть бути присвячені порівнянню переконань студентів технічних університетів та викладачів щодо вивчення другої мови. Ключові слова: вивчення другої мови, переконання студентів, виправлення помилок, граматичні правила, академічний зміст, викладання, сталі вирази.
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Sachs, John. "Superstition and Self-Efficacy in Chinese Postgraduate Students." Psychological Reports 95, no. 2 (October 2004): 485–86. http://dx.doi.org/10.2466/pr0.95.2.485-486.
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43 Chinese postgraduate education students (16 men and 27 women), whose mean age was 33.5 yr., completed a questionnaire measuring superstitious beliefs (Superstitious Beliefs Scale) and self-efficacy (General Perceived Self-efficacy Scale). Higher scores on belief in superstition were associated with lower rated self-efficacy. While not significant, the observed correlation of –.28 between superstitious belief and self-efficacy was of a similar magnitude and in the same direction as that previously reported for western students. Such cross-cultural validation is consistent with the generality of this relationship. Suggestions for further research are made.
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Lindsay, John, Adhieu Arok, Seth M. Bybee, Walter Cho, April Maskiewicz Cordero, Daniel G. Ferguson, Leontine L. Galante, et al. "Using a Reconciliation Module Leads to Large Gains in Evolution Acceptance." CBE—Life Sciences Education 18, no. 4 (December 2019): ar58. http://dx.doi.org/10.1187/cbe.19-04-0080.
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Too many students reject the theory of evolution because they view it as incompatible with their religious beliefs. Some have argued that abandoning religious belief is the only way to help religious individuals accept evolution. Conversely, our data support that highlighting faith/evolution compatibility is an effective means to increase student acceptance. We surveyed students enrolled in entry-level biology courses at four religiously affiliated institutions. At each university, teachers gave students a presentation that demonstrated potential compatibility between evolution and faith within the teachings of each university’s respective religious affiliation. Students were asked to evaluate their own beliefs about evolution both before and after this instruction. After instruction at each university, students showed significant gains in evolution acceptance without abandoning their religious beliefs. These results demonstrate that giving religious students the opportunity to reconcile their religious beliefs with the theory of evolution under the influence of intentional instruction on the compatibility of belief and evolution can lead to increased evolution acceptance among religious students.
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Tan, Dongyao, Mike Yough, Ophélie A. Desmet, and Nielsen Pereira. "Middle School Students’ Beliefs About Intelligence and Giftedness." Journal of Advanced Academics 30, no. 1 (November 2, 2018): 50–73. http://dx.doi.org/10.1177/1932202x18809360.
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This study investigated middle school students’ beliefs about intelligence and differences in the development of intelligence across ages, beliefs about giftedness and the development of giftedness, and how beliefs about intelligence and giftedness were related. A total of 52 eighth graders from two regular classes ( n = 36) and one gifted class ( n = 16) at a public school in the U.S. Midwest completed a survey and a vignettes task. Results revealed that participants associated intelligence with school and non-school intelligence, knowledge and learning, smartness, and motivation. They associated academic giftedness with intelligence, motivation, school achievement, and high ability. Participants were more certain young children could grow intelligence. Most participants endorsed incremental views of intelligence and giftedness. This was more evident in students holding an incremental belief about intelligence, and in non-gifted students. Gifted participants and those holding an incremental belief about intelligence placed more value on motivation and learning. Theoretical and practical implications were discussed.
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Arviana, Riny. "Investigating the Beliefs about Self of College Students in Solving Mathematical Problem." Jurnal Studi Guru dan Pembelajaran 2, no. 1 (March 19, 2019): 15–21. http://dx.doi.org/10.30605/jsgp.2.1.2019.1261.
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Human life is about an entity which always experiences the changes. Each sector of our life involving education, technology, economics, and social will be advanced gradually. These advancements let everyone to encounter the new problems or challenges for sure. Knowing this fact, ability in solving a problem is a must for us to have. The process of solving problem is influenced by several factors, like belief which is called belief system in mathematics education. Mathematics education is assumed to be able to grow and enhance one’s beliefs system in solving a problem. This research is a case study which concerns a part of beliefs system namely beliefs about self. This study aimed to investigate the beliefs about self of college students who are 18-22 years old in solving mathematical problem. Four voluntary participants were given mathematical problem and interviewed separately. The result shows that each participant has beliefs about self which is positive or negative oriented. One of the factors promoting the beliefs about self is experience. It is recommended to conduct a similar study with larger sample.
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Atasoy, Şengül. "Using Concept Cartoons to Identify the Epistemological Beliefs of Middle School Students." Journal of Science Learning 3, no. 3 (July 31, 2020): 165–73. http://dx.doi.org/10.17509/jsl.v3i3.23389.
