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Academic literature on the topic 'University of Melbourne Students Attitudes'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "University of Melbourne Students Attitudes"

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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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Keane, Therese, Tanya Linden, Paul Hernandez-Martinez, and Andreea Molnar. "University Students’ Experiences and Reflections of Technology in Their Transition to Online Learning during the Global Pandemic." Education Sciences 12, no. 7 (June 29, 2022): 453. http://dx.doi.org/10.3390/educsci12070453.

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During the COVID-19 pandemic, technology has been used to a lesser or greater extent to facilitate learning and has become an instrumental part of ensuring continuity of education. Students had no choice but to engage in online learning during periods of lockdowns. The quick transition to online learning had the potential to significantly affect the student learning experience and, as a result, their attitudes to studying at university. In this study, we examined self-reported students’ attitudes on their transition from face-to-face to online learning. Second-year students from Swinburne University of Technology in Melbourne, Australia, were invited to complete the questionnaire. Students reported a range of attitudes and experiences from very positive and enjoying discovering the new study mode to the very negative where motivation to study was lost and they were considering deferring or quitting their studies. Approximately half of the students discovered the benefits of both online and in-person education and expressed a preference for learning in a blended learning environment. The study results demonstrate the importance of digital technologies that provide flexible and agile educational opportunities with many students being open to new learning experiences despite missing the traditional approaches to education. The results of this study could inform further educational interventions when there is a need to move to online learning with little notice.
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Roudavski, Stanislav. "Selective Jamming: Digital Architectural Design in Foundation Courses." International Journal of Architectural Computing 9, no. 4 (December 2011): 437–61. http://dx.doi.org/10.1260/1478-0771.9.4.437.

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This article considers how the concepts and practice of digital architectural design can influence early architectural education. The article approaches this topic through one example, the Virtual Environments course – a constituent of the Bachelor of Environments program at the University of Melbourne. The institutional remit of this course is to introduce first-year students to the roles of design representation. However, recently, the course developed to encompass these pragmatic educational aims and began to question canonical attitudes towards architectural education and practice. At the core of this course are the notions, methods and skills of digital architectural design, understood not as a stylistic option or as a novel paradigm, but as a catalyst for creativity, experimentation, critical thinking and the sustained growth of creative communities.
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Joseph, Dawn, Rohan Nethsinghe, and Alberto Cabedo-Mas. "“We learnt lots in a short time”: Cultural exchange across three universities through songs from different lands." International Journal of Music Education 38, no. 2 (October 3, 2019): 177–93. http://dx.doi.org/10.1177/0255761419880027.

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Establishing strong connections between universities within initial teacher education (ITE) programs not only takes time, but it also presents opportunities and challenges. Tertiary music educators are called to prepare ITE students/pre-service teachers to be culturally responsive. This article forms part of our wider study “See, Listen and Share: Exploring Intercultural Music Education in a Transnational Experience Across Three Universities (Royal Melbourne Institute of Technology University, Australia; Deakin University, Australia; and Universitat Jaume I of Castelló, Spain). For this article, we draw on student web survey data, anecdotal feedback, and our reflections. We employ Interpretative Phenomenological Analysis as a tool to thematically group our surveys into three broad overarching themes to inform our findings and discussions. We argue that music education is an effective vehicle for exploring culture and diversity through song. Our findings show that our ITE students built positive attitudes about using songs in their generalist primary and early childhood classrooms. They also recognized the importance of collaborative sharing using face-to-face and Skype. This project proved a worthy experience for all concerned, it formed a rich part of our professional learning. We encourage others to consider the approach as one way to promote multicultural music and cultural diversity within ITE programs and across other educational settings.
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Tripathi, Parmanand. "Positive And Supportive Teacher Student Relationship." Think India 22, no. 2 (October 31, 2019): 2665–73. http://dx.doi.org/10.26643/think-india.v22i2.9391.

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Every teacher must realize that he/she needs to be highly motivated, committed, passionate, and optimistic towards his/her students as well as his/her teaching in order to create a positive and productive impact on the students and their learning outcomes. It is a proven fact that teachers who are sincere, caring, approachable, supportive and inspiring can easily enable their students to become enthusiastic, successful and creative learners. John Hattie, a proponent of Evidence Based Quantitative Research Methodologies on the Influences on Student achievement, who is also a Professor of Education and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia, has noted in his study that a harmonious classroom can assist with the development of creativity as well as reduce anxiety levels amongst students. In my opinion, the primary objective of all effective and conscious teachers should be to promote a safe and healthy learning environment wherein students will feel confident, comfortable, happy and accepted. Time and again, I am convinced of the fact that only effective and conscious teachers understand, acknowledge and therefore, appreciate the significance of creating a rapport and bonding with their students for providing an education that is positive, productive and progressive. When teachers display a positive and congenial attitude towards their students, they not only make them ‘learn better, faster and deeper’ but make them self-confident and self-reliant too. Building positive, supportive, cooperative and mutually strong teacher-student relationships is the key to create a welcoming, healthy and conducive learning space in which students are enabled to thrive, prosper and go on to become what they are meant to be in life. And it is only by forging and nurturing a strong and positive relationship with their students, can teachers create a healthy and conducive learning atmosphere wherein students feel welcome, accepted, respected, loved and cared for, wherein learning becomes fun and joy. Conscious and committed teachers promote the art of positive parenting in every classroom and in every school to enable the students to become confident learners by willingly and happily shouldering the responsibility of being their ‘second parents’.When teachers teach with passion, display positive attitude towards their students and their success, and show genuine care for them, the students reciprocate with respect for their teachers, interest and love for their learning.
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Azer, Samy A. "A multimedia CD-ROM tool to improve student understanding of bile salts and bilirubin metabolism: evaluation of its use in a medical hybrid PBL course." Advances in Physiology Education 29, no. 1 (March 2005): 40–50. http://dx.doi.org/10.1152/advan.00015.2004.

