Journal articles: 'Students South Australia Attitudes'

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Worsley, Anthony, and Grace Skrzypiec. "Environmental attitudes of senior secondary school students in South Australia." Global Environmental Change 8, no. 3 (October 1998): 209–25. http://dx.doi.org/10.1016/s0959-3780(98)00016-8.

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Wilson, Mark, Yvonne Tran, Ian Wilson, and Susan E. Kurrle. "Cross-sectional study of Australian medical student attitudes towards older people confirms a four-factor structure and psychometric properties of the Australian Ageing Semantic Differential." BMJ Open 10, no. 8 (August 2020): e036108. http://dx.doi.org/10.1136/bmjopen-2019-036108.

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ObjectivesThe Australian Ageing Semantic Differential (AASD) survey was developed to quantify medical student attitudes towards older people. The purpose of this study is to examine psychometric properties of the survey and confirm its factor structure of four composites.DesignA cross-sectional study.SettingThree medical schools in three Australian states: Victoria, Western Australia and South Australia.ParticipantsThird-year or fourth-year medical students (n=188, response rate=79%).Outcome measuresIn the previous AASD study, exploratory factor analysis supported a four-factor model consisting of ‘Instrumentality’ (I), ‘Personal Appeal’ (PA), ‘Experience’ (E) and ‘Sociability’ (S). Congeneric one-factor confirmatory factor analysis (CFA) were used to examine model fit for factors using a new student sample (n=188).Psychometric properties of survey items and factors.Post-hoc analysis of pooled data from this study and earlier AASD study (n=509).ResultsIndices of fit (Comparative Fit Index (CFI), Tucker-Lewis Index (TLI), root mean square error of approximation (RMSEA), standardised root mean square residual (SRMR)) for data to the factor model were: PA adequate fit (CFI=0.94, TLI=0.89, RMSEA=0.11 and SRMR=0.05), I good fit (CFI=0.99, TLI=0.99, RMSEA=0.04 and SRMR=0.03), S good fit (CFI=0.98, TLI=0.95, RMSEA=0.06 and SRMR=0.03) and E excellent fit (CFI=1.0, TLI=1.0, RMSEA=0.00 and SRMR=0.01).The AASD was internally consistent (Cronbach’s alpha=0.84), without difference in mean student scores by institution. Mean AASD score was positive for medical students outside New South Wales (73.2/114).Mean I score for all Australian students was negative, with female respondents’ mean E score significantly higher than their counterparts. A positive correlation between student age and I score was noted.ConclusionsThe AASD is internally consistent and generalisable within Australia, with acceptable structural validity for measuring medical student attitudes towards older people within a four-factor model. Student attitudes were positive globally and within all factors except I. Female students rated older persons E more positively. Older students recorded more positive attitudes towards I of older people.

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McDowell, Andrew J., and Malcolm J. Bond. "Body Attitudes and Eating Behaviours of Female Malay Students Studying in Australia." South Pacific Journal of Psychology 14 (2003): 16–29. http://dx.doi.org/10.1017/s0257543400000225.

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AbstractThe extent to which 113 adolescent Malay women studying in Australia expressed the desire to lose weight was examined, as was the degree to which this desire reflected a genuine need to lose weight. Comparisons between participants who expressed the desire to either lose weight, stay at their current weight, or gain weight were made using both attitudinal and behavioural components of body image. An in-depth analysis of those who wished to lose weight was also undertaken. There was evidence that negative body attitudes were in excess of what actual body weight might dictate. However, these negative attitudes were not found to be consistently predictive of dysfunctional eating behaviours. Results were interpreted with reference to the potential influence of Westernisation in countries in the South Pacific region, and in particular how attitudes and behaviours are influenced by this process.

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Wood, Paul, David Evans, and Ilektra Spandagou. "Attitudes of Principals Towards Students With Disruptive Behaviour: An Australian Perspective." Australasian Journal of Special Education 38, no. 1 (April 25, 2014): 14–33. http://dx.doi.org/10.1017/jse.2014.5.

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This paper reports on the attitudes of 340 government primary principals from New South Wales, Australia, towards the inclusion of students with disruptive behaviours in schools. Principals’ attitudes were examined using the Principals and Behaviour Survey (PABS), a new composite measure built upon a foundation of existing validated surveys on attitudes towards the inclusion of students with disabilities. Principal component analysis identified 3 components that were used as variables for correlations with a range of demographic characteristics, such as age, qualifications, experience, school size and location. School size and the number of students with a diagnosed mental health condition in the school had a small relationship with principals’ attitudes. From the analysis of data from the emotional response scale, it was found that principals’ emotions about inclusion were less positive towards students with disruptive behaviour than towards students with sensory, physical or intellectual disabilities. Overall, principals appeared to hold dichotomous positions in regard to the benefits of inclusion, viewing it as beneficial for students with disruptive behaviour but not for their peers. However, principals who held more positive views were consistently more positive across all measures.

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Simpson, Steve, Christine Clifford, Michael G. Quinn, Kaz Ross, Neil Sefton, Louise Owen, Leigh Blizzard, and Richard Turner. "Sexuality-related attitudes significantly modulate demographic variation in sexual health literacy in Tasmanian university students." Sexual Health 14, no. 3 (2017): 244. http://dx.doi.org/10.1071/sh16135.

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Background: It has previously been shown that there is a significant demographic variation in sexual health literacy (SHL) in university-level students in Tasmania, Australia. Aims: The aim of this study was to evaluate the effect of statistical adjustment for sexuality-related attitudes on this demographic variation in SHL. Methods: Iterated principal-factor analysis was used to evaluate latent variable grouping of responses to 21 attitudinal questions regarding sexuality and sexual behaviour. Linear regression was used to evaluate the distribution and determinants of attitudinal patterns and thence the relationship of these patterns to SHL. Results: Three patterns – conservative, anti-persons-living-with-HIV and sexually responsible – were identified as explaining variation in sexual attitudes; the former two being associated with significantly lower SHL and the latter associated with significantly higher SHL. Adjustment for these patterns significantly attenuated much of the differences in SHL by birthplace/ethnicity and religion, including among South and South-East Asian and Protestant, Islamic and Hindu students. However, some differences in SHL persisted, suggesting they are partly or fully independent of the attitudinal questions. Conclusions: As hypothesised, differences in attitude significantly explained much of the demographic differences in SHL found previously. These results suggest that sexual education and orientation efforts need to bear cultural framing in mind to enhance uptake by students.