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Epistemological beliefs, including the source of knowledge, the certainty of knowledge, the organization of knowledge, the control of learning, and the speed of learning, are important to identify since these beliefs impact students' learning processes and how they attribute meaning to life. Concept cartoons, that students find genuine and credible, are found to be effective assessment tools in revealing these beliefs. The present study aims to identify and compare 5th and 8th grade middle school students' epistemological beliefs utilizing concept cartoons. The study participants were 5th (N=38) and 8th grade (N=47) students enrolled in three different middle schools in the Çamlıhemşin district of Rize. In order to reveal the students' opinions, one concept cartoon for each dimension of epistemological belief was utilized. A scoring rubric was employed to analyze the student responses to the concept cartoons. According to the results of the t-tests on students' scores, the 5th and 8th grade students' epistemological beliefs in the dimensions of organization of knowledge, source of knowledge, and certainty of knowledge are similar. In contrast, 8th grade students' epistemological beliefs related to the speed of learning and the control of learning were found to be significantly higher than those of 5th-grade students. Among the mean values of the students' epistemological beliefs, source of knowledge beliefs were found to be the lowest.Keywords Concept Cartoons, Epistemological Beliefs, Middle School Students
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Armiyansyah, Armiyansyah, Sugiatno Sugiatno, and Bistari Bistari. "HAMBATAN SISWA DALAM BELAJAR MATEMATIKA DIKAJI DARI KEPERCAYAAN MATEMATIS." Jurnal AlphaEuclidEdu 2, no. 1 (July 8, 2021): 41. http://dx.doi.org/10.26418/ja.v2i1.42878.
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The purpose of this study was to find out the learning obstacles in linear program assessed by mathematical beliefs at the Mujahidin Senior High School. The form of research used in this study is a case study. The data source used in this study was the students of class XI MIPA 1 in Pontianak Mujahidin High School, the data of which were the results of students' mathematical belief questionnaires and the answers of research subjects on the given test. Students learning obstacles in linear program material revealed in this study were assessed from mathematical beliefs including: students with mathematical beliefs in believing about mathematical characteristics have obstacles in the form of not being able to determine the mathematical model of linear program because he not understand teacher explanations, students with mathematical belief in believing about self abilitiy have an obstacles like not being able to mention the benefits of a linear program, students with mathematical beliefs in believing about teaching mathematics experience obstacles like not being able to make mathematical models correctly and the last is students with mathematical beliefs in believing about the usefulness of mathematics experiencing obstacles like not being able to make mathematical models because forget..
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Ali, Rafaquat, Bushra Shoukat, and Rabia Bahoo. "Nature of Academic Programs, Epistemological Beliefs and Their Impact on Pakistani University Students’ Academic Performance." Review of Education, Administration & LAW 4, no. 4 (December 31, 2021): 781–803. http://dx.doi.org/10.47067/real.v4i4.197.
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The students’ academic behaviours and academic performance differ with their epistemological beliefs. Different social-cultural and educational contexts inculcate differences in students’ epistemological beliefs. However, the impact of the nature of the academic programs on students’ epistemological beliefs is most obvious. The students of different disciplines can have different epistemological beliefs. These different epistemological beliefs differ in their impact on students’ academic performance and academic behaviour. Hence, the current study evaluated the interrelationships of various educational programs and epistemological beliefs and their importance in students’ academic performance. The volunteer university students provided data about their academic programs, epistemological beliefs, and academic performance. Researchers used the Generalized Structured Component Analysis approach to calculate the suitability of specified measurement and structural models. The impact of subjects of the soft field of study such as Behavioural Sciences, English Literature was negative on naive epistemological beliefs in knowledge structure and omniscient authority compared to subjects of the hard field of studies such as Mathematical, Physical Sciences, and Biological Sciences. The Business Sciences from the soft applied field of study had the least noticeable negative impact on naive epistemological beliefs compared to other subjects of pure soft and pure hard field of studies. Only, the belief in quick learning had a significant negative impact on students’ academic performance.
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Gül, Hatice, and Suat Erel. "The determination of the pain beliefs of the students at Akdeniz University Vocational School of Health Services." SHS Web of Conferences 48 (2018): 01066. http://dx.doi.org/10.1051/shsconf/20184801066.
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The purpose of this study is to determine the pain beliefs of Akdeniz University Vocational School of Health Services (AUVSHS) students. Fifty Physiotherapy Assistants students, 54 Paramedic students and 37 Elderly Care students who take pain education in their curriculum and 50 Child Development and Care students who do not take pain education were included in this study. The pain beliefs of the students were evaluated with Pain Beliefs Questionnaire. There was no statistically significant difference between organic (OBS) and psychological pain belief scores (PBS) of programs with and without pain education (p>0,05). There was statistically significant difference between OBS and PBS in favor of PBS in all programs (p<0,05). In conclusion, it was determined that pain beliefs in AUVSHS were similar in all programs. It is important to balance between organic and psychological pain beliefs. So we plan to develop new training strategies to balance student’s pain beliefs.
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Chirove, Munyaradzi, David Mogari, and Ogbonnaya Ugorji. "Students’ mathematics-related belief systems and their strategies for solving non-routine mathematical problems." Waikato Journal of Education 27, no. 3 (December 9, 2022): 101–21. http://dx.doi.org/10.15663/wje.v27i3.822.
