Dissertations / Theses on the topic 'Students cognition'
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Calvo, Dayana. "Fasting Cognition and Weight Status in College Students." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1426585579.
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Driskill, William Charles. "Effectiveness of the 4MAT instructional design on personal and cognitive attitudes of students /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.
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Dowson, Martin, University of Western Sydney, of Arts Education and Social Sciences College, and School of Teaching and Educational Studies. "Relations between students' academic motivation, cognition and achievement in Australian school settings." THESIS_CAESS_TES_Dowson_M.xml, 2000. http://handle.uws.edu.au:8081/1959.7/729.
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The purpose of this research was to investigate relations between students' academic motivation, cognition, and achievement. In particular, substantial issues are investigated involving the interaction of students' academic motivation and cognition, and specifies how selected motivational and cognitive variables may influence student academic achievement. In order to do this, this study develops a causal model of student achievement which, using goal theory as a framework, incorporates both motivational and cognitive variables to account for students' academic achivement. In total, the results suggest that students' academic achievement may be both conceptualised, and operationalised, as the product of interrelations between key facilitating, motivational, and cognitive variables. Despite some limitations, the study suggests several positive directions for future research. These include, in particular, further investigation of the social goals identified, how these goals relate to students' academic cognition, and how selected social goals and strategies together influence students' academic achievement. There is also further scope to investigate the role of particular facilitating variables in 'driving' students' academic motivation and cognition. Thus, the present research provides an empirical basis from which future, complementary, research may be undertakenDoctor of Philosophy (PhD)
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Day, Carol Lynn. "Alcohol consumption, cognitive functioning and sober mood in women and men college students." Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/492.
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The present study investigated the relationship between alcohol consumption and cognitive functioning in women and men college students, and examined the relationship between alcohol intake and sober mood state. Current consumption levels were calculated from a drinking history questionnaire as well as by daily self-monitoring and the data analyzed to determine if the two data collection measures were comparable. Pearson correlation coefficients showed the two measures of frequency of drinking significantly correlated for both the men and women. However, quantity consumed per occasion (QPO) as measured by the questionnaire was not significantly correlated to QPO as measured by self-monitoring for either the women or the men. Student's t-tests revealed significant differences with both men and women rating QPO higher when measured by the questionnaire. For the women, frequency of drinking was significantly lower with the questionnaire. This same trend was noted for the men, although it was not significant. No relationship was found between alcohol consumption and cognitive performance or sober mood state in this group of social drinkers.
Awareness of the dangers and the misuse of alcohol are at an all time high. One only need turn on the television or radio to hear messages designed to question our use of this "mind altering drug." Programs to "cure" alcohol dependence are advertised. Announcements designed to reduce the occurrence of drinking and driving are aired with pointed messages, e.g., "Friends don't let friends drive drunk." Even more specifically targeted are warnings aimed at high school and college-aged social drinkers: "If you don't drink and drive on grad night it won't KILL you." As education of the public increases, researchers are questioning not only the acute effects of alcohol but also possible "carryover effects" on sober social drinkers. We are well acquainted with the idea of skid-row alcoholics who have lost everything, including their memory. That long term drinking is associated with cognitive deficits is not surprising, but is there a relationship between cognitive deficits and social drinking in young adults? To address this question, neuroradiological and neuropsychological research on alcoholics and mature social drinkers is first reviewed. Previous research on college-aged social drinkers is examined, problems with prior research on college student social drinkers are identified, and the present study is outlined.
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Goodman, Kathleen M. "The influence of the campus climate for diversity on college students' need for cognition." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/971.
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The purpose of this research was to examine the influence of the campus climate for diversity on learning within four racial groups of college students. I used multiple regression to analyze how structural diversity, the psychological climate for diversity, and behavior influence one facet of learning - the need for cognition - for African-American, Asian-American, Latino/a, and White college students in the first year of college.
Three of the eight campus climate for diversity variables appeared to have no effect on need for cognition for any of the four samples: student heterogeneity, faculty heterogeneity, and discussion with faculty and staff whose opinions differ from the students. One variable, the student's value of racial and cultural diversity, a psychological dimension of the campus climate for diversity, had an effect on need for cognition for all four samples.
Four additional variables were significant within different samples. Believing the institution facilitates diverse interactions positively influenced need for cognition for Latino/a students. Taking a diversity course was positive for African-American students. Both interacting with diverse others and participating in a racial/cultural workshop were positive for White students. The findings also suggested that being a first-generation college student or coming from a low-income family moderates the influence of the campus climate for diversity on need for cognition.
Suggestions for future research include creating research designs that ascertain how various racial and economic groups experience the influence of diversity on learning; seeking out new ways to distribute surveys and encourage survey-completion among students of color; looking for interaction effects among diversity experiences; and using hierarchical linear modeling, structural equation modeling, qualitative methods, and mixed methods.
Suggestions for campus practice include maintaining programs designed specifically for students of individual racial groups, as well as low-income and first-generation college students; seeking ways to create a psychological climate that cultivates the belief that diversity is important to learning; providing more courses and workshops focused on racial and cultural diversity; and creating structured opportunities to introduce students to the varying political, religious, and social perspectives held by their peers.
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Benson, Carol Trinko Jones Graham A. "Assessing students' thinking in modeling probability contexts." Normal, Ill. Illinois State University, 2000. http://wwwlib.umi.com/cr/ilstu/fullcit?p9986725.
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Thesis (Ph. D.)--Illinois State University, 2000.Title from title page screen, viewed May 11, 2006. Dissertation Committee: Graham A. Jones (chair), Kenneth N. Berk, Patricia Klass, Cynthia W. Langrall, Edward S. Mooney. Includes bibliographical references (leaves 115-124) and abstract. Also available in print.
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Cohen, Randi Weisberger. "The relationship between cognitive profiles and proficiency in Spanish of first-year high school students." Connect to resource, 1987. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1264533917.
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Levinstein, Sylvie. "A case study of a reading intervention programme for 'dyslexic students' in Israel." Thesis, Anglia Ruskin University, 2013. http://arro.anglia.ac.uk/314612/.
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There is agreement among researchers that phonological awareness deficits are one of the main causes of dyslexia. Some researchers support the view that phonological awareness can be improved by teaching reading through a topdown approach (whole word) or a bottom-up approach (grapheme-phoneme); others claim that the combination of these two complementary approaches is more successful. The goal of this research combined reading intervention programme was to enhance the six 'dyslexic students' phonological awareness and to improve their reading in English in the inclusive English as a foreign language classroom. The research studied the effects the reading intervention programme, which systematically combines the two complementary approaches for the same duration of time in each session, had on the six Israeli research 'dyslexic students'. The present study is an inductive action research applying a case study design using qualitative research tools. Data from in-depth pre- and post-intervention interviews is triangulated with the participants' diaries, the practitioner's journal and the documentation of the pre- and post-intervention participants' assessments. Thematic data analysis indicated an improvement in the participants' phonological awareness, reading in English and functioning in the inclusive EFL classroom as a result of the combined reading intervention programme. The contribution to knowledge points to the fact that while a four-month cognitive intervention programme with 'dyslexic students' in Israel, studying English as a foreign language may improve students' cognitive functioning in English, it is insufficient in enabling students to allay their fears regarding the expectations of Israeli society, and their ability to succeed in life. Propositions suggest conducting a further action research study which examines the implementation of an additional emotional intervention to the cognitive one. The development of the emotional intervention will enable evaluation of the effects of a combined programme on 'dyslexic students' in Israel.