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Goh, Edmund, Sandy Nguyen, and Rob Law. "Marketing private hotel management schools in Australia." Asia Pacific Journal of Marketing and Logistics 29, no. 4 (September 11, 2017): 880–89. http://dx.doi.org/10.1108/apjml-09-2016-0183.

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Purpose The purpose of this paper is to explore the perceptions of 46 hotel management students from four leading private hotel management schools (PHMS) in Australia on their decision in choosing a PHMS over a traditional public university. Design/methodology/approach Employing the theory of planned behaviour as a theoretical framework, the qualitative interview data identified ten key attitudes, four reference groups and four perceived difficulties as potential motivators of students deciding to enrol in PHMS. Findings This paper identified reputation of school and industry placement opportunities as key attitudinal items shaping students’ decision-making process. With regards to important social groups, education agents and family were key reference groups. In relation to perceived difficulties, students reported tuition and living costs, and far distance from home as key barriers in their decision to study at PHMS. Research limitations/implications The sample draws upon students from a single state, New South Wales, Australia and this limits the generalisability of the authors’ findings. This study also excluded students from Australian public universities who may hold different perceptions towards studying at a PHMS. Practical implications The findings have important implications for hotel schools to improve their curriculum designs and embed practical hands on the learning experience of their students. Marketing agencies can also use these motivational attributes in developing effective marketing campaigns to increase enrolment figures. Originality/value This framework has proven to be useful in helping marketers understand various underlying motivational factors to attract prospective students to enrol in private hotel management schools.

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Logan, Shanna, Zachary Steel, and Caroline Hunt. "Ethnic status and engagement with health services: Attitudes toward help-seeking and intercultural willingness to interact among South East Asian students in Australia." Transcultural Psychiatry 54, no. 2 (March 27, 2017): 192–210. http://dx.doi.org/10.1177/1363461517696437.

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Previous research has demonstrated the importance of intercultural willingness to interact; however, these investigations have yet to be applied to a health context or to compare an ethnic minority with a majority sample. Consequently, the current study sought to better understand engagement with health services by investigating both attitudes towards seeking psychological help and intercultural willingness to interact within an ethnic minority South East Asian population, relative to an Anglo Australian sample. As predicted, negative attitudes towards seeking psychological help were higher in the South East Asian sample, with this relationship persisting across generations, despite significant differences in acculturation. In contrast, intercultural willingness to interact was not associated with ethnicity status but was associated with higher anxiety, uncertainty, ethnocentrism and help-seeking, consistent with current empirical and theoretical literature. The current study also sought to examine factors associated with help-seeking attitudes and found that ethnocentrism was a significant predictor, when accounting for previous health experience.

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Duke, Rosalie. "Children's and adults' attitudes towards parents smacking their children." Children Australia 20, no. 2 (1995): 24–27. http://dx.doi.org/10.1017/s1035077200004478.

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Australian children's interests groups are campaigning for legislation to prohibit adults from using physical punishment with children. In this study, 100 South Australian children, early childhood university students and parents were questioned about their personal experiences of physical punishment in childhood. All three groups had strong negative recollections of being smacked. All of the adult subjects agreed that physical violence is damaging to children's psychological development and they knew that smacking is banned in South Australian state schools and pre-schools. Nevertheless a significant number (79%) used physical punishment for disciplining their own children. Furthermore, 80% of parents and early childhood education students opposed State legislation to ban hand-smacking and only 50% approved legislation to ban adults from hitting children with an implement. Although the university students had been taught and used positive child management techniques in schools and pre-schools, 65% said that they would smack their own children for ‘naughty’ behaviour. The study suggests that early learning (even learning of a negative nature) can take precedence over professionally gained knowledge and professional practice. Advocacy groups would be advised to press for community education encouraging the use of alternative child management techniques before introducing changes to legislation.

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de Vlieger, Nienke, Jolien van Rossum, Nicholas Riley, Andrew Miller, Clare Collins, and Tamara Bucher. "Nutrition Education in the Australian New South Wales Primary School Curriculum: Knowledge and Attitudes of Students and Parents." Children 7, no. 4 (March 27, 2020): 24. http://dx.doi.org/10.3390/children7040024.

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In NSW, Australia, the views of primary-school aged children and their parents in regard to the importance of nutrition education at school are unclear. The aim of the current study was to explore children’s knowledge of nutrition and eating habits and to identify gaps that future school nutrition education programs could target. Students aged 9 to 12 years and their parents (n = 21 dyads) were invited to participate in semi-structured interviews, complete a nutrition knowledge questionnaire, and perform a “healthy-unhealthy” food sorting task in a University food laboratory. Among the children, nutrition knowledge scores concerning “serves & portions” of common foods were lowest, identifying a gap in knowledge related to portion size. All children categorized fruits, vegetables, cola, and water correctly as “healthy” or “unhealthy” in the sorting task, but not for the sausage and muesli bar, suggesting that further support categorising processed foods may be needed. The interviews indicated that parents do actively try to teach their children about nutrition, although they reported feeling uncertain about their own level of nutrition knowledge. Children and parents indicated that there is very little nutrition education in school and more is needed. This research could be used to inform future curriculum components related to nutrition education for primary school children.

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Galliott, Natal’ya, Linda J. Graham, and Naomi Sweller. "Who Struggles Most in Making a Career Choice and Why? Findings From a Cross-Sectional Survey of Australian High-School Students." Journal of Psychologists and Counsellors in Schools 25, no. 2 (May 4, 2015): 133–51. http://dx.doi.org/10.1017/jgc.2015.7.

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This article reports findings from an empirical study examining the influence of student background and educational experiences on the development of career choice capability. Secondary school students attending Years 9–12 (N = 706) in New South Wales, Australia, were invited to participate in an online survey that sought to examine factors influencing their readiness to make a career choice. The survey included questions relating to student demographics, parental occupation, attitudes to school and to learning, career aspirations, and students’ knowledge of the further education or skills required to achieve their desired goal. We found no significant differences in the proportions of students who were ‘uncertain’ of their future career aspirations with respect to their individual characteristics, such as age and gender. There were, however, significant differences in relation to students’ family background, and their perceptions associated with their own academic abilities and self-efficacy.

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Arora, Maansi, Kaete Walker, Judy Luu, Robbert J. Duvivier, Tinashe Dune, and Katie Wynne. "Education of the medical profession to facilitate delivery of transgender health care in an Australian health district." Australian Journal of Primary Health 26, no. 1 (2020): 17. http://dx.doi.org/10.1071/py19102.