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This study explored students’ mathematics-related beliefs and the relationship between the beliefs and their strategies for solving non-routine mathematical problems. The study was guided by Daskalogianni and Simpson’s 2001 belief systems categories and strategies for non-routine mathematical problems. The participants were 625 grade 11 students from five high schools in Tshwane North District, Gauteng province of South Africa. Data were collected using a mathematics beliefs questionnaire, a mathematics problem-solving test and interview. Quantitative and qualitative research techniques were used for data analysis. It was found that the students held all the three belief systems (utilitarian, systematic and exploratory) at different degrees of intensity and the belief systems and strategies for problem-solving had a weak positive linear relationship, and there were no statistically significant differences among mean scores of the students holding systematic, exploratory and utilitarian beliefs. They apply unsystematic guess, check and revise; systematic guess, check and revise; systematic listing; looking for patterns; consider a simple case; modelling; logical reasoning; no logical reasoning; trial-and-error and use a formula in solving non-routine mathematical problems. Furthermore, it was found that the systematic belief system could explain the students’ behaviour in problem-solving more than the exploratory and utilitarian belief systems.
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Riegle-Crumb, Catherine, and Menglu Peng. "Examining High School Students’ Gendered Beliefs about Math: Predictors and Implications for Choice of STEM College Majors." Sociology of Education 94, no. 3 (May 18, 2021): 227–48. http://dx.doi.org/10.1177/00380407211014777.
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Utilizing the High School Longitudinal Study, a nationally representative sample of U.S. high school students, this study investigates the factors that predict different beliefs about gendered math ability and the potential consequences for students’ choices to enter gender-segregated science, technology, engineering, and mathematics (STEM) majors in college. Among other results, analyses reveal that while about 25 percent of students report a traditionally stereotypical belief in male superiority, about 20 percent report a counter-stereotypical belief in female superiority; among female students, such beliefs are more common among black students. Further, models reveal a robust association between holding counter-stereotypical beliefs and the likelihood that women choose biological science majors, which are female dominated, compared to non-STEM fields. Among men, holding counter-stereotypical beliefs is associated with a lower likelihood of majoring in physical science, computer science, math, and engineering fields, which are strongly male dominated, versus non-STEM fields. Implications for gender inequality in STEM fields are discussed.
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Ghufron, M. Nur, Indiyati Eko P, and Berliana Henu Cahyani. "Model Struktural Hubungan Antara Kepercayaan Epistemologis Dengan Konsepsi Tentang Belajar Dan Mengajar Mahasiswa." INFERENSI 11, no. 1 (June 1, 2017): 51. http://dx.doi.org/10.18326/infsl3.v11i1.51-74.
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This research aimed to assessing whether epistemological beliefs as measured by belief about knowledge and belief about learning predicted of the constructivist conception of teaching and learning, assessing whether epistemological beliefs as measured by belief about knowledge and belief about learning predicted of the traditional conception of teaching and learning. The population in this research consists of students of Tarbiyah Department of STAIN Kudus, Central Java. The sample was as many as study 242 students, taken through simple random sampling method. The data collection techniques used in this research was questionnaire in the form of scales and checklists. The data were analyzed using Structural Equation Models (SEM). The research resulted that epistemological beliefs as measured by belief about learning was negatively related on the constructivist conception of teaching and learning and) epistemological beliefs as measured by belief about knowledge was positively related on the traditional conception of teaching and learning.
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Direktor, Cemaliye, Cahit Nuri, Zihniye Okray, and Anjelika Huseyinzade Simsek. "The relationship between social sharing sites users’ personality beliefs and purposes of using social sharing sites of university student’s." Cypriot Journal of Educational Sciences 14, no. 2 (June 30, 2019): 313–21. http://dx.doi.org/10.18844/cjes.v14i2.4132.
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The purpose of this study is to determine the relationship between site use intentions and personality beliefs of social network users. The Education faculty students at a private university in North Cyprus were informed about the research and the questionnaires were applied by the researchers to volunteer students. From total of 198 students, 143 (72.2%) were females and 55 (27.8%) males. Socio-demographic Information Form and Personality Belief Scale were used. The results show that participants who reported political opinion had significantly higher scores of schizoid, antisocial and narcissistic personality beliefs than those who did not. Multiple regression analysis was conducted to predict personality beliefs of purpose, sharing and profile information. When the t-test is examined, it is seen that commenting on only the shares of the subject variables is a significant predictor of the narcissistic personality belief. In this study, participants who have narcissistic, passive-aggressive, paranoid and antisocial personality beliefs usually and more frequently share songs on social networks.
Keywords: Belief, personality, social networks, university students, social sharing.
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Kougioumtzis, K., and G. Patriksson. "Students’ beliefs about physical education and the impact of lesson frequency." International Journal of Physical Education 58, no. 1 (2021): 13–25. http://dx.doi.org/10.5771/2747-6073-2021-1-13.
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This study aims to highlight students’ beliefs about physical education (PE). The specific objectives are a) to describe students’ behavioural, normative, and control beliefs; b) to establish patterns between the three belief domains; and c) to analyse the impact of the PE lesson frequency on beliefs. A nationwide random stratified sample of 1,736 ninth-grade students in Sweden completed the study’s questionnaire, while the high response rate and the low internal dropout rate support the generalizability of the findings. The data analysis focused on three student groups based on lesson frequency of one, two, and three or more times weekly. On average, students’ answers indicated overwhelmingly positive beliefs. A second-order model with very close fit indexes showed similarities among the three groups. However, testing for the equivalence of the latent mean structures indicated a group non-invariant solution. The study demonstrates interrelation patterns among behavioural, normative, and control beliefs and significant associations between lesson frequency and beliefs.