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Levinstein, Sylvie. "A case study of a reading intervention programme for 'dyslexic students' in Israel." Thesis, Anglia Ruskin University, 2013. https://arro.anglia.ac.uk/id/eprint/314612/1/Sylvie-Levinstein-PhD-thesis.pdf.
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There is agreement among researchers that phonological awareness deficits are
one of the main causes of dyslexia. Some researchers support the view that
phonological awareness can be improved by teaching reading through a topdown
approach (whole word) or a bottom-up approach (grapheme-phoneme);
others claim that the combination of these two complementary approaches is
more successful. The goal of this research combined reading intervention
programme was to enhance the six 'dyslexic students' phonological awareness
and to improve their reading in English in the inclusive English as a foreign
language classroom. The research studied the effects the reading intervention
programme, which systematically combines the two complementary approaches
for the same duration of time in each session, had on the six Israeli research
'dyslexic students'.
The present study is an inductive action research applying a case study design
using qualitative research tools. Data from in-depth pre- and post-intervention
interviews is triangulated with the participants' diaries, the practitioner's journal
and the documentation of the pre- and post-intervention participants'
assessments.
Thematic data analysis indicated an improvement in the participants'
phonological awareness, reading in English and functioning in the inclusive EFL
classroom as a result of the combined reading intervention programme.
The contribution to knowledge points to the fact that while a four-month
cognitive intervention programme with 'dyslexic students' in Israel, studying
English as a foreign language may improve students' cognitive functioning in
English, it is insufficient in enabling students to allay their fears regarding the
expectations of Israeli society, and their ability to succeed in life. Propositions
suggest conducting a further action research study which examines the
implementation of an additional emotional intervention to the cognitive one. The
development of the emotional intervention will enable evaluation of the effects of
a combined programme on 'dyslexic students' in Israel.
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Price, Danielle Nicole. "Spatial Cognition among Montana Eleventh and Twelfth Grade Agricultural Education Students." Thesis, Montana State University, 2004. http://etd.lib.montana.edu/etd/2004/price/PriceD04.pdf.
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The purpose of this study was to determine high school student's spatial cognition abilities to identify features and attributes in agriculture production images, projected in two-dimension (2D) or three-dimension (3D). The effects of selected demographics on spatial cognition were examined. The population consisted of 101 high school students from selected secondary agricultural education programs during the Fall Semester of 2003. Criteria for participation were that the class size be 10-15 students enrolled in 11th or 12th grade. The agricultural classes were randomly assigned as either participating in the 2D or 3D study. When viewing 2D and 3D images of production agriculture students were able to correctly identify features and attributes about 50 percent of the time. Based on the 17 multiple-choice questions of the 23 questions used, there was no significant difference in students' spatial cognitive abilities when viewing 2D and 3D production agriculture images. When viewing production agriculture images in 3D, containing features and attributes relative to elevation, spatial cognition was enhanced. Age, grade level, semesters enrolled in agricultural education, gender, place of residence and prior GIS experience did not enhance spatial cognition.
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Daley, Jeffrey Donald. "Effects of modeling cognitive learning strategies to middle school students studying social studies content /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.
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Houchins, Joyce S. (Joyce Ann S. ). "The Effects of a Strategic Thinking Program on the Cognitive Ability of Seventh Grade Students." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc277719/.
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This study used a posttest only design to determine the effects of a strategic thinking program on the Cognitive Abilities Test (CogAT, Form 4) scores of seventh graders who received direct instruction in Strategic Thinking Skills (STS) with the scores of seventh graders who did not receive direct instruction in STS. The study was conducted in a large suburban middle school in north Texas.
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Berry, Thomas R. "The contribution of the need for cognition in developing predictive models of psychological adjustment in college students /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3012948.
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Nicoli, Gina Tagliapietra. "The impact of co-curricular involvement on college students' need for cognition." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/2753.
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The purpose of this research was to examine the influence of co-curricular involvement on the need for cognition. Using multiple regression, I analyzed the relationship between co-curricular involvement and the need for cognition while controlling for sex, race, pretest, precollege academic motivation, SES, precollege academic ability, high school involvement, institutional type, work, residence, major, non-classroom interactions with faculty, and the kind of instruction. I also analyzed whether race, sex, or the type of institution students' attend further influenced the effect of involvement on the need for cognition
The main effects model found the impact of involvement on the need for cognition to be statistically non-significant. While looking at conditional effects, I found being involved had a small, but positive, statistically significant impact on the need for cognition for non-white students. Also during this exploration I found sex and institutional type did not significantly impact the effects of involvement on the need for cognition. The suggestions for future research include replicating the current study and examining the impact of specific co-curricular involvement opportunities; following-up this study with a qualitative study to discover what students are gaining from co-curricular involvement; looking for additional conditional effects; and exploring what other college experiences impact the need for cognition.
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Syvertsen, Kai P. "The role of cognitive processes in dysphoria and college drinking : a daily experiences study /." Laramie, Wyo. : University of Wyoming, 2005. http://proquest.umi.com/pqdweb?did=888855231&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Evans, Christina Janet. "Approaches to learning, need for cognition, and strategic flexibility among university students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0010/MQ52898.pdf.
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Messenger, Carla Lynn. "Anxiety Sensitivity and Panic among College Students: Cognition, Emotion, and Somatic Symptoms." W&M ScholarWorks, 1997. https://scholarworks.wm.edu/etd/1539626146.
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Cuevas, Joshua A. "Applied Cognition in Reading: An Analysis of Reading Comprehension in Secondary School Students." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/epse_diss/70.