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Transgender individuals who desire medical transition need to access care through their local healthcare system. This is the first study to explore the perceptions of the community and attitudes of healthcare providers towards the delivery of transgender health care in an Australian context. An anonymous survey was conducted of trans and gender-diverse community members; and physicians and trainees in the Hunter New England Local Health District of New South Wales, Australia. Community members were surveyed about their healthcare experiences. Medical students, GPs and hospital physicians were surveyed on their attitudes towards the delivery of transgender health care before and after a 1-h education session that included the lived experience of a community member. Community members expressed a need for increased education for healthcare providers in transgender medicine. Following the intervention, significantly more healthcare providers felt confident to facilitate transgender health care for adults, adolescents and children; and more healthcare providers agreed that medical and surgical treatment should be offered to transgender patients if desired. The positive safety profile of treatment was felt to be the most persuasive factor for the provision of care. Healthcare providers identified a need for health education in transgender medicine; easy access to evidence-based resources; and local referral pathways as key strategies to improving transgender health care.

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Soltani, Ali, Andrew Allan, Ha Anh Nguyen, and Stephen Berry. "Students’ commuting pattern from the viewpoint of environmentalism: comparing Australia with China." International Journal of Sustainability in Higher Education 20, no. 1 (January 7, 2019): 91–114. http://dx.doi.org/10.1108/ijshe-08-2018-0146.

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Purpose This paper aims to clarify the differences between students’ travel behaviours in Australia and China and the association between students’ environmental attitudes and their travel behaviours in both countries. Design/methodology/approach The paper extensively reviewed most of existing literature work on commuting patterns of higher education students with referring to different studies around the world and then used it to build a theoretical framework and conceptual model to relate the travel patterns of students to built environment, personal demographics and environmental knowledge/consideration. An online survey was used with 230 students at Mawson Lakes campus of University of South Australia and Beiyangyuan campus of Tianjin University (China). Statistical tests (i.e. mean test, one-way analysis of variance, factor analysis) were used to analyse the data. Findings The study reveals that a high dependence on private vehicles amongst students at the Mawson Lakes campus, whilst a more environmentally sustainable modal choice dominated at the Beiyangyuan campus. Those who studied at Mawson Lakes campus tended to have stronger involvement in environmental activities than their counterparts at Beiyangyuan campus, which presented a clear association between environmental awareness and the travel behaviours of the sampled students. Research limitations/implications The study focussed on two respective campuses of both universities in Australia and China. Future work could be expanded with students at all campuses of two universities. Practical implications The study affirmed the value of nurturing environmental awareness for students in both universities to encourage more environmentally sustainable travel behaviours amongst students. The paper provides policy recommendations such as establishing infrastructure, and facilities for new stream of mobility included sharing bike schemes, which would be very practical due to flexibility and cost effectiveness within University campuses. The paper attempted to transfer lessons from Chinese bike friendly society to Adelaide’s car dominated campus. Originality/value This study brings remarkable contributions as comparing university students’ travel behaviours in two different nations. It is the first one in Australia, which links the environmental concerns among university students with their travel behaviours. The paper was successful in getting the gap between theory and practice filled to some extent. The paper has a capability to be used as an evidence-base work in the area of sustainability education.

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Rahman, Kiara. "Addressing the Foundations for Improved Indigenous Secondary Student Outcomes: A South Australian Qualitative Study." Australian Journal of Indigenous Education 39, no. 1 (2010): 65–76. http://dx.doi.org/10.1375/s1326011100000922.

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AbstractIt is well documented, that Indigenous students, compared with their non-Indigenous counterparts, attend school less frequently, and are more likely to develop anti-schooling attitudes leading to their early exit from school (Hayes et al., 2009; Gray & Partington, 2003; Hunter & Schwad, 2003). Although research does suggest that there has been some gradual improvements in some areas of education over the years, serious gaps still remain between Indigenous and non-Indigenous student learning outcomes. There is a great need, to build on the more significant research on Indigenous education that is focused on exploring the achievement potentials of Indigenous students to address the foundations for improved Indigenous student outcomes. This paper reports on a South Australian qualitative study based on interviews with 36 Indigenous senior secondary students, on factors which facilitate improved learning and achievement, leading to higher levels of secondary school completion among Indigenous youth.

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Mertin, Peter, and George Wasyluk. "Incidence of Behavioural and Emotional Problems Amongst Primary School Children." Australian Educational and Developmental Psychologist 7, no. 2 (November 1990): 13–15. http://dx.doi.org/10.1017/s0816512200026146.

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In 1988 the report entitled “Interagency Responses to School Children with Social and Behavioural Problems” was released in South Australia. The investigation, chaired by Ms. Penny Stratmann, was asked to review the current provision of services for children of school age in South Australia who exhibit social and behavioural problems, and to examineinter alia, the extent of the problem.The report stated that the extent of the problem was difficult to assess in numerical terms because; (i) schools do not keep systematic records, (ii) identification of disruptive students is a matter of definition and attitude (some schools would identify student behaviour as disruptive which other schools may be able to prevent or contain), (iii) it is even harderto identify is the number of children whose response to problems is passive (they are often compliant, no trouble, not noticeable), and (iv) small numbers of disruptive students create a disproportionately large amount of havoc in schools and stress in teachers. (These outcomes are the most significant in their impact but the least measurable).

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Horrocks, Liz. "Partnerships Between Special Schools and Units and Regular Schools in South Australia." Australasian Journal of Special Education 27, no. 1 (2003): 18–28. http://dx.doi.org/10.1017/s1030011200024982.

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Special schools and units have traditionally provided programs and developed expertise for students with disabilities who have a wide range of educational needs. There is a reservoir of expertise and knowledge in special schools and units that could either formally or informally support the process of inclusion in regular schools. Twenty-four principals of special schools and coordinators of special units in South Australia completed a questionnaire to discover any partnerships that were occurring at the time, potential areas that could be developed, and factors that might promote or inhibit partnerships between regular and special schools. The study showed that some mainly informal involvement was occurring and the respondents were positively disposed to increasing this. Potential partnership areas that were identified were primarily around curriculum development. Participants stated that the success of this would depend on both regular and special schools having common aims, an open attitude and clarity of purpose and roles. Consideration would also need to be given to the provision of adequate incentives such as time and funding for joint planning to occur. A range of recommendations is discussed.