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Pasquale, Michael. "Folk beliefs about second language learning and teaching." AILA Review 24 (December 21, 2011): 88–99. http://dx.doi.org/10.1075/aila.24.07pas.
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What do students and teachers believe about the second language learning process? What if these beliefs are in conflict with each other or with prevailing applied linguistic theories? These are the types of questions that are investigated within folk linguistic research. Some researchers have taken a quantitative approach that relied on questionnaires (e.g., Horwitz 1985), while others have delved into the cognitive foundations of beliefs (e.g., Woods 2003). Lastly, some have used discoursal approaches which use discourse analytic (e.g., Pasquale & Preston, forthcoming) and culturally contextualized approaches (e.g., Barcelos 1995) suggesting that folk belief is a dynamic process. Therefore, a discoursal approach may provide insights into respondents’ reasoning rather than what might be considered more static domains of belief.
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Duchardt, Barbara Anne, Donald D. Deshler, and Jean B. Schumaker. "A Strategic Intervention for Enabling Students with Learning Disabilities to Identify and Change their Ineffective Beliefs." Learning Disability Quarterly 18, no. 3 (August 1995): 186–201. http://dx.doi.org/10.2307/1511042.
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This study evaluated the effects of a strategy intervention designed to teach students with learning disabilities (LD) how to understand, identify, discuss, and transform ineffective beliefs. Multiple-probe and control-group designs were employed simultaneously and in combination. The 23 students with learning disabilities who participated in the study were randomly divided into two groups, experimental and control. The BELIEF Strategy, a strategy based on the professional literature, expert advice, and practice, was taught to the experimental group. The multiple-probe design was utilized to demonstrate students' mastery of the BELIEF Strategy. The results indicate that students with LD can be taught to apply the BELIEF Strategy. The control-group design was used to compare the performance of students who learned the BELIEF Strategy to that of students who did not learn the strategy. All analyses indicated that students who learned the strategy performed the strategy steps significantly better and had more knowledge of the strategy than students who did not participate in the instruction. Students reported satisfaction with certain aspects of the training but not with others. The results support the conclusion that students with LD can be taught skills associated with examining present beliefs and specifying new beliefs.
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Zhou, Xuanhan, and Wei Yang. "Ideal and Faith Education of College Students' Publicity Team." International Journal of Education and Humanities 6, no. 1 (November 27, 2022): 129–36. http://dx.doi.org/10.54097/ijeh.v6i1.3076.
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Strengthening college students' ideals and beliefs is an important proposition in the new era. Communication and education of ideals and beliefs have a strong internal connection and agreement in the theoretical category and goal orientation. Combined with the characteristics of new media, this paper analyzes the opportunities and challenges brought by new media as a media to the education of contemporary college students' ideals and beliefs. Using the theory of communication for reference, this paper puts forward the connotation of ideal and belief education communication, and puts forward the practical path to improve the effect of ideal and belief education of contemporary college students from such elements as the media, process, environment, supervision and feedback of communication: building a new teaching communication mode of media integration, strengthening the agenda setting of education communication, innovating the discourse system of education communication, creating a good environment for education communication Establish a supervision, management and feedback mechanism for information dissemination.
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Tofel-Grehl, Colby, and Carolyn M. Callahan. "STEM High Schools Teachers’ Belief Regarding STEM Student Giftedness." Gifted Child Quarterly 61, no. 1 (October 8, 2016): 40–51. http://dx.doi.org/10.1177/0016986216673712.
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Teachers’ beliefs about students influence many of the decisions they make in the classroom. While much work has been done exploring teachers’ beliefs as they relate to the nomination of students for gifted programs, little work has yet explored the ways in which teachers’ beliefs about student giftedness possibly affect instructional decisions. In this article, within the context of specialized STEM schools, the beliefs of teachers as related to their students’ giftedness and ability are explored. Findings indicated that teachers believe their students to be gifted regardless of designation. Teachers articulated beliefs around the type of learning opportunities gifted students need as well as the amount of work required to stimulate these students. Specifically, teachers stated that gifted students flourish under heavy workloads with intense amounts of independent and inquiry-based learning. Students were also queried to determine their own perceptions of these instructional practices on their learning and daily lives.
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Ondap, Hesteel Ven G., and Jhester S. Hornejas. "Scientific epistemological beliefs and engagement of students." Sapienza: International Journal of Interdisciplinary Studies 3, no. 1 (February 14, 2022): 183–95. http://dx.doi.org/10.51798/sijis.v3i1.224.
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The main objective of this study was to determine which domain of scientific epistemological belief best influences engagement of students. The respondents of the study were the 126 Science Technology Engineering and Mathematics (STEM) students from a certain school in Toril for school year 2018 -2019 who were determined using the universal sampling method. Thus, all STEM students were chosen as respondents of this study. A quantitative non-experimental employing the correlational technique was utilized in this study. An adapted questionnaire was modified to contextualize in the local setting and was used in gathering the data. Mean, Pearson-r and Regression were the statistical tools employed in analyzing and interpreting the data. Results revealed that scientific epistemological beliefs and engagement of students were rated high. Further analysis revealed that a significant relationship exists between the two variables and scientific epistemological beliefs significantly influence engagement of students. Among the indicators of scientific epistemological beliefs, verification and improvement dimensions significantly influenced student engagement in their singular capacities but, the best influence of engagement of students was the verification dimension.