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This research sought to add to a body of knowledge that is severely underrepresented in the scientific literature, reading comprehension in secondary students. Chapter 1 examines the current state of literacy in the nation’s public schools and the consequences that arise if students leave high school with inadequate reading skills. It discusses the neurological processes involved with reading and posits that independent silent reading (ISR) combined with scaffolding techniques may prove to be an effective method for addressing reading comprehension. The review also analyzes the components believed to be essential to reading, including vocabulary development, prior knowledge and background information, inferencing and prediction, and cognitive and metacognitive strategies. It argues that technological tools may have the potential to address these components within the framework of ISR. Chapter 2 details the experiment that tested these hypotheses. The study implemented an ISR program across a 5-month semester in a public high school and included 145 participants from nine 10th grade literature classes. The control group took part in no ISR, one treatment group participated in weekly ISR read from a textbook, and another treatment group participated in weekly ISR read from a computer module designed to address the components of reading comprehension. Students were measured on multiple achievement and motivational assessments. Results indicated that students from the ISR groups made greater gains than the control group in total reading ability, reading comprehension, end-of-course reading scores, and success/ability attribution, but no differences emerged on the vocabulary assessment. The computer module ISR group performed similarly in most respects to the textbook ISR group, but students in the computer module ISR group increased in their reading motivation and scored better on the individual reading assignments, suggesting the cognitive tools assisted them in understanding specific material at hand. This research offers much needed data on secondary students’ reading achievement and motivation, and provides evidence for one method, ISR, that has the potential to address development in these areas.
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Yimer, Asmamaw Ellerton Nerida F. "Metacognitive and cognitive functioning of college students during mathematical problem solving." Normal, Ill. : Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3128290.
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Thesis (Ph. D.)--Illinois State University, 2004.Title from title page screen, viewed Dec. 9, 2004. Dissertation Committee: Nerida F. Ellerton (chair), Sherry L. Meier, Norma C. Presmeg, Beverly S. Rich. Includes bibliographical references (leaves 179-191) and abstract. Also available in print.
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Li, Lai-king. "A study of economics understanding of primary school students in Hong Kong." [Hong Kong : University of Hong Kong], 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13833248.
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Givens, Karolyn Whittlesey. "Facilitating the cognitive growth of baccalaureate nursing students : using writing strategies for thinking and cognitive development /." This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-08252008-162801/.
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Dai, Ting. "THINKING ABOUT ONLINE SOURCES: EXPLORING STUDENTS' EPISTEMIC COGNITION IN INTERNET-BASED CHEMISTRY LEARNING." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/285717.
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Educational PsychologyPh.D.
This dissertation investigated the relation between epistemic cognition-epistemic aims and source beliefs-and learning outcome in an Internet-based research context. Based on a framework of epistemic cognition (Chinn, Buckland, & Samarapungavan, 2011), a context-specific epistemic aims and source beliefs questionnaire (CEASBQ) was developed and administered to 354 students from college-level introductory chemistry courses. A series of multitrait-multimethod model comparisons provided evidence for construct convergent and discriminant validity for three epistemic aims-true beliefs, justified beliefs, explanatory connection, which were all distinguished from, yet correlated with, mastery goals. Students' epistemic aims were specific to the chemistry topics in research. Multidimensional scaling results indicated that students' source evaluation was based on two dimensions-professional expertise and first-hand knowledge, suggesting a multidimensional structure of source beliefs. Most importantly, online learning outcome was found to be significantly associated with two epistemic aims-justified beliefs and explanatory connection: The more students sought justifications in the online research, the lower they tended to score on the learning outcome measure, whereas the more students sought explanatory connections between information, the higher they scored on the outcome measure. There was a significant but small positive association between source beliefs and learning outcome. The influences of epistemic aims and source beliefs on learning outcome were found to be above and beyond the effects of a number of covariates, including prior knowledge and perceived ability with online sources.
Temple University--Theses
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Humphrey, Carolyn F. "Acquaintance rape : exploring the relationship between cognition and behavioral-intentions through the development of contemporary measures of attitudes /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3036832.
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Goodchild, Simon. "An exploratory study of year ten students' goals in the mathematics classroom." Thesis, University of Exeter, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361383.
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Chandler, William L. "Sixth grade students' thinking about art making : a naturalistic study." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/833009.
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Students are regularly involved in art making as a part of the general school curriculum. This study investigated and documented sixth grade students' art making in terms of thinking and the construction of knowledge. Following qualitative research procedures the study took place in two sixth grade classrooms. Four questions directed the investigation. These included inquiries into the subjects' art making knowledge base, how knowledge is used in the practice of classroom art making, ways in which art making exhibits cognitive and reflective thinking, and finally how student production is affected by interactions with other members of the environment. Data was collected through observation and informal interview. Data collection activities focused on three student subgroups, identified by peers as having an interest, disinterest or a neutral attitude toward classroom art making.Analysis of data revealed three broad patterns of behavior relative to student art making. Reflecting the research questions these behaviors considered ways art making knowledge is constructed by students, how art making knowledge is used for the process of art production problem solving, and the impact of other members of the environment on the art making.These data indicate that subjects are especially able to construct and use art making knowledge in terms of technique and procedure. Knowledge exhibited through the use of analytical and critical language was observed less frequently, and with less skill. Subjects' processed art making as cognitive and reflective thinking, rather than as spontaneous activity. Students identified asart interested especially pursued their production activities, making choices and decisions relative to their act of making and their constructed object. Junctures of the art making activity specifically considered the envisioning of the problem, choosing appropriate production actions and the determination of a work's completion. Interaction between members of the setting was also prevalent during class observations. Teacher input resulted in the highest level of impact relative to student art making. The focus of student interactions was primarily social and thus had limited influence on the art making practices of their peers.Department of Art
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Henson-Dacey, Jacqueline B. "High School Visual Art Students' Perceptions of Creativity." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1406.
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When high school art teachers do not understand how their students experience creativity, studio art programs are less effective in fostering student learning than they would otherwise be. Nevertheless, extant research does not reveal a consistent or comprehensive understanding of how adolescents experience creativity in art education. Drawing on Csikszentmihalyi's theory of creativity and flow, this study explored students' perceptions of creativity and its relationship to flow, or the state of consciousness associated with optimal pleasure. This phenomenological study investigated students' perceptions of creativity and flow by interviewing nine high school advanced placement students in a public high school in southwest Florida. Data were drawn from three structured interviews with each subject and a field journal kept by the researcher. The Think Aloud technique used for the second interview provided rich descriptions while participants were in the midst of doing art. Field journal entries were organized according to Bailey's guide to field note classification. Moustakas's interpretation and modifications of the Van Kaam method of analysis provided a systematic approach to transcript reduction. The results of the investigation revealed four themes in the ways students perceive their own creativity, namely, influences, mindset, self-efficacy, and emotions. As they reflected on their perceptions of creativity and flow, students gained a greater awareness of their experience while creating art. Among the study's implications for social change, as art educators elicit these understandings, they foster creativity and transform students' lives in school and potentially, the wider society.
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Maschio, Jill. "The Need for Cognition and Critical Thinking Skills and Depressive Symptoms in College Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5099.