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Over the last 35 years our understanding of bile salts, bilirubin metabolism, and hepatobiliary transport has progressively increased. From 1965 to the end of 2002, 3,610 articles and review papers have been published on hepatobiliary and enterocyte transport of bile salts. However, there is a lack of information in the content of current textbooks about hepatobiliary physiology, bile salt transporters, bile formation, mechanisms underlying cholestasis, and drug-induced liver injury. The use of an integrated multimedia program on the liver covering these gaps in textbooks may be useful to student learning. This study aims to 1) assess student views on a multimedia CD-ROM (“The Liver”) integrating basic and clinical sciences related to the liver, bile salts, and bilirubin metabolism, 2) assess the usefulness of problem-based learning (PBL) cases included in the multimedia CD-ROM, and 3) assess student learning before and after use of the multimedia CD-ROM. A total of 106 first-year medical students (27 with and 79 without a prior university degree) at the University of Melbourne participated in this study. Students were tested on the liver, bile salts, and bilirubin metabolism before and after using the multimedia CD-ROM. After completing the multimedia CD-ROM, each student filled out a 5-point Likert scale questionnaire evaluating the features of the program and its usefulness to their learning. Results show that the aims of the package were clear to participants, the contents were logically organized and clear, the key concepts were easy to identify, the contents were pitched to an appropriate level, and the package was interactive and encouraged participants to reflect on their learning. Students also agreed that the assessment tools used in the program and the feedback provided were meaningful and helpful to their learning. No differences were found when responses were compared on the basis of academic background, gender, citizenship, or first language of participants. Students agreed that the PBL cases in the CD-ROM kept them engaged, were useful to their learning, and matched with the overall philosophy of the program. Compared with graduate-entry students (those with a prior university degree), school leavers (those with no prior university degree) showed a more positive attitude toward the PBL cases included in the multimedia CD-ROM and agreed that cases kept them engaged ( P = 0.033). Students who completed the test after using the multimedia CD-ROM scored higher compared with those who completed the test before using the multimedia CD-ROM ( P <0.001). In conclusion, using bile salts, bilirubin metabolism, and their hepatobiliary transport as an example, the incorporation of a multimedia CD-ROM into the first-year medical course has the potential to improve student understanding of the main concepts in a variety of body systems.
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Azer, Samy A., David Simmons, and Susan L. Elliott. "RURAL TRAINING AND THE STATE OF RURAL HEALTH SERVICES: EFFECT OF RURAL BACKGROUND ON THE PERCEPTION AND ATTITUDE OF FIRST-YEAR MEDICAL STUDENTS AT THE UNIVERSITY OF MELBOURNE." Australian Journal of Rural Health 9, no. 4 (August 2001): 178–85. http://dx.doi.org/10.1046/j.1038-5282.2001.00359.x.

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Tangalakis, Kathy, Kate Kelly, Natalie KonYu, and Dianne Hall. "The impact of teaching from home during the covid-19 pandemic on the student evaluations of female academics." Journal of University Teaching and Learning Practice 19, no. 1 (March 8, 2022): 160–75. http://dx.doi.org/10.53761/1.19.1.10.

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Student Evaluation of Teaching (SET) results play an important role in academic staff performance evaluation, but also in promotion processes. However, there is much evidence to suggest that the SET used in most universities across the Anglosphere has traditionally penalised female academics. As universities manage the recovery phase of the COVID-19 pandemic, they will also need to take into account the effect of remote teaching on the validity of student evaluation data. Given SET are critical to promotion success, it is important to then understand the gendered effect of remote teaching on student evaluations. We aimed to evaluate how intrusions of family life, academics’ home environment and competence with remote teaching technology of female academics were viewed by students and if there were noticeable differences in SET data. We analysed 22,485 SET data over 2019 (pre-COVID, face-to-face teaching) and 2020 (COVID-lockdowns, remote teaching) for female and male academics, matched with student gender, in the multidisciplinary First Year College at Victoria University, Melbourne Australia. Our results showed that there were no differences in the score ratings for teacher gender. However, the qualitative data showed that whilst overall there were overwhelmingly positive comments for both male and female teachers, there was an increase in the negative comments on teaching style by male students toward their female teachers during remote teaching and overall more comments relating to attitude. We speculate that this would have a negative impact on the confidence of teaching-intensive female academics hindering their leadership aspirations and career progression in academia.
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Pham, Mai N. "Language attitudes of the Vietnamese in Melbourne." Australian Review of Applied Linguistics 21, no. 2 (January 1, 1998): 1–20. http://dx.doi.org/10.1075/aral.21.2.01pha.