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Chang, Cheng-Chieh, Liang-Ting Tsai, Chih-Hsuan Chang, Kuo-Chen Chang, and Cheng-Fang Su. "Effects of Science Reader Belief and Reading Comprehension on High School Students’ Science Learning via Mobile Devices." Sustainability 13, no. 8 (April 13, 2021): 4319. http://dx.doi.org/10.3390/su13084319.
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This research examines senior high school students’ earth science learning effects, focusing on the influence of science reading beliefs when employing mobile devices. The revision of the Science Reader Belief Inventory (SRBI) was used to examine the connections for high school students’ personal scientific reading beliefs and reading comprehension of earth science learning effectiveness conditions when using mobile devices to learn. The learning outcome was determined using achievement tests. In this research, 97 students from three classes of first-year high school students were enrolled in an eight-week experimental teaching study followed by an achievement test. The major findings are as follows: (1) High school students’ transaction beliefs were stronger than transmission beliefs. Transaction beliefs were significantly correlated with transmission beliefs. (2) Scientific beliefs may take a long time to change. (3) Whereas traditional reading comprehension strategies seem to have relied more heavily on vocabulary development, in an e-learning environment, students tend to rely on sentence-level parsing to understand scientific texts. This research provides a reference for teachers within learning environments in which information is incorporated into technology instruction, and various learning scenarios are used.
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G. Etang, Mae Ann, and Rey M. Regidor. "STUDENTS’ MATHEMATICAL BELIEFS AND ATTITUDES AS PREDICTORS TO STUDENTS’ MATHEMATICAL ABILITY." International Journal of Education and Social Science Research 05, no. 03 (2022): 23–60. http://dx.doi.org/10.37500/ijessr.2022.5303.
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This study dealt with the students’ mathematical beliefs and attitudes as predictors to students’ mathematical ability of New Bataan District. The study's main goal is to determine the impact of mathematical beliefs and attitudes on students' mathematical ability in New Bataan District, using a research design that is quantitative and predictive-correlational with regression analysis and a total of 270 respondents among junior high school students from the district's eight secondary schools. The Mean, Pearson r, and Multiple Regression Analysis were the measurable instruments used in this study. The mathematical beliefs of students were discovered to be a strong predictor of their mathematical abilities in the New Bataan district in terms of teacher’s role, relevance, difficulty, and high degree of competence. Furthermore, the results revealed that in terms of confidence, importance, and engagement, students' mathematical attitudes as a predictor of students' mathematical ability in the New Bataan district are quite high. Moreover, the students’ mathematical beliefs and students’ mathematical ability of New Bataan District have a significant relationship. Also, the students’ mathematical attitudes and students’ mathematical ability of New Bataan District have a significant relationship. Only teacher’s role out of four domains of students’ mathematical beliefs predicts students’ mathematical ability. No domains of students’ mathematical attitudes predicts students’ mathematical ability. As a result, the higher a student's mathematical ability, the better his or her mathematical beliefs and attitudes about mathematics are.
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Sugarman, Hannah, Chris Impey, Sanlyn Buxner, and Jessie Antonellis. "Astrology Beliefs among Undergraduate Students." Astronomy Education Review 10, no. 1 (December 2011): 010101–010101. http://dx.doi.org/10.3847/aer2010040.
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Beresova, Jana. "Teachers’ beliefs and students’ experiences." Global Journal of Foreign Language Teaching 6, no. 4 (November 11, 2016): 177–86. http://dx.doi.org/10.18844/gjflt.v6i4.1667.
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The article is based on the preliminary results of an ongoing research project that seeks to explore intercultural communicative competence of language teachers and university students. The article reports teachers’ beliefs and students’ experiences concerning intercultural communicative competence teaching and learning, gained by means of questionnaires. As Likert-type scales use fixed choice response formats and are designed to measure attitudes and opinions, they were used in the measurement of students’ statements that were asked to be evaluated in a survey, carried out in three different periods (steps). Teachers’ beliefs result from a long questionnaire, focused on data about how teachers perceive the cultural dimension of English language teaching and learning. The conclusions are based on data collected in a five-year study that need further investigation in the currently run project. Several recommendations for pre-service and in-service teacher training are commented on in the end. Keywords: teaching English, learning English, acquiring target culture, intercultural communicative competence.
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Kougioumtzis, K. "Students’ beliefs on physical education." International Journal of Physical Education 53, no. 2 (2016): 26–34. http://dx.doi.org/10.5771/2747-6073-2016-2-26.
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Brownlee, Joanne. "Teacher Education Students' Epistemological Beliefs." Research in Education 72, no. 1 (November 2004): 1–17. http://dx.doi.org/10.7227/rie.72.1.
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Spangler, Denise A. "Assessing Students' Beliefs About Mathematics." Arithmetic Teacher 40, no. 3 (November 1992): 148–52. http://dx.doi.org/10.5951/at.40.3.0148.