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This dissertation concerns the relationship between the symptomatology of depression and cognition. The purpose of this study was to investigate the assumptions of Beck's negative cognition theory regarding the relationship between patients' lack of ability to reason and depression. Beck noticed that people with depression failed to consciously examine the basis upon which their negative self-defeating reality is founded. This study examined a relationship between critical thinking skills and the need for cognition (the desire to think about ambiguous information) and levels of depression and education. The participants were 75 postsecondary undergraduate and graduate students from both online and traditional universities. This study used two-way between ANOVAs. The participants completed the Zung Self-Rating Depression scale and the Need for Cognition scale, as well as the Ennis-Weir Critical Thinking Essay test. The findings showed no significant differences in scores between those with symptoms of depression and those without in terms of critical thinking skills and need for cognition. A reanalysis was performed to remove outliers in the data, which resulted in finding significant differences between education level and the need for cognition. These findings may suggest that the participants' desire to apply effort to thinking about ambiguous information or problems is related to education level. These findings might help promote positive social change by suggesting that other researchers examine the relationship between critical thinking skills and depression to add to this conversation.
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Polaki, Mokaeane V. Jones Graham A. "Using instruction to trace Basotho elementary students' growth in probabilistic thinking." Normal, Ill. Illinois State University, 2000. http://wwwlib.umi.com/cr/ilstu/fullcit?p9986729.
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Thesis (Ph. D.)--Illinois State University, 2000.Title from title page screen, viewed May 9, 2006. Dissertation Committee: Graham A. Jones (chair), Cynthia W. Langrall, Michael Marsalli. Includes bibliographical references (leaves 123-131) and abstract. Also available in print.
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L, McFarlane Marie. "Are the needs of cognitively disabled students being met in family and consumer education classes at the high school level?" Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008mcfarlanem.pdf.
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Verney, Steven P. "Pupillary responses index : information processing efficiency across cultures /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2000. http://wwwlib.umi.com/cr/ucsd/fullcit?p9992386.
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Sahajpal, Prem. "Social cognition in undergraduate students." Thesis, 1993. http://hdl.handle.net/2009/5387.
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石如玉. "A Study of Elementary Students’ Cognition on Insect." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/85344187853130576617.
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碩士臺北市立師範學院
科學教育研究所
91
The purpose of this research is to analyze elementary school students’ cognition to insect conceptions in Taiwan. A total of 1265 students from the fourth grade and the sixth grade respectively responded to the insect conceptions questionnaire, which is revised upon a semi-constructed interview outline and interviewees’ feedback as well. To further grasp students’ understanding on insect conceptions, 16 out of the 1247 respondents were questioned upon finishing the questionnaire. This research comes up with three findings, which will be elaborated below: 1.Source for students to know insect is highly related to their daily life experience, such as by observation and learning experience gained from books and teachers’ instruction. 2.Elementary school students’ understanding of insects: Most elementary school students understand the growth stages of insects, but have difficulties with their characteristics, habitats, food and metamorphosis processes. Of all students, the fourth graders in particular have the most serious misconceptions. 3.Students’ cognition on common insect conceptions varies by age. In general, students have more complete conceptions of insect, as they grow older. There exists a significant difference between these two groups. 4.Comparison among elementary school students in different geographical areas: The understanding of insects at the elementary school level is better in rural areas as opposed to urban areas. This is especially true concerning insect characteristics and habitats. Research and suggestion to relevant curriculum design, instruction and further research are also raised.
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Cheng, Mei-Fen, and 鄭玫芬. "The Effects of Career Cognition-Oriented Program on Junior High School Students’ Integrated Career Cognition." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/17292746131502227617.
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碩士雲林科技大學
技術及職業教育研究所碩士班
97
The main purpose of this study is to explore the effects of “Career Cognition-Oriented Program” on junior high school students’ integrated career cognition,including the perception of ego characteristics, the perception of the environment, the perception of the source from career information, the perception of career decision-making. The research of this study was a quasi-experimental design. Sixty target students, selected from a junior high school in Yunlin County, were divided into two groups, including 30 students in each groups. The experimental group received eight units of career education courses within 9 weeks, 45 minutes a period, one period a week, but the controlled group didn’t. The data was collected by the “Integrated Career Cognition Scale”, and analyzed with the one-way ANCOVA. Otherwise,the opinions of experimental members were adapted to provide the justifications. The conclusions of the experiment were concentrated as following: 1. Career Cognition-Oriented Program gave the students immediate effects on integrated career cognition , the perception of ego characteristics, the perception of the environment, and the perception of the source from career information, but not on the perception of career decision-making. 2. Career Cognition-Oriented Program gave the students follow-up effects on integrated career cognition, the perception of ego characteristics, the perception of the environment, and the perception of the source from career information, but not on the perception of career decision-making. 3. From the opinions of the experimental group, Career Cognition-Oriented Program had it’s positive effect on the experimental students.
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ZHEN, WEI-CHENG, and 陳韋誠. "The important connotation of Moral Cognition for college students." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/34314776183720692000.
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碩士中華大學
應用統計學系碩士班
101
The purpose of this study was to investigate the influence of the important factors of the students of Moral Cognition. The questionnaire, The Chinese University undergraduate and graduate students for the study, issued 250 questionnaires were recovered 224 valid questionnaires. Statistics, factor analysis, and statistical methods to conduct data analysis to describe the narrative recycling. According to the results of the data analysis, led to the following conclusions; affect the moral character of the important components of average importance (5) 1: the words and deeds of politicians 2: dedicated service 3: Family Education 4: habits 5: teachers words and deeds affect the moral of the important components of the average (last 5) 1: grades good or bad 2: with professional skills 3: participate in community activities 4: Location 5: The national economy is good or bad Can be divided into six major factors in students an important factor in the connotation of Moral Cognition (A) basic lifestyle (B) the ability to identify (C) interpersonal and cultural level (D) universal values (E) the level of knowledge and skills (F) The external environment conditions Keywords: moral education, questionnaires, factor analysis.
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Tien-Hsiang, Liu, and 劉天翔. "The Study of Mathematics Reading, Meta-cognition, and Cognitive Style for Elementary School Fourth-Grade Students." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/21435582358876354184.
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碩士國立臺中教育大學
教育測驗統計研究所
98
Based on the model of mathematics reading comprehension and content reading theory, this study aimed to investigate the relationship among meta-cognition and mathematics reading and cognitive style for the fourth-grade students. It aimed to explore: 1.the students perform in the test of cognitive style, meta-cognition and mathematics reading 2.is there any significant differences among the test of cognitive style, meta-cognition and mathematics reading of boys and that of girls; 3.is there any significant differences between the test of meta-cognition and mathematics reading of field dependence and that of field independence; 4.the relationship between the meta-cognition and mathematics reading. The research tool was three test, included the Mathematics Reading Test, and The Mathematics Reading Meta-cognition Test, and the Group Embedded Figures Test. The sample is from seven elementary schools in Taichung county, totally 323 students. There are some results for this research. They were as follows: 1.Regarding the present situation of students’ mathematics reading, they perform well as to “mathematics special skills”, but they perform awkwardly as to “mathematics background knowledge”. 2.Regarding the present situation of students’ meta-cognition of mathematics reading, they perform well as to “the meta-cognition of mathematics special skills”. 3.There were 49(15.2%) students belong to field independent style, 54(16.7%) students belong to field dependent style, 220(68.1%) students belong to uncertain style. 4.No significant differences in the mathematics reading ability between boys and girls. 5.No significant differences in the meta-cognition of mathematics reading between boys and girls. 6.No significant differences in the cognitive style between boys and girls. 7.There were significant differences in the mathematics reading between field independent and field dependent students. 8.There was significant differences in the meta-cognition of mathematics reading between field independent and field dependent students. 9.There was a positive relationship between the mathematics reading and the meta-cognition of mathematics reading.