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Abstract This study is an attempt to investigate language attitudes of the older and younger generations of Vietnamese bilingual adults in Melbourne, in relation to their ethnicity in the Australian context and in the light of the historical background of the Vietnamese immigrants in Australia. A survey of 165 Vietnamese bilingual adults and students in Melbourne was carried out to investigate their language use in private and public domains, their appraisal of English and Vietnamese, their attitudes towards Vietnamese language maintenance, acculturation, and the question of their ethnic identity in Australian society. The results of the findings reveal that there is a significant difference between adults and students in various aspects of their language attitudes. Overall their choice of language use in private and public domains varies with situations and interlocutors. Although both groups show positive attitudes towards the appraisal of Vietnamese, the maintenance of Vietnamese language and culture and the retaining of their ethnic identity, what is significant is that students demonstrate stronger positive attitudes than adults. With regard to factors that influence the maintenance of Vietnamese, while adults think that government language policy is the most important factor, students express their confidence in the ability of the Vietnamese themselves to maintain their language.
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Burton, Joren M., and Lee A. Swanson. "Entrepreneurial attitudes of university students." International Journal of Entrepreneurship and Small Business 16, no. 3 (2012): 283. http://dx.doi.org/10.1504/ijesb.2012.047436.

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Dissertations / Theses on the topic "University of Melbourne Students Attitudes"

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Whitefield, Despina, and Despina Whitefield@vu edu au. "Personal and interpersonal skills development in an accounting degree : a case study of accounting education." Swinburne University of Technology, 2003. http://adt.lib.swin.edu.au./public/adt-VSWT20050502.170936.

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This thesis examines the perceptions of lecturers, graduates and employers of personal and interpersonal skills development in an accounting degree at Victoria University. The development of personal and interpersonal skills in students in higher education has been the focus of discussion amongst accounting educators, accounting practitioners and the accounting profession for many years. There is a general consensus on what skills are necessarily sought to ensure success within the accountancy profession but very few previous studies on how those personal and interpersonal skills are being developed. This research study presents a research framework which emphasises the complex interrelationships between an accounting curriculum, accounting lecturers, accounting graduates and employers of graduate accountants and their perceptions of how personal and interpersonal skills are developed. A case study approach, combining archival, qualitative and quantitative methods, is used to investigate how a Bachelor of Business Accounting degree in one Australian university facilitates personal and interpersonal skills development. The case study results indicate that the curriculum, as the vector for skills development, has both explicit and implicit references to skills outcomes. Graduates� perceptions of many of the personal and interpersonal skills considered in this study are closely related to the curriculum findings. However, there appears to be a lack of convergence between lecturers� perceptions, the curriculum and graduates� perceptions. Employers generally agree that graduates display most of the personal and interpersonal skills, albeit at a low level, in the workplace. There are curriculum implications arising from the results of this research for accounting academics who design and develop accounting programs where the value of graduates� personal and interpersonal skills are acknowledged. As a first step, academics need to improve accounting curricula by explicitly integrating personal and interpersonal skills in their subjects. Communicating to students the explicit nature of personal and interpersonal skills development and making them aware is the next step.
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Kazemi, Farida. "Attitudes of university students towards students with physical disabilities." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1198.

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The purpose of this study is to explore the social and dating attitudes of university students who are able-bodied towards students with physical disabilities at California State University, San Bernardino.
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Alothman, Manal Othman Hamad. "Saudi teachers' and university students' attitudes toward computing." Thesis, Heriot-Watt University, 2016. http://hdl.handle.net/10399/3133.

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Computer technology is an important tool that enhances people’s learning, improves their education and influences the development of society. There is considerable research in Western countries studying attitudes towards computers but few studies have been performed in the Kingdom of Saudi Arabia (KSA). Therefore, it is worth measuring students’ attitudes to computer use in KSA as, if students are able to develop a positive attitude towards this during their educational years, they will increase their learning and knowledge, their future work will benefit and in turn this will benefit the national economy. The aim of this study is to investigate the associations between Saudi University students’ knowledge of English, their gender, computer experience, parents’ encouragement of use computer usage, place of residence and general attitudes towards the use of computers in their daily life. The main contribution of this study is the investigation of the attitude of both teachers and students within different regions of Saudi Arabia, using a large quantitative data set triangulated with qualitative data. The results show that Saudi undergraduate students have a positive attitude toward computers, and there are no significant gender differences between male and female students in their attitudes. This study also suggests students in the capital city have a more positive attitude towards computer than students from small cities. There is also a strong relationship between attitudes towards computers and English language skills, computer experiences, parental encouragement and undergraduate students’ computer attitudes. A majority of Saudi students in the study don’t have access to computers at university, especially females. The qualitative study conducted with school teachers shows gender differences, with male teachers having a more positive attitudes towards computers, and more computer experience and skills. The evidence presented in this work suggests that the