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The beliefs that students and teachers hold about mathematics have been well documented in the research literature in recent years (e.g., Cooney 1985; Frank 1988, 1990; Garofalo 1989a, 1989b; Schoenfeld 1987; Thompson 1984, 1985, 1988). The research has shown that some beliefs are quite salient across various populations. These commonly held beliefs include the following (Frank 1988):
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Canga Alonso, Andrés. "Students' Beliefs on Portfolio Assessment." Revista Alicantina de Estudios Ingleses, no. 26 (November 15, 2013): 225. http://dx.doi.org/10.14198/raei.2013.26.16.
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The development of the European Space for Higher Education (ESHE) not only encourages students’ active involvement in their learning process, but also promotes formative assessment. Therefore, the aim of this research is to analyse students´ beliefs on portfolio assessment in the subject Spanish-English/English-Spanish Translation of the degree in English Studies at a university in Spain. A questionnaire was administered at the end of the semester to check learners’ views on the implementation of an evaluation system based on portfolios. The results indicate that most of the students involved in the study recognise that using portfolios as assessment tools foster their learning since these learning tools favour reflection on one’s own learning as well as revision for the final exam. Contrariwise, learners think that portfolio assembling is time consuming and implies hard work. However, they also feel it is rewarding since they get a better grade at the end of the semester.
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Pelzer, Benedikt W., and Kristina Mickevičiūtė. "Gender beliefs in medical students." European Journal of Internal Medicine 41 (June 2017): e24. http://dx.doi.org/10.1016/j.ejim.2017.02.021.
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Foster, Gigi, and Paul Frijters. "Students' beliefs about peer effects." Economics Letters 108, no. 3 (September 2010): 260–63. http://dx.doi.org/10.1016/j.econlet.2010.05.020.
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Hartley, James. "Students’ beliefs about academic writing." PsyPag Quarterly 1, no. 79 (June 2011): 32–34. http://dx.doi.org/10.53841/bpspag.2011.1.79.32.
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Lestarina, Anggi Purwa, Joko Nurkamto Nurkamto, and Ngadiso Ngadiso Ngadiso. "EFL Teachers' Beliefs and ICT Integration Practices During Distance Learning: Employing Replacement, Amplification, and Transformation Framework." Register Journal 15, no. 1 (March 2, 2022): 91–108. http://dx.doi.org/10.18326/rgt.v15i1.91-108.
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Technology is successfully integrated when technology makes learning effective, efficient, and creative. It cannot be denied that technology positively contributes to teaching and learning. Moreover, in the current pandemic conditions where the learning process must be carried out remotely, technology helps this teaching and learning process more accessible. The objective of the study is to see the EFL teachers’ beliefs and ICT integration practices during distance learning. This study investigates teachers' beliefs of ICT integration based on the current theory and situation. The researchers used a qualitative approach in this case study; three EFL teachers were interviewed and observed. The finding of the study is all EFL teachers had positive beliefs about ICT use for teaching and learning and student-centered belief orientation for pedagogical belief. One of three had low-self efficacy to utilize ICT. ICT was integrated for effective and efficient learning, which means teachers' level of ICT integration was Amplification based on the RAT (Replacement, Amplification, and Transformation) framework. However, overall, teachers' beliefs orientation were positive belief about ICT integration, high self-efficacy belief, student-centered belief. Still, they could not reach the high level of ICT integration linked to creativity in teaching. They also faced some barriers in integrating ICT, such as students' engagement and the learning in the distance still incomplete. They missed the motivation or stimulation stage for their students and the students' learning process was lack of speaking and listening enhancement activities. Additional research should address more people as data objects to corroborate research results.Keywords: ICT integration, RAT framework, Teachers' Beliefs, Self-efficacy beliefs, Pedagogical beliefs
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Persinger, M. A., and K. Makarec. "Exotic Beliefs May Be Substitutes for Religious Beliefs." Perceptual and Motor Skills 71, no. 1 (August 1990): 16–18. http://dx.doi.org/10.2466/pms.1990.71.1.16.
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The percentages of items of the Personal Philosophy Inventories that reflect either traditional religious or exotic (alien intelligence, reincarnation) beliefs were compared for 504 female and 343 male university students as a function of church attendance; the data were collected over a 10-yr. period. A statistically significant interaction between the two clusters of beliefs and church attendance suggested that exotic beliefs may substitute for religious beliefs. Years of university experience did not reduce the incidence of either type of belief while preteenage religious experiences enhanced endorsement of both religious and exotic beliefs.
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Dandotkar, Srikanth, Laura E. Cruz, Jeffrey R. Stowell, and M. Anne Britt. "Knowing About Knowing." Journal of Effective Teaching in Higher Education 5, no. 1 (June 15, 2022): 1–17. http://dx.doi.org/10.36021/jethe.v5i1.251.
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Epistemic beliefs are one’s assumptions about knowledge and knowing. Given the research in educational psychology that established epistemic beliefs as reliable predictors of student success, we devised a pedagogical intervention to improve students’ epistemic beliefs. In this study, we examined the effectiveness of the reflective writing task as a means of changing how students think about what is known. Students from two upper-level psychology classes (Cognitive and Research Methods) took a general epistemic belief survey by rating their agreements with 38 items at three different times in a semester (first-day, pre-reflective-writing task, and post-reflective-writing task). Day 1 responses were utilized to validate the survey items using principal component analysis—three variables (Knowledge Construction and Modification-KCM, Structure of Knowledge-KST, and Meaning of Successful Students-SS) emerged. The intervention successfully improved students’ beliefs specific to Structure of Knowledge-KST and Meaning of Successful Students-SS, beliefs that predict student learning. This study suggests that even short interventions have the potential to influence students’ beliefs about knowledge, which have been shown to have demonstrable effects on their academic success.