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Ｈｕｎｇ, Ｓｕ Sｈｕ, and 蘇淑紅. "Cognition of Visual Impairment Students With Regard to Space Concept." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/79220242978166206429.
Full textAbstract:
碩士國立高雄師範大學
特殊教育學系
92
The purpose of this study was to compare the difference in naming , representation and recognition of visual impairment students with regard to space concept. The students were from itinerant teacher’s room in elementary and junior high schools in Kaohsiung. The author used the mathematic textbooks that were re-edited into testing materials. The content of the test included two items: two dimensional objects and three dimensional objects. The results of the tests showed the naming performance of two dimensional objects by visual impairment students in elementary school occurred significant difference. In other words, the naming performance of two dimensional objects by visual impairment students improved with age. Moreover, the visual impairment students in elementary school displayed very high abilities on the representation test of two dimensional objects. Therefore, the representation performance of two dimensional objects by visual impairment students were better than naming performance. Recognition performance of cylinder by visual impairment students in elementary school occurred significant difference, and the visual impairment students in junior high school displayed significant difference on the recognition of cone. The reasons that students who are blind could own conception of dimensions and analogical abilities. But the representation performance of three dimensional objects by visual impairment students could not increase with age. keywords:visual impairment，two dimension，three dimension， recognition，naming，representation，recognition， space concept
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LIN, LI-AN, and 林俐安. "The Study Of Pharmacy Students` Cognition Of Long-Term Care." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/t3ng7s.
Full textAbstract:
碩士嘉南藥理大學
藥學系
104
Population ageing is a phenomenon that comes with development of the economy and health care. In Taiwan, official statistics shows that there 12.51 percent of total population are 65 years old or older by 2015, considering as the aging society. Many people began to pay attention to the issues related to the elderly health care. Long-term care is one of them. Most elderly people are suffering from kinds of chronic disease and need to take lot of medicine. Therefore, medication safety is particularly important. And checking patients` medication safety is one of pharmacists` responsibility. Nowadays, whenever pharmacists used their specialty to provide better service to the public by long-term care policies developed in Taiwan? How deep do domestic pharmacists understand with long-term care relevant policies? Hope that this study`s result can be analyzed for pharmacy students` cognition of long-term care by accessing them with questionnaire. The origin of this study subjects were from Chia Nan University of Pharmacy, collecting information by questionnaire. There were four sections in questionnaire: basic information; the understanding of long-term care; the understanding of the long-term care policy in Taiwan and the cognition between long-term care and pharmacy. In final, data were analyzed by using statistical software Statistical Product and Service Solutions v.22. There were total 445 effective questionnaires. According to the result of questionnaires showed that the average age of 445 students was 20.76 ± 1.33 years old. The average score of total awareness was 57.58 ± 6.73 points. In which for the average score of the understanding of long-term care was 20.17 ± 2.64 points; the average score of the understanding of the long-term care policy in Taiwan was 16.99 ± 2.64 points and the average score of the cognition between long-term care and pharmacy was 20.42 ± 2.54 points. There were 281 students (63.15%) whose families with the elderly that aged over 65 years old. Each elderly had 2.01 ± 1.28 kinds of chronic diseases on average. Under the regression analysis, we found that positive degree of getting information with a significant influence on the difference of pharmacy students` long-term care cognition degree. However, the public`s demand of long-term care services grows incrementally, most long-term care policy in Taiwan had just started and not been perfect. Mainly working environment of most pharmacists are in the hospital. They are relatively unfamiliar to long-term care, plus the relevant policies has not been done. So, there are seldom staffs input long-term care. The results of this study could help us to understand pharmacy students` cognition of long-term care. Thereby, we could predict that what role in long-term care pharmacist students will play in the future. Meanwhile, we analyzed the impact factors of cognition and the abilities which pharmacy students need to strengthen. Looking forward to this research can enhance pharmacy students` cognition of long-term care, helping them and bring for the public better pharmaceutical services.
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HOU, HONG-DA, and 侯宏達. "A research on college students' cognition of green building indicators." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/zzxjec.
Full textAbstract:
碩士國立高雄師範大學
工業科技教育學系
105
In Taiwan, because the living space is small, so the construction industry is very developed. In order to assess whether a building is in line with sustainable development, it has produced green building indicators. In Taiwan, buildings that meet green building indicators are mostly public construction. This study is based on college students as a research object, because they are part of the next generation of the purchase of ethnic groups. To understand the students in their own living environment need to improve the place, as the government in the community planning considerations. The results of this study show that students have a high degree of awareness of the green building indicators.There are also different experiences in the perception of the building's inconvenience to life.For the maintenance of the environment has a good sense.Considerable emphasis on water conservation.There is also a good understanding of the reduction of waste and chemicals.In the final sort out the number of different background changes in the students in the green building nine indicators of cognitive differences.
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Chih, Bruce Yang Po, and 楊博志. "An Investigation of DAFL Students'' Cognition of English Noun Clauses." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/05642515479075869725.
Full textAbstract:
碩士南台科技大學
應用英語系
92
Because of the fact that English is becoming more and more important, institutes and universities of science and technology have been found to establish DAFLs one after another. Whether students of DAFLs with their tech-vocational background can perform well on the knowledge level can be measured in terms of Bloom’s Cognitive Domains. Clauses, which are frequently used by writers in writing, serve as an indicator of students’ English grammar ability. That clauses are used to a great extent is evidenced by ten articles selected from internationally known magazines such as TIME, NEWSWEEK and The Economist. The sampled population was 175 would-be graduates of DAFLs from Southern Taiwan University of Technology and Taichung Healthcare and Management University. They participated in the survey which aimed at testing to what extent they understood noun clauses at each level of the Bloom’s Cognitive Taxonomy. Though 94% of the respondents knew there is a distinction between sentences and clauses (Level 1: Knowledge), only 39.4% of the respondents could clearly and correctly describe how different kinds of clauses function (Level 2: Comprehension). So far as Level 3: Application is concerned, only 41.9% of the respondents could make simple sentences containing subjective, objective or appositive noun clauses. So far as Level 4: Analysis is concerned, only 35% of the respondents could analyze when given a test consisting of different kinds of clauses with different grammatical functions. But they performed better (51.5%) on a test containing only noun clauses of different functions. When respondents analyzed functions of noun clauses, only 26.3% of respondents could identify appositive noun clauses and 16.6% of respondents could identify complement noun clauses. Overall, students of DAFL still have much to learn to enhance their English proficiency.