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Gurko, T. A., M. S. Mamikonian, and E. K. Biyzhanova. "THE STUDIES OF GENDER IDEOLOGY OF THE YOUTH: THE REVIEW OF FOREIGN PUBLICATIONS." Sociology of Medicine 17, no. 2 (December 15, 2018): 104–13. http://dx.doi.org/10.18821/1728-2810-2018-17-2-104-113.

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The article presents the results of foreign studies of gender ideology of students for a number of valuable social demographic variables. In the first part of publication the studies describing dynamics of gender ideology in various countries are analyzed. In the process of modernization of the Eastern Asia (China, Taiwan, South Korea, Japan), India and Indonesia female population is involved in work outside of home, a trend of egalitarianisation of gender relationship and spreading of families with two breadwinners. During transition from socialist to liberal states in the countries of the Eastern Europe the impact of religious conservative family’s values on the youth is less significant than that of Western ideas of individualization and permissiveness. In the developed countries (USA, Europe, Australia, Canada) gender revolution resulted in diversity of gender ideologies. At least in the European countries five models are fixed empirically: egalitarian, egalitarian essentialism, intensive parenthood, moderate conservative ideology. The second part of article presents the analysis of studies of attitudes of students in areas of gender and marriage and family relationships carried out in various countries that established that gender and religious identity are the major differentiating variables. The other characteristics such as urban rural origin, structure of parents' family, coeducation and separate education are less significant. The attitudes of the youth concerning social roles of males and females and future marriage are changing effected by peers, mass culture and personal experience. The conclusion is derived that in spite of more conservative attitudes of male youths factually in all countries, a slow convergence of views of male and female youths among well-educated strata. The denominational membership remains the main differential factor

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Belowska, Jarosława, Mariusz Panczyk, Aleksander Zarzeka, and Joanna Gotlib. "Knowledge and attitudes of nursing students towards evidence-based medicine and evidence-based nursing practice." Polish Journal of Public Health 125, no. 4 (December 1, 2015): 201–4. http://dx.doi.org/10.1515/pjph-2015-0055.

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Abstract Introduction. Modern nursing practice requires Nursing students to expand their knowledge both in the field of specialized nursing and learning the basics of medicine, as based on scientific evidence. The dissemination of research activities in nursing and the development of the profession, knowledge and practice based on Evidence-based Nursing may contribute to the increase of the effectiveness and improving the quality of healthcare services. Nursing teaching curricula should include subjects related to Evidence-based Medicine, such as scientific research methodology or critical analysis of scientific literature. Aim. The aim of the study was to analyze the knowledge and attitudes of nursing students towards Evidence-based Medicine (EBM) and Evidence-based Nursing Practice (EBNP). Material and methods. Out of 127 Master’s degree students in Nursing at the Medical University of Warsaw (4 men), 72% work as a nurse. Mean age of the study group was 26.55 years (min. 22, max. 51, SD=7.52) with 63% of the students attending full-time studies, with 90% being students of the first year. Some 53% earned their bachelor’s degree in Nursing in 2013. A standardized Evidence – Based Practice Profile Questionnaire from University of South Australia, quantitative analysis of the study results. Results. Nearly 30% of the respondents have never encountered EBM or EBNP during their time at the University (n=41). Most students intend to use relevant scientific literature in order to update their knowledge (n=68) and to upgrade their skills, so as to integrate EBNP into their everyday professional practice (n=67). Some 60% of the respondents deem scientific reports useful for their work (n=76) but nearly half of them regards clinical experience as more important than the results of scientific studies, when it comes to making the right decisions in their professional practice (n=56). Nearly a half of the studied group (n=66) have never heard about the term minimum clinically worthwhile effect and only one person declared the correct explanation systematic review (n=1). 42% declare reading published scientific studies once a month but nearly 30% have never referred scientific findings to their own diagnosis (n=41) and 40% have never assessed its methodological correctness (n=51). Conclusions. 1. The educational programs in the framework of Nursing studies should be supplemented with subjects of EBM and EBNP, so as to expand the nursing students’ knowledge and let them reap the benefits of using the latest study results in their future professional practice. 2. The level of knowledge about the principles of assessment of reliability of scientific evidence was strongly insufficient and requires urgent supplementation of knowledge and skills of students in this area. 3. It is necessary for students to update their knowledge, particularly when it comes to using the latest scientific literature in everyday clinical practice and skills connected with critical analysis of scientific evidence.

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Burgess, Cathie, and Paddy (Pat) Cavanagh. "Cultural Immersion: Developing a Community of Practice of Teachers and Aboriginal Community Members." Australian Journal of Indigenous Education 45, no. 1 (November 27, 2015): 48–55. http://dx.doi.org/10.1017/jie.2015.33.

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A lack of teacher awareness of the cultural and historical background of Aboriginal students has long been recognised as a major causative factor in the failure of Australian schools to fully engage Aboriginal students and deliver equitable educational outcomes for them. Using Wenger's communities of practice framework, this paper analyses the effectiveness of the Connecting to Country (CTC) program in addressing this issue in New South Wales (NSW) schools whereby Aboriginal community members design and deliver professional learning for teachers. Qualitative and quantitative data from 14 case studies suggest that the CTC program has had a dramatic impact on the attitudes of teachers to Aboriginal students, on their ability to establish relationships with the local Aboriginal community and on their willingness to adapt curriculum and pedagogy to better meet the needs of their students. As Aboriginal community members and teachers developed communities of practice, new approaches to Aboriginal student pedagogies were imagined through a sense of joint enterprise, mutuality and shared repertoire, empowering all participants in the CTC journey. Implications from this research highlight the importance of teacher professional learning delivered by Aboriginal people, Aboriginal community engagement in local schools and addressing deficit discourses about Aboriginal students and their families.

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Price, Deborah, Deborah Green, Barbara Spears, Margaret Scrimgeour, Alan Barnes, Ruth Geer, and Bruce Johnson. "A Qualitative Exploration of Cyber-Bystanders and Moral Engagement." Australian Journal of Guidance and Counselling 24, no. 1 (September 11, 2013): 1–17. http://dx.doi.org/10.1017/jgc.2013.18.