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Dandotkar, Srikanth, Laura Cruz, and M. Anne Britt. "Knowing, Thinking, and Learning." Journal of Effective Teaching in Higher Education 5, no. 2 (December 22, 2022): 123–41. http://dx.doi.org/10.36021/jethe.v5i2.323.
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We examined the relationship between the levels of sophistication (high-sophisticated and low-sophisticated) of students’ domain general epistemic beliefs and an important component of students’ critical thinking skills—their ability to evaluate arguments. Participants evaluated arguments and took an epistemic belief survey before recalling arguments in a Surprise Recall task. Our findings suggest that students’ general beliefs about the speed of knowledge acquisition predicted how well they evaluated arguments and their memory for critical argument elements (i.e., claim-predicates). Implications of this connection between argument analysis and epistemic beliefs in the context of improving students’ critical thinking skills are discussed.
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Ročāne, Maija. "The Significance of Teacher`s Beliefs in the Learning Process." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 17, 2015): 165. http://dx.doi.org/10.17770/sie2015vol2.452.
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<p><em>Nowadays the innovative learning methods and approaches have been implemented in the learning process. Thus opportunities for the discovery of students` talents and abilities are created. Unfortunately, the lack of teachers` beliefs creates barriers in the process of discovering students` talents and abilities. Teachers` beliefs are essential in the process of introduction of the learning method-debating in the lesson. Therefore, the change of teacher`s belief is important: from only talented students can debate to each student can debate. The lack of teacher`s beliefs in the learner's ability to become a successful learner questions the expected results. The interview carried out in Liepaja Secondary School No.15 showed that the teachers' opinion is that the pedagogical belief can be changed. The experience, feedback, teacher training, as well as success stories were mentioned as teachers` beliefs influencing factors. Teacher training programs were emphasized as an essential component for strengthening teachers` beliefs, acquiring new knowledge and developing the ability to accept personal responsibility for student growth. Most of the interviewed teachers admitted that their pedagogical beliefs have been changed by the achievements of their students as well.</em><em> </em></p><p> </p>
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Pusparini, Ririn, Utami Widiati, and Arik Susanti. "Pre-service teachers’ beliefs about English Language Teaching and Learning in EFL classroom: A review of literature." JEES (Journal of English Educators Society) 6, no. 1 (April 23, 2021): 147–54. http://dx.doi.org/10.21070/jees.v6i1.1212.
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Pre-service teachers’ (PST) beliefs and practices have been agreed as an initially vital basis to continue maintaining a qualified learning process. This article reviews the research on PSTs’ beliefs and practices concerning teaching and learning English as a foreign language (EFL) and the exploration of the complex relationship between EFL PSTs’ beliefs and practices. It encompasses a discussion about the nature of teachers’ beliefs, an overview of PSTs’ belief formation, and some previous studies on PSTs’ beliefs. The review of related literature summarizes the empirical studies on PSTs’ beliefs and practices from 2011 up to 2020, which reveal the diversity and similarity of the studies on EFL PSTs’ beliefs. The result obtained in this study depicts that PSTs’ beliefs about EFL teaching and learning are affected by prior language learning experiences, teacher education, and teaching practices. Besides, some constraints in the classroom setting can trigger the beliefs change covering time restriction, curriculum emphasis, students’ misbehavior, students’ competence, students’ motivation, or even PSTs’ motivation and confidence. Finally, when their tacit beliefs turn into explicit beliefs, PSTs can identify and assess their beliefs attributed to their classroom practices, from which EFL PST education can be informed to design better courses and prepare PSTs’ future careers.
HIGHLIGHTS:
EFL PSTs’ beliefs are acquired from many years of learning experiences they got from schools to teacher education, of which the condition has influenced what and how they learn to teach.
Their beliefs, then, influence what they say and do in the classroom, which, in turn, shapes their beliefs.
Some constraints in the classroom setting can trigger the beliefs changed: time restriction, curriculum emphasis, students’ misbehavior, students’ competence, students’ motivation, or even PSTs’ motivation and confidence.
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Anuar, Nadia, Ahmad Mazli Muhammad, and Zainudin Awang. "An Exploratory Factor Analysis of Elicited Students’ Salient Beliefs Toward Critical Reading." International Journal of Modern Languages And Applied Linguistics 4, no. 4 (December 18, 2020): 101. http://dx.doi.org/10.24191/ijmal.v4i4.11288.