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Ranjeeth, Sanjay. "An investigation of the impact of human cognition on the acquisition of computer programming skills by students at a university." Thesis, 2008. http://hdl.handle.net/10321/346.
Full textAbstract:
Thesis (M.Tech.: Information technology)- Dept. of Information Technology, Durban University of Technology, 2008.
vii, 131 leaves.This study aimed to explore the impact of cognitive ability on the understanding of computer programming by students enrolled for a programming course at the University of KwaZulu-Natal. The rationale for this study is provided by the general perception held by the academic community that computer programming is a difficult faculty to master. This assertion is corroborated by reports of high failure rates in computer programming courses at tertiary institutes. A literature review was undertaken to investigate the contribution of other factors on the ability to achieve competence in computer programmer. Based on the outcome of the literature review, this study argues that cognitive ability warrants a higher priority relative to the other factors. As a strategy, cognitive science theory was consulted to establish a framework to quantify competency in computer programming. On the basis of this endeavour, two protocols were identified to facilitate the quantification process. The first was the “deep and surface” protocol used in previous studies to ascertain students’ cognitive style of understanding for computer programming. The second was an error analysis framework which was developed as part of the current study. These protocols were used as frameworks to underpin the data collection phase of the study. This study found that at least 50% of the students enrolled in a computer programming course adopt a superficial approach to the understanding of computer programming. In order to explain this phenomenon, a cognitive ability test was administered. Here it was established that at least 39% of these students have not reached a level of cognitive development that will enable the invocation of abstract thought. The study also found that this inability to handle abstractionism, an essential requirement for success in computer programming, is reflected in the severity of errors made in computer programming assessment tasks.
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Moodie, Carole Louise. "Personality and cognitive aspects of art students." Thesis, 2014. http://hdl.handle.net/10210/12915.
Full text
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Ting, Chun-lan, and 丁春蘭. "The Study of Problem-Solving, Meta-cognition and Cognitive Style on Multiplication-Division for Elementary School Students." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/72322417301273335751.
Full textAbstract:
碩士臺中師範學院
數學教育學系在職進修教學碩士學位班
91
The purpose of this study is to investigate the relationship among cognitive style, meta-cognition and the problem-solving ability of multiplication-division word problems for the sixth-grade students. The sample is from four elemental schools in the central part of Taiwan, totally 595 pupils. The tools used in the study were “Group Embedded-Figures Tests” and “Math Tests of Problem-Solving Ability” designed by the author. The study explored the ability of problem-solving for multiplication-division word problems, the cognitive styles and meta-cognition ability. This study mainly analyzes the relationship among the ability of solving multiplication-division word problems, the cognitive style and meta-cognition ability. Furthermore, for all the sample pupils, the author also analyzes the problem-solving types, FI/FD types (field-independent and field-dependent) in order to realize the characteristics of concepts in multiplication-division problems. After the data analysis and explanation, there are some results for this research. They were as follows: 1. Students had different ability of the problem-solving and meta-cognition when dealing with multiplication-division problems. (1) For the sample pupils to understand multiplication-division problems, they performed best on the type of isomorphism of measures and the type of comparison. The next was the product of measures and the multiple proportion was the worst . (2) There existed a significant difference of problem-solving ability between different types of problems. (3) The places of the unknown quantity in the problems of different multiplication-division types affected the sample pupils how to solve them. The places of the unknown quantity were an affecting factor. (4) As for these four types of problems, the level sequences for the ability of self-monitoring, which were confidence of equation formulation and confidence of answer after problem-solving, was the type of isomorphism of measures, the type of comparison, the type of the product of measures, and the type of multiple proportion. (5) For different problems that had extra information and had no extra information, there was a significant difference of the self-monitoring ability on confidence of equation formulation and confidence of the answer after problem solving. (6) There was a significant difference of meta-cognition ability on the places of the unknown quantity in the problems of different multiplication-division types. The places of the unknown quantity in the word problems were an affecting factor on meta-cognition ability. 2. The field-independent pupils are superior to the field-dependent pupils in the ability of solving multiplication-division word problems. 3. There was a significant relationship among the meta-cognition ability of equation formulation, the meta-cognition ability of confidence of the answer after problem answering and the problem-solving ability. 4. The field-independent pupils were superior to the field-dependent pupils on the meta-cognition ability of equation formulation on multiplication-division word problems. The confidence of the answer after problem answering had similar result. 5. The major mistake, which was in the type of isomorphism of measures, the type of comparison, and the type of product of measures, was the interference by extra information. The major mistake in the type of multiple proportion was only dealing with two-dimensional vectors. The results of this study could offer some suggestions for empirical teaching environments. Finally, the author also raised recommendations for further research .
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Chang, Chia-Ling, and 張嘉玲. "A study of MingChuan University students’ cognition on academica-industrial collaboration." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/qwsem5.
Full textAbstract:
碩士銘傳大學
教育研究所碩士班
97
The purpose of this study was to investigate Ming Chuan University (MCU) students’ cognition on academia-industrial collaboration. The study adopted self-developed questionnaire “Students’ cognition on academia-industrial collaboration in Ming Chuan University” and reviewed the literature. A total of 1100 questionnaires were distributed by paper or email and a sample of 1004 usable responses was obtained. The study applied various methods, such as descriptive statistics analysis, t-test and one-way ANOVA, to verify the hypothesis of the study. The followings are the research findings: 1.MCU students’ cognition on academia-industrial collaboration: Female students significantly know academia-industrial collaboration more than male students. The sequence of knowing academia-industrial collaboration was the second grade of graduate students, the first grade of graduate students, juniors, seniors, sophomores and freshmen. The college rankings of students knowing academia-industrial collaboration were International College, School of Tourism, School of Design, School of Social Sciences, School of Applied Languages, School of Management, School of Law, School of Health Technology, School of Communication and School of Information Technology. The department rankings of knowing academia-industrial collaboration were Department of International Business, School of Tourism, Department of Healthcare and Management, Department of Applied English, Department of Applied Statistics and Information Science, Department of Computer Science and Information Engineering, and Department of Finance. 2.Research data revealed that students of different background did not show statistical differences on the perceptions (definition, function, cognition, obstacles, strategies and identification) toward academia-industrial collaboration. However, the grade difference showed the significant difference when facing obstacles during the promotion of academia-industrial collaboration. According to the research finding, there were some suggestions for education administration institutions, universities, MCU, and college students: 1.Improve the pattern of promoting academia-industrial collaboration in universities, and strengthen the students’ concepts of academia-industrial collaboration. 2.Set the evaluation model among the related laws, and add incentives to encourage teachers to participate in academia-industrial collaboration. 3.Review the curriculum structure, and add the course about academia-industrial collaboration for selective courses. 4.Increase the interaction between universities and industries, and invite the experts in the industry to be lectures in the university. 5.Enhance the counseling efficiency of Academia- Industry Innovation Division and related organizations. 6.Integrate the power of alumni to promote the academia-industrial collaboration.