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Studies have found that moral disengagement plays a significant role in the continuation of bullying situations (Bonanno, 2005); however, the moral stance of cyber-bystanders — those who witness online bullying — is not yet clear. While research into traditional face-to-face bullying reported that peers would probably or certainly intervene to support victims in 43% of cases (Rigby & Johnson, 2006) actual intervention is reportedly much less (Atlas & Pepler, 1998; Craig & Pepler, 1997). Little is known, however, about the attitudes and behaviours of bystanders or witnesses when online, or their probable intentions to intervene. This study employed three digital animations of typical cyberbullying scenarios to explore young people's views of cyber-bystanders. Youth from Years 8–12 (mean age 15.06, N = 961) from one metropolitan secondary school in Adelaide, South Australia, completed an online survey after watching vignettes. To shed light on the rationale and thinking behind their understanding of bystanders and moral dis/engagement when online, this article reports on the qualitative responses from young people in relation to one of these animations/vignettes. The findings suggest that young people perceive cyber-bystanders to have the capacity to morally engage in cyberbullying incidents; however, there are various barriers to their active positive engagement. The implications can inform educators and school counsellors about possible ways to support students to intervene when they witness cyberbullying.

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Paul, Serene S., Tania Gardner, Angela Hubbard, Justin Johnson, Colleen G. Canning, Andrew Leaver, Jacqueline Raymond, and Sarah M. Dennis. "Feasibility of the PHYZ X 2U program: a mobile and cloud-based outreach service to improve chronic disease outcomes in underserviced rural communities." Australian Journal of Primary Health 25, no. 6 (2019): 539. http://dx.doi.org/10.1071/py19090.

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Chronic disease is prevalent in rural communities, but access to health care is limited. Allied health intervention, incorporating behaviour change and exercise, may improve health outcomes. PHYZ X 2U is a new service delivery model incorporating face-to-face consultations via a mobile clinic and remote health coaching, delivered by physiotherapy and exercise physiology clinicians and university students on clinical placement, to provide exercise programs to people living with chronic disease in rural New South Wales, Australia. This pilot study evaluated the feasibility and acceptability of PHYZ X 2U by evaluating participants’ goal attainment, exercise, quality of life and behaviour change following participation in the 12-week program, and amount of health coaching received. Sixty-two participants with one or more chronic diseases set a total of 123 goals. Thirty-nine (63%) participants completed the program, with 59% of these achieving their goals and 43% progressing in their attitudes and behaviour towards exercise. Weekly exercise increased by 1h following program participation (P=0.02), but quality of life remained unchanged (P=0.24). Participants who completed the program received more health coaching than those lost to follow up. PHYZ X 2U can increase access to allied health for people with chronic disease living in rural and remote areas. Refining the service to maximise program adherence and optimally manage a broad range of chronic diseases is required.

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O'Dea, Bridianne, Catherine King, Mirjana Subotic-Kerry, Kathleen O'Moore, and Helen Christensen. "School Counselors’ Perspectives of a Web-Based Stepped Care Mental Health Service for Schools: Cross-Sectional Online Survey." JMIR Mental Health 4, no. 4 (November 20, 2017): e55. http://dx.doi.org/10.2196/mental.8369.

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Background Mental health problems are common among youth in high school, and school counselors play a key role in the provision of school-based mental health care. However, school counselors occupy a multispecialist position that makes it difficult for them to provide care to all of those who are in need in a timely manner. A Web-based mental health service that offers screening, psychological therapy, and monitoring may help counselors manage time and provide additional oversight to students. However, for such a model to be implemented successfully, school counselors’ attitudes toward Web-based resources and services need to be measured. Objective This study aimed to examine the acceptability of a proposed Web-based mental health service, the feasibility of providing this type of service in the school context, and the barriers and facilitators to implementation as perceived by school counselors in New South Wales (NSW), Australia. Methods This study utilized an online cross-sectional survey to measure school counselors’ perspectives. Results A total of 145 school counselors completed the survey. Overall, 82.1% (119/145) thought that the proposed service would be helpful to students. One-third reported that they would recommend the proposed model, with the remaining reporting potential concerns. Years of experience was the only background factor associated with a higher level of comfort with the proposed service (P=.048). Personal beliefs, knowledge and awareness, Internet accessibility, privacy, and confidentiality were found to influence, both positively and negatively, the likelihood of school counselors implementing a Web-based school mental health service. Conclusions The findings of this study confirmed that greater support and resources are needed to facilitate what is already a challenging and emotionally demanding role for school counselors. Although the school counselors in this study were open to the proposed service model, successful implementation will require that the issues outlined are carefully addressed.

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Sommer, Joanne, Katherine Gill, and Jane Stein-Parbury. "Walking side-by-side: Recovery Colleges revolutionising mental health care." Mental Health and Social Inclusion 22, no. 1 (February 12, 2018): 18–26. http://dx.doi.org/10.1108/mhsi-11-2017-0050.

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Purpose The Recovery College model is an innovative approach to providing education to consumers, carers and mental health staff, with the potential to facilitate both personal recovery gains and organisational transformation towards recovery-focused service provision. The purpose of this paper is to explore the experiences of students who attended the South Eastern Sydney Recovery College (SESRC). Design/methodology/approach An exploratory, descriptive qualitative design was employed with data collected through seven focus group interviews with consumers and mental health staff who had participated in courses run by the SESRC. Thematic analysis of the data was conducted using both deductive and inductive processes in order to interpret the data. Findings All participants were positive about their involvement in the RC. Four themes emerged from the thematic analysis: connection with others, hope for the future, the importance of the lived experience, and changing attitudes and systems. Originality/value The outcomes of this study indicate that the SESRC is achieving its aims in relation to both personal recovery gains, and the potential to impact on service transformation. It highlights the centrality of co-production as a fundamental aspect of the Recovery College model. This paper contributes to the emerging evidence base for this model and provides evidence that this model is applicable to the Australian context.

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Gutman, Dasia Black. "Aboriginal Children Want to Learn ‘Good School Work’." Aboriginal Child at School 20, no. 2 (May 1992): 12–24. http://dx.doi.org/10.1017/s031058220000777x.

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The study sets out to find out urban Aboriginal children's views of schools and teachers, particularly the things they enjoy and find valuable in their schooling experience and their ideas on what changes they would like to see. Literature indicates that whilst, on the one hand, Aboriginal parents and communities increasingly “want to help my children do better at school” (de Lacy, 1985, p..282), on the other hand very few succeed, especially once they have entered high school. A study by Goodnow and Burns (1985) has shown that primary school children are very discriminating judges of what helps them learn. Thus finding out what Aboriginal children actually say about their school experience may help educators to interpret their behaviour in the school setting more accurately and consequently to communicate with them more effectively. In the fairly extensive literature on Aboriginal children's education a number of relevant themes recur. One is the importance of personal relationships in Aboriginal children's learning. Affiliation is the basis of traditional Aboriginal relationships with individuality of the person secondary to the close knit family group. This is expressed as concern with affectionate relations in Aboriginal children's interactions with teachers and peers. It relates to what Honeyman (1986) calls traditional Aboriginal society's “humane teaching”, where education was through guidance rather than direct instruction. Another theme is the unpredictability of educational outcomes for Aboriginal students, particularly the nature of the acquisition of English literacy. “It is the most puzzling yet most debilitating characteristic of Aboriginal education to be recognised in recent times.” (Willmot, 1989, p.10) There are contradictory findings on Aboriginal adolescents' attitudes to school. Jordan (1984) in her South Australian study found that Aboriginal students had a “positive view of schooling and school personnel” (p.289).