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Critical reading was named a key aspiration in the Malaysian Education Blueprint (2015-2025) and is an essential skill students must acquire. However, an increased number of students was reported to demonstrate poor critical reading performance at the workplace. Thus, Theory of Planned Behaviour (TPB) was utilised to examine students’ beliefs critical reading which encompass behavioural belief (advantages and disadvantages of critical reading), normative belief (identification of people who approve participating in critical reading), and control belief (difficulties in critical reading). A three-stage research design was employed. The first stage, elicitation study, was conducted as this stage has received minimum scholarly attention in the TPB literature and to ensure a more comprehensive analysis. The beliefs were analysed qualitatively, which was proceeded by expert panel review. Subsequently, exploratory factor analysis was conducted to determine the validity of the salient beliefs. Findings from the exploratory factor analysis and reliability analysis revealed that beliefs that were elicited from students in this first stage are appropriate and possess sufficient reliability and construct validity. Hence, the results of this study not only contributed to the critical reading and Theory of Planned Behaviour’s literature but have also identified more relevant factors that influence students’ perception toward critical reading.
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Karayagiz, Saban, and Timucin Aktan. "Investigation of the Relationships Between Paranormal Beliefs, Parental Bonding, and Adult Attachment of University Students." Imagination, Cognition and Personality 39, no. 3 (March 13, 2019): 277–90. http://dx.doi.org/10.1177/0276236619831629.
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Paranormal beliefs are of interest for the college students especially studying psychology and philosophy. In addition, attitudes such as parental bonding and adult attachment affect levels of paranormal beliefs. Exploring the relationships among these principal themes is of great importance in illuminating possible effects of students’ attachments and bonding toward the development of paranormal beliefs. The purpose of this study is to examine the relationship among students’ parental attachment, relationship attitude, and paranormal beliefs; 239 university students responded to the items in three separate questionnaires, the Paranormal Belief Scale, parental bonding, and adult attachment survey. The research findings showed that a significant relationship exists between paranormal beliefs and attachment attitudes in the favor of females. In terms of the relationship between paranormal beliefs and adult attachment, the results also revealed that they have akin relationships between adult attachment and parental bonding. Although adult relationships affect paranormal beliefs, no significant correlation was found among three areas possible because the effect of parental bonding is limited in the long term.
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Mandasari, Berlinda. "An Analysis of Teachers’ Beliefs toward Authentic Materials in Teaching Listening." TEKNOSASTIK 14, no. 1 (April 5, 2019): 19. http://dx.doi.org/10.33365/ts.v14i1.82.
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This research concerns on the study of analyzing teachers’ beliefs toward authentic materials in teaching listening. This issue becomes important to analyze because teachers’ beliefs containing conceptions, world views, and mental models about the materials will shape learning and teaching practices. The subject of this research was two English teachers who specifically teach listening skill by using authentic materials in Surakarta. The data were collected through observation, questionnaire and interview and were analyzed by using interactive model proposed by Miles and Huberman. The result of this research is teachers believe that :a) authentic materials are materials produced by a native speaker of the target language not for a teaching purpose, b) authentic materials must introduce English in the real context used by the native speaker, improve students’ knowledge, Improve students’ English competence in both spoken and written, improve students’ vocabulary, introduce the culture of native speaker, improve students’ listening ability, motivate students to learn, motivate students to learn autonomously, c) authentic materials are important to use since it is motivating students and providing some aspect of English that students can learn, d) authentic materials are considered to be carefully selected before being taught to the students, e) song attracts students’ interest. The result implies that teachers’ concept toward authentic materials has shape their belief.
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Casper, Jonathan M., and Michael E. Pfahl. "Environmental Behavior Frameworks of Sport and Recreation Undergraduate Students." Sport Management Education Journal 6, no. 1 (October 2012): 8–20. http://dx.doi.org/10.1123/smej.6.1.8.
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This study examined the values, beliefs, and norms of undergraduate sport management and recreation administration student’s related to environmental awareness and personal actions utilizing Stern’s (2000) value-belief-norm (VBN) framework. Students (N = 341) in sport-related programs at two universities completed the survey. Structural equation modeling found the VBN framework explained both personal and organizational environmental behavior. Values were a significant predictor of environmental beliefs. Beliefs significantly explained personal norms, but not behavior. Personal norms were the strongest indicator for proenvironmental action and predicted personal and organizational conservation behavior equally. This study extends research related to environmental behavior and provides a departure point to improve understandings of the current foundational environmental perspectives held by future sport and recreation managers.
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Xijuan, Zhai. "The Red Boat Spirit Leads the University’s Ideal and Belief Education Path from the Perspective of Identity Theory." Journal of Education, Teaching and Social Studies 2, no. 1 (January 18, 2020): p10. http://dx.doi.org/10.22158/jetss.v2n1p10.
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The Red boat spirit is the spirit formed by the Communist Party of China during the revolution, which contains rich ideals and beliefs and educational resources. It is a spiritual pillar for the construction and development of the CPC itself, so it has a unique value for guiding the ideal and belief education of college students. Identity theory provides a new perspective for exploring the era value of the Red Boat spirit leading the ideal and belief education in colleges and universities. At present, the public, especially college students’ awareness and recognition of the Red Boat spirit deserve more in-depth study. Through the exploration and integration of theory and practice, this paper plans from the following aspects: the guidance of Red Boat spirit to college students’ ideal and belief education, the improvement of the effectiveness of college students’ ideal and belief education, the core of which is to grasp the essential point of agreement between the Red Boat spirit and college students’ ideals and beliefs, find the agreement between the two from the perspective of homology and identity, explore the role of improving the Red Boat spirit culture in leading college students’ ideals and beliefs, and enhance the university students’ awareness and identity of the Red Boat spirit.