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Chiang, Yi-Chung, and 姜懿中. "A Study of University Students' Cognition and Status about Life Insurance." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/70446484125352570272.
Full textAbstract:
碩士輔仁大學
應用統計學研究所
86
The purpose of this thesis is to study the university students* cognition and status about life insurance. The reason is university students are potential customers in the life insurance market after their graduating. Therefore, by studying university students* cognition and status of life insurance will help the insurance companies to make marketing decisions and strategies. The data were collected by questionnaires and the sampling population is the day school students of the eight colleges in the Fu-Jen Catholic University. Statistical methods, frequency distributions, relative frequency distributions, chi-square test for independence, analysis of association, reliability, validity, Likert score evaluation and exploratory factor analysis, were used to explore the university students* cognition, attitude and status about life insurance. The results shows that university students* attitude to the life insurance is positive, and they are also aware the function of life insurance. Results also shows that students have noted life insurance provide additional value from psychological point of view. Saving, protection, and relationship marketing are three main factors which will effect the final decision whether to buy life insurance or not. The results also led us to suggest insurance companies to provide insurance policy with natural premium for university students. Some problems for further study are also provided.
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LIN, Yung-Fu, and 林永富. "Doping Control Cognition of Medal Winners from National Students Games 2001." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/32291116203479701752.
Full textAbstract:
碩士臺北巿立體育學院
運動科學研究所
91
Before Sydney Olympic Games 2000, some Olympic Athletes of Taiwan were tested positive in doping control. Between 1994 and 1997, more than 60% tested athletes for Taiwan Area Games had used some prohibited substances before the Games. More than 98% of 198 American Olympic Athletes surveyed in 1995 acknowledged that they would use the drugs for the reason to win an Olympic gold medal, even though these drugs may hazard their body and their life, which motivate the study on these areas. The study aims to identify how much the athletes, mostly students, understand and are aware of the doping control of sport. It is expected that the findings may provide references to authorities concerned. With 242 effective respondents from random sampling of medallists at the National Colleges/Universities Games and National Secondary Schools Games in 2001, the study focused on their recognition of doing control in sport, covering the areas such as the drug use, knowledge on anti-doing code in sport, their attitude toward doping in sport and understanding of any publicity on anti-doping in sport. The majority of respondents confirmed that they have heard about doping in sport, yet most of them only had vague understanding or even knew little about the subject. The sources for doping in sport mostly are from the coaches and teachers, only a small percentage of interviewees got information on doping in sport via Internet. More than half of the respondents had taken medicine, mainly for treatment on influenza, which normally are western medicine, under prescription issued by hospitals or clinics. About 15% of athletes acknowledged that they took medicine through other sources. Nonetheless, the rate of weightlifting athletes taking unknown medicines is distinct from other sports athletes. This should be noted. When asking if there was a substance that might enhance their performance to win Olympic gold medal within short period but harmful to their health, 83% more said they would definitely not take it, while 4 persons answered they would. The result is remarkably different from that as high as 98% of American Olympic athletes surveyed confirmed their use of it to improve their performance. Around 30% believed that the anti-doping education programs should be promoted in schools and only 10% considered Internet as an effective means. In conclusion, the study finds that Taiwan’s student athletes have limited knowledge on doping in sport and are not familiar with the said anti-doping code, although most of them heard about it. They also claimed that they would not take risk of using prohibited substances to enhance their performance for purpose of winning an Olympic gold medal. It is hoped that anti-doping programs should be included in educational materials in schools. The coaches play a key role in anti-doping by providing anti-doping related knowledge to student athletes on the one hand; they are also third party offering sources of doping-related medicine on the other hand. In future, the propaganda and survey relating to anti-doping shall be targeted to the coaches. There is a large room for improvements on propaganda or awareness relating anti-doping in sport at national level. It is suggested that the authorities concerned shall diversify the means for publicities and propaganda in order to raise awareness of athletes and coaches in doping control of sport.
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Yang, Wan-Lin, and 楊琬琳. "Cognition, Affection, and Behaviors of Cyber Bullying among High School Students." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/98028752910310173994.
Full textAbstract:
碩士淡江大學
教育心理與諮商研究所碩士班
102
This study, based on ABC model of attitude, investigates relations between the cognition, affection, and behaviors of cyber bullying among high school students, with empathy and conformity as two additional variables. The study is to understand the variance of cognition, affection and behavior, empathy, and conformity of cyber bullying among students with different background variables (i.e. gender, region, school system, and grade), as well as to analyze the relations between the variables, and to come up with a model for predicting cyber bullying behaviors, which could be utilized by other researchers and related institutions in the future. A survey study of 599 high school students located in Taipei City and New Taipei City was conducted, using “Knowledge, Beliefs, Affection, Behavior, Conformity, and Empathy of Cyber Bullying Scale.” Independent sample t-test, one-way ANOVA, Pearson Product-Moment correlation, stepwise multiple regression analysis were used for analyzing collected data. Major findings of this study includes: 1. Gender difference affects internet usage time, cyber bullying, empathy, and conformity significantly. 2. Internet usage time is a significant variable which affects the knowledge, belief, affection, behavior, empathy, and conformity of cyber bullying. 3. Difference of school system was reflected on the cognition, knowledge, affection, and behavior of cyber bullying. 4. ABC model of attitude was verified: the correlation between behavior and affection was higher than the correlation between behavior and cognition; among the cognitive components, beliefs have the highest correlation with the behavior of cyber bullying. 5. Empathy is correlated with the cognition, affection, and behavior of cyber bullying, and it has the highest correlation with affection. 6. Conformity is correlated with the cognition, affection, and behavior of cyber bullying, and it has the highest correlation with behavior. 7. Cyber bullying behaviors can be efficiently predicted by the beliefs, affection, empathy, conformity of cyber bullying. The beliefs of cyber bullying would be the strongest predictor among all. 8. The cognition, affection, and behavior of cyber bullying can be predictors for one another as they affect each other. 9. Among the prediction models for variables of cyber bullying, the one for predicting behaviors of cyber bullying has the highest strength in predicting future incidents.
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Chou, Kuei-sui, and 周桂穗. "The Cognition Offset on the Online Game between Teachers and Students." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/58616998303553811757.