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Won, Hong Ki. "South Korean students’ attitudes towards Americans." Social Science Journal 42, no. 2 (June 1, 2005): 301–12. http://dx.doi.org/10.1016/j.soscij.2005.03.005.

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Mak, Anita S., Patricia M. Brown, and Danielle Wadey. "Contact and Attitudes Toward International Students in Australia." Journal of Cross-Cultural Psychology 45, no. 3 (November 6, 2013): 491–504. http://dx.doi.org/10.1177/0022022113509883.

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Chur-Hansen, Anna. "Attitudes of Psychiatrists in South Australia Towards Research Degrees." Australasian Psychiatry 19, no. 1 (February 2011): 17–21. http://dx.doi.org/10.3109/10398562.2010.498514.

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PEARCE, MERYL, EILEEN WILLIS, BEN WADHAM, and BILL BINKS. "Attitudes to Drought in Outback Communities in South Australia." Geographical Research 48, no. 4 (January 19, 2010): 359–69. http://dx.doi.org/10.1111/j.1745-5871.2009.00639.x.

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Peltzer, Karl, and Johannes M. Thole. "Gambling Attitudes among Black South African University Students." Psychological Reports 86, no. 3 (June 2000): 957–62. http://dx.doi.org/10.2466/pr0.2000.86.3.957.

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Political change in South Africa since 1994 has led to a marked increase in opportunities to gamble. The purpose of the study was, therefore, to investigate attitudes towards gambling in African University students with the Gambling Attitude Scales by sex, course of study, and personality traits such as conservatism and risk-taking. The sample included 136 University of the North students, 80 first-year psychology and 56 second-year African law students. The students were 69 men and 65 women in the age range of 18 to 32 years ( M of 21.8 yr., SD = 3.9). Analysis showed that men held more positive attitudes than women did towards gambling. Positive attitudes toward gambling were related to individual differences in risk-taking, liberalism, and course of study.

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Stevens, Christine A. "Academic Attainment of Cambodian Students in South Australia." Asian Journal of Social Science 20, no. 1 (1992): 104–19. http://dx.doi.org/10.1163/080382492x00158.

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Wakefield, Melanie, and Michael Ashby. "Attitudes of surviving relatives to terminal care in South Australia." Journal of Pain and Symptom Management 8, no. 8 (November 1993): 529–38. http://dx.doi.org/10.1016/0885-3924(93)90082-7.

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Watson, Mark B., and Graham B. Stead. "Black South African Adolescents' Attitudes about Studying." Psychological Reports 80, no. 3 (June 1997): 861–62. http://dx.doi.org/10.2466/pr0.1997.80.3.861.

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Black South African high school students ( N = 523) were questioned about their attitudes and motivation towards studying. Analysis indicated that the students expressed negative attitudes toward studying and were concerned about failing. 34% indicated a lack of interest in most school subject matter.

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Chun, Seungwoo, Hyondong Kim, Chan-Kyoo Park, Karin McDonald, Oh Sun Ha, Dae Lyong Kim, and Seon Min Lee. "South Korean students' responses to English-medium instruction courses." Social Behavior and Personality: an international journal 45, no. 6 (July 7, 2017): 951–65. http://dx.doi.org/10.2224/sbp.6049.

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We explored the underlying mechanism for South Korean university students' negative responses to English-medium instruction (EMI) courses. Specifically, English language anxiety and confidence, and EMI course attitudes and avoidance were analyzed using survey data from 187 Korean university students. Results showed that English language anxiety played a key role in both EMI course attitudes and avoidance, and also affected student achievement in EMI courses. Students' English language confidence and their perceptions of their instructors' English language competence were found to be unrelated to EMI course attitudes and avoidance, but were negatively related to English language anxiety. In addition, students' EMI course content understanding and grades did not directly influence EMI course avoidance, but did indirectly influence course avoidance through EMI course attitudes. Our results highlight the importance of addressing students' emotional challenges and attitudes to improve their motivation to take EMI courses.

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Bulbeck, Chilla. "The ‘white worrier’ in South Australia." Journal of Sociology 40, no. 4 (December 2004): 341–61. http://dx.doi.org/10.1177/1440783304048379.

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In his analysis of ‘paranoid nationalism’, Hage (2003: xii, 2) coins the figure of the ‘white worrier’ to identify how white Australians marginalized by the inequalities of economic rationalism and globalization displace their anxieties onto even weaker ‘others’, Aboriginal people and migrants, particularly refugees. Hage’s ideas are applied to the discourses used by young South Australians when they discuss Australian multiculturalism, immigration and reconciliation. Hage’s suggestion that white worrying is the response of the white working class male to his economic and ideological marginalization is only partially supported in this sample of young people. While those from non-English speaking and Indigenous backgrounds are much less likely to be ‘paranoid nationalists’, fear and loathing of the other are expressed across the socio-economic spectrum of young ‘white’ Australians, with exposure to a university education, either on the part of respondents or their parents, being the main antidote to hostile attitudes to the ‘other’.

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Nicholas, Lionel J. "Black South African Students' Beliefs and Attitudes about Condoms." Psychological Reports 83, no. 3 (December 1998): 891–94. http://dx.doi.org/10.2466/pr0.1998.83.3.891.

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To investigate the beliefs and attitudes of black South African students regarding condoms structured questionnaires were completed anonymously by 1986 students. Most highly endorsed problems were the large number needed for many rounds of sex, partner's feelings of distrust, unpleasantness of purchasing condoms, and that condoms injure the vagina. Encouragement of use should be responsive to local practices.

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De Gama, B. Z., T. T. Bhengu, and K. S. Satyapal. "Attitudes of Undergraduate South African Students towards Body Donation." International Journal of Morphology 36, no. 1 (March 2018): 130–34. http://dx.doi.org/10.4067/s0717-95022018000100130.

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NICHOLAS, LIONEL J. "BLACK SOUTH AFRICAN STUDENTS' BELIEFS AND ATTITUDES ABOUT CONDOMS." Psychological Reports 83, no. 7 (1998): 891. http://dx.doi.org/10.2466/pr0.83.7.891-894.

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Patel, Cynthia J., and Trisha Kooverjee. "Abortion and Contraception: Attitudes of South African University Students." Health Care for Women International 30, no. 6 (May 26, 2009): 550–68. http://dx.doi.org/10.1080/07399330902886105.

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Moore, Robert S., and Sarah E. Radloff. "Attitudes towards business ethics held by South African students." Journal of Business Ethics 15, no. 8 (August 1996): 863–69. http://dx.doi.org/10.1007/bf00381854.

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Leonardi, Mara Maya Victoria. "Attitudes of South Tyrolean University Students towards German Varieties." Languages 6, no. 3 (August 13, 2021): 137. http://dx.doi.org/10.3390/languages6030137.

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This paper examines language attitudes of South Tyroleans towards German varieties used in educational institutions by means of a questionnaire survey with 55 university students. The aim of this paper is to provide an insight into subjects’ attitudes towards their own and other German (standard) varieties, with a focus on the sociolinguistic situation in South Tyrol (northern Italy). Previous studies have shown that the German-speaking community often have the notion that their own standard variety is deficient combined with a feeling of linguistic inferiority towards German speakers from Germany. Therefore, this article seeks to answer the following research questions: Which attitudes do South Tyrolean university students have towards the different German (standard) varieties? Do university teacher-training students get in touch with the concept of the pluricentric variation within the German standard variety during their education? Results reveal that despite a certain awareness of the issue of linguistic variation in the German language, the standard variety used in Germany still enjoys high prestige among our subjects compared to other German standard varieties. Moreover, results show that the students were hardly confronted with the subject of the German standard variety used in South Tyrol or with the variation of the German language during their high school years. However, this changes as soon as they attend university.

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Sidiropoulos, Liz, Irene Wex, and Jonathan Sibley. "Supporting the Sustainability Journey of Tertiary International Students in Australia." Australian Journal of Environmental Education 29, no. 1 (July 2013): 52–79. http://dx.doi.org/10.1017/aee.2013.15.

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AbstractThis article reports the findings of a pilot Education for Sustainability (EfS) program implemented in 2011 for international students in a multi-campus distributed learning environment at an Australian university. It outlines the context of the pilot EfS program and reports survey findings of the environmental attitudes and sustainability worldviews of international students. The pilot EfS program entailed in-class presentations to students in a variety of Business and IT programs at diploma, undergraduate and postgraduate levels. Students were introduced to sustainability concepts and the role of graduate skills in their future professional practice. Students were also encouraged to adopt personal sustainability behaviours and assisted to connect their individual courses/programs to sustainability outcomes. Surveys consisting of open-ended questions and the Revised NEP (New Environmental Paradigm) questionnaire were conducted in a range of settings in order to develop an understanding of the sustainability attitudes and knowledge of international students. These were conducted in participating and non-participating EfS classes and also in classes with and without sustainability topics in the curriculum. The findings report the impact of these sustainability interventions on students’ environmental views and attitudes. Finally, these findings are contextualised in suggested routes for scaffolding the learning journey of international students towards sustainability.

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Nur Patria, Aditya. "Attitudes of Non-native Speakers of English Studying in Australia towards World Englishes." Arab World English Journal 12, no. 2 (June 15, 2021): 294–305. http://dx.doi.org/10.24093/awej/vol12no2.20.

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The present study explores attitudes of non-native speakers of English studying in a reputable university in Melbourne, Australia, towards world Englishes. In particular, the study investigates different attitudes between students enrolled in a university subject, which indirectly promotes the students’ acceptance towards them and those who have not taken the subject towards world Englishes. The present study uses the direct approach, which allows informants to give an account of their attitudes (McKenzie, 2010). By adopting a questionnaire designed by Yoshikawa (2005), the present study seeks to answer two research questions: (1) Do non-native English students taking the subject have different attitudes from non-native English students who have not taken the subject towards world Englishes? (2) Do the students enrolled in Linguistic-Related majors have different attitudes from the students enrolled in Non-Linguistic-Related majors towards world Englishes? The findings of the study will contribute to the literature on world Englishes and the identification of a possible way to promote the acceptance of world Englishes. The results show that informants who are taking/have taken the subject tend to have more positive attitudes towards non-Inner Circle varieties than those who have not taken the subject. Similar results are also shown among informants grouped based on their majors in which Linguistics-Related ones are more acceptant. However, there is no significant difference regarding their attitudes toward Inner Circle English.

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Dreyer, Jaco S., Hendrik J. C. Pieterse, and Johannes A. Van Der Ven. "Attitudes Towards Human Rights Among South African Youth." Religion and Theology 7, no. 2 (2000): 111–41. http://dx.doi.org/10.1163/157430100x00018.

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AbstractIn this article we examine the attitudes towards human rights of a group of 538 Grade 11 students from Anglican and Catholic church-affiliated schools in the Johannesburg/Pretoria region. A distinction is made between civil, political and judicial ('first generation') human rights, socio-economic ('second generation') rights, and environmental ('third generation') rights. The frame of reference is Ricoeur's theory of human rights. This forms part of his institution theory, which in its turn is embedded in his moral theory of the good life. The students displayed positive attitudes towards socio-economic and environmental rights, ambivalent attitudes towards civil and political rights, and negative attitudes towards judicial rights. The question about where one should look for more positively, more ambivalently and more negatively oriented students, what their characteristics are, and whether religion plays any role in this regard will be explored in the next article.

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Pieterse, HENDRIR J. C., Jaco S. Dreyer, and Johannes A. Van Der Ven. "Attitudes Towards Human Rights Among South African Youth." Religion and Theology 7, no. 4 (2000): 111–41. http://dx.doi.org/10.1163/157430100x00342.

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AbstractIn this article we examine the attitudes towards human rights of a group of 538 Grade 11 students from Anglican and Catholic church-affiliated schools in the Johannesburg/Pretoria region. A distinction is made between civil, political and judicial (first generation') human rights, socio-economic ('second generation') rights, and environmental ('thirdgeneration') rights. The frame of reference is Ricoeur's theory of human rights. This forms part of his institution theory, which in its turn is embedded in his moral theory of the good life. The students displayed positive attitudes towards socio-economic and environmental rights, ambivalent attitudes towards civil and political rights, and negative attitudes towards judicial rights. The question about where one should look for more positively, more ambivalently and more negatively oriented students, what their characteristics are, and whether religion plays any role in this regard will be explored in the next article.