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碩士國立中山大學
資訊管理學系研究所
94
On-line game has already becomes the young students’s main source of leisure entertainment, however the young students were immersed all sorts of questions which played after on-line produces actually was the modern teacher manages the delicate matter in the classroom. Therefore this research wants to penetrate to the Kaohsiung area senior and junior high school teachers and students the cognition which plays to on-line, including: On-line plays the motive, fords into the degree, positive and negative to the mood and the influence disparity of, understands teachers'' and students'' cognition disparity present situation. Moreover, also the affiliation machine understanding student plays on-line to play the time self- potency （confidence degree）, the autonomy potency and plays the life degree of satisfaction to the real life and on-line. This research picks the questionnaire survey method, executes measures the object teacher of and the student for the Goading area senior and junior high school. The research asked the volume altogether provides 940 to ask the volume, the recycling effective sample number teacher 185 person, the student 588 people, the teacher effectively asked ratio of the volume is 77%, the student effectively asked ratio of the volume is 84%. Asked the volume 10.0 Chinese editions statistics coverall software carries on the analysis by SPSS for the Window. The research discovered the teacher throws the motive regarding the student which in the inlet plays: Is holding controls （Manipulation）, the attack （Aggression）, is immersed in （Immersion）, the flight from reality （Escapism）, the achievement feeling （Achievement）, the leadership （Lead）, the team （Solo/Group） and so on the construction surface agreement degree all high which comes compared to the student. Another teacher in negative direction mood and in negative direction influence cognition, also obviously has a difference with student''s view, namely teacher''s in negative direction cognition score high which comes compared to the student. Relative, the student in the interpersonal relationship （relationship）, the study grows, to on the mood construction surface, all outdoes ornamental hairpin h compared to teacher''s agreement degree.
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Chen, Shu-Hui, and 陳叔惠. "Cognition Investigations of Geometric Pictures on the Elementary Lower Grade Students." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/91664736490649095876.
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碩士康寧大學
資訊傳播研究所
101
The study investigates the conditions of cognition on the geometric picture of lower grade students. The factors that affect the picture cognition of students including students' gender, parental education, art performance and d performance of Chinese and math score. Moreover, this study also attempts to find out the cluster situation of students' picture cognition. The study is carried out firstly by preparing three kinds of picture questions expressed as true and false, multiple choices and short-answer. Based on the students' answers to these questions whether the students have cognitions of the simple meaning of the picture, or the students understand the deeper meaning of the picture can be determined. Test results via statistical analysis show that students in lower grade have cognitive ability to understand the simple meaning of the pictures. However, they are not clear about the deeper meaning that the pictures' symbolizes. The quiz types affect the accuracy of their picture cognitions. Moreover, students in lower grade due to their cognitive stages have limited picture cognition and imagination. Students' background of the lower grade are low correlations in picture cognition.
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黃舒琳. "Investigation of University Students’ Cognition about Attitude Toward Biofuels in Taiwan." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/28791279510503585618.
Full textAbstract:
碩士高雄師範大學
環境教育研究所
98
This quantitative study not only investigates college students’ knowledge of and attitude towards biofuels, but also explores the correlation among the dimensions of knowledge and attitude. A “biofuels questionnaire” was designed and employed as the research tool in this study. The participants included college students of northern, central, southern, and eastern areas in Taiwan. A total of 1350 questionnaires were released and 1314 valid responses were gathered with response rate of 97.3 %. The study employed SPSS statistical software to analyze the data with the tools including descriptive statistics, Chi-Square, independent t-test, one-way ANOVA, and Pearson’s correlation analysis. The conclusions of this study were as follows. 1. Main information sourses of biofuels that students often retrieved were school curricula and lectures. 2. The college students in this study showed a fair level of biofuels cognition, but their attitude were generally positive toward the development of biofuel. 3. There was a significant difference in the demographic variables, such gender, school location, school type, grade level, major, and attending relevant courses or programs, on the college students’ biofuels cognition. The statistical analyses indicated that male students had more biofuels knowledge than female. Students from the colleges in central and southern areas performed better than those from the northern and eastern colleges did. Students study in National University, private University, and National University of Science Technology had more biofuels knowledge. Senior students than sophomores and freshmen had more biofuels knowledge. Students with environment related majors had more biofuels knowledge. Students who had attended energy, bioenergy, or biofuels courses or program also showed more biofuels cognition than those who had not. 4. There was a significant difference in the demographic variables, such gender, school type, grade level, major, and want to attend relevant courses or programs, on the college students’ biofuels attitude. The statistical analyses indicated that male students had more biofuels attitude than female. Students study in private University and National University of Science Technology had more biofuels attitude. Senior students than sophomores and freshmen had more biofuels attitude. Students with environment related majors had more biofuels attitude. Students who had wanted to attend green energy, or bioenergy courses or program also showed more biofuels attitude than those who had not. 5. There was no significant correlation between the biofuels cognition and biofuels attitude. 6. College students’ biofuels attitude doesn’t depend on their knowledge Based on the above conclusions of this investigation, researcher proposes some suggestions for college courses and energy education development organization. Hopefully the results could offer college and government as a reference to develop and implement energy education. Keywords: biofuels, cognition, attitude
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Chun-Liang, Ko, and 柯俊良. "The Study of Constructing Asylum Escape Equipments Cognition Scale for Students." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/31461199689560896157.
Full textAbstract:
碩士國立勤益科技大學
工業工程與管理系
97
The main purpose of this study is constructing asylum escape equipments cognition scale for students. Include the basic cognition, the operation cognition, the installation and maintenance cognition, and education training cognition. Research methods are literature analysis and surveys. The object is the students of four central universities of technology. 800 valid samples were collected. The response rate was 73.66 percent. Research tools are exploratory factor analysis and confirmatory factor analysis. Major findings are as follows: 1. Dimensions: The research confirms the dimensions of asylum escape equipments cognition are basic cognition, operation cognition, installation and maintenance cognition, and education training cognition. Each dimensions has a certain number of questions, and the confirmatory factor analysis result is good. 2. Validity: The four eigen values are all upper than 4.0, and the communality are all upper than 0.3. The results of confirmatory factor analysis, the question is no violation of the estimated parameters of the phenomenon, as amended, a good degree of adaptation scale, the problem of parameter estimation a significant level of t value, and the average dimensions of the square root of the volume variations are taken dimensions greater than the covariance matrix between the values, because of all these, we can see that the scale has good validity. 3. Reliability: Cronbach’s alpha value is upper than 0.80, and the individual item reliability project level between the range of 0.273 to 0.616. Component reliability of each dimensions is between the range of 0.8184 to 0.8931, greater the the recommend value. Therefore the scale has good reliability. 4. Constructing of the complete scale: There are 30 questions in the asylum escape equipments cognition scale for students, and the scale has good reliability and validity. The scale can be applied to explore the students’ asylum escape equipments cognition .The result can be used as educational institutions and fire units to improve the basis for curriculum.