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Ihsan, Fahrudi Ahwan, Fahmi Arif Kurnianto, Elan Artono Nurdin, and Bejo Apriyanto. "GEOGRAPHY LITERACY OF OBSERVATION INTRODUCTION LANDSCAPE REPRESENTATION PLACE FOR STUDENT EXPERIENCE." Geosfera Indonesia 3, no. 2 (August 28, 2018): 131. http://dx.doi.org/10.19184/geosi.v3i2.8384.

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This study aims to describe the understanding of geography literacy and student experience with landscape recognition observations using an ethnometodology perspective. The subject of this study was the chairman of each landscape recognition practice group student geography education program from University of Jember. The results of this study that geography literacy has a dimension of relevance to geographic skills in representing contextual phenomena and places from landscape recognition observation activities. The results of both observational studies provide research experience, motivation, critical and scientific thinking skills for students represented in the mapping of the area. Keywords: Geography Literacy, Student Experience, Ethnometodology References Bogdan, R. And Biklen, S.K.(1998). Qualitative Research for Education: An introduction to theories and methods. Boston: Allyn and Bacon, Inc. Boogart II, Thomas A. (2001). The Powwer of Place: From Semiotics to Ethnogeography, Middle States Geograher, 2001, 34: 38-47. Boyle, A., Maguire, S., Martin, A., Milsom, C., Nash, R., Rawlinson, S., Turner, A., Wurthmann, S. & Conchie, S.(2007). Fieldwork is Good: The Student Perception and the Affective Domain, Journaal of Geography in Higher Education, 31(2), 299-317. Chappell, Adrian.(2007). Using Teaching Observations and Reflective Practice to Challenge Conventions and Conceptions of Teaching in Geography, Journal of Geography in Higher Education, 32(2), 257-268. Comber, Barbara.(2017). Literacy Geography and Pedagogy: Imagining Translocal Research Alliances for Educational Justice, Journal Literacy Research: Theory, Method, and Practice, Sagepub, University of South Australia, 66, 53-72. Cotton, Debby R.E., Stokes, Alison, & Cotton, Peter A.(2010).Using Observational Methods to Research the Student Experience, Journal of Geography in Higher Education, 34(3), 463-473. Denzin, Norman K. And Lincoln Yvonna S. (2008). Strategies of Qualitative Inquiry. California: Sage Publications, Inc. Fatchan, Achmad. (2015). Methodology Research Qualitative of Ethnography and Ethnometodology Approaches for Social Sciences. Yogyakarta: Ombak. Guertin, L., Stubbs, C., Millet, C., Lee, T., & Bodek, M.(2012). Enchancing Geographic and Digital Literacy with a Student Generated Course Portfolio in Google Earth, Journal of College Science Teaching, 42(2), 32-37. Hunter, Nancee.(2016). Assesing Sense of Place and Geo-literacy Indicatorc as Learning Outcomes of an International Teacher Professional Development Program, Dissertation, Porland State University. Johnston, B. And Webber, S. (2003). Information Literacy in Higher Education: a review and case study, Studies in Higher Education, 28 (3), 335-352. Levinson, S.C.(2003). Space in Language and Cognition: Explorations in Cognitive Disversity. New York: Cambridge University Press. Lloyd, Annemaree.(2006). Information Literacy Landscapes: an emerging picture, Journal of Documentation, 62 (5), 570-583. Miles, Matthew B, Huberman, A. Michael, and Saldana, Johnny.(2015). Qualitative Data Analysis A Methods Sourcebook. Thousand Oaks, CA: Sage Publications. Minca, Claudio.(2013). The Cultural Geographies of Landscape, Hungarian Geographical Bulletin 62(1), 47-62. National Research Council.(2005). Learning to Think Spatially. GIS as a Support System in the K12 Curriculum. Washington DC: National Research Council and National Academies Press. Ottati, Daniela F.(2015). Geographical Literacy, Attitudes, adn Experiences of Freshman Students: A Qualitative Study at Florida International University, Dissertation. Miami: Florida International University. Patton, M.Q.(2002). Qualitative Research and Evaluation Methods (3rd ed.). Thousand Oasks CA: Sage Publications. Stokes, A. & Boyle, A.P.(2009). The Undergraduate Geoscience Fieldwork Experience: Influencing Factors and Implications for Learning, in: S.J. Whitmeyer, D.W. Mogk & E.J. Pyle (Eds) Field Geology Education-Historical Perspectives and Modern Approach, 461, Geological Society of America, 313-321. Turner, S., & Leydon, J.(2012). Improving Geography Literacy among First Year Undergraduate Students: Testing the Effectivess of Online Quizzes, Journal of Geography, 111(2), 54-66.

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Peltzer, Karl, Lily Cherian, and Varghese I. Cherian. "Attitudes towards Handicaps in South African and Indian University Students." Psychological Reports 89, no. 2 (October 2001): 216. http://dx.doi.org/10.2466/pr0.2001.89.2.216.

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Stones, Christopher R., and Joseph L. Philbrick. "Attitudes toward Love among Xhosa University Students in South Africa." Journal of Social Psychology 129, no. 4 (August 1989): 573–75. http://dx.doi.org/10.1080/00224545.1989.9712078.

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Stones, Christopher R. "Love Attitudes of White South African and British University Students." Journal of Social Psychology 132, no. 5 (October 1992): 609–13. http://dx.doi.org/10.1080/00224545.1992.9713900.

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PELTZER, KARL. "ATTITUDES TOWARDS HANDICAPS IN SOUTH AFRICAN AND INDIAN UNIVERSITY STUDENTS." Psychological Reports 89, no. 6 (2001): 216. http://dx.doi.org/10.2466/pr0.89.6.216-216.

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Stones, Christopher R., and Joseph L. Philbrick. "Work Attitudes among a Sample of Black South African Students." Journal of Social Psychology 132, no. 2 (April 1992): 281–84. http://dx.doi.org/10.1080/00224545.1992.9922984.

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Bovée, Chantal, Joke Voogt, and Martina Meelissen. "Computer attitudes of primary and secondary students in South Africa." Computers in Human Behavior 23, no. 4 (July 2007): 1762–76. http://dx.doi.org/10.1016/j.chb.2005.10.004.

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Journal articles on the topic 'Students South Australia Attitudes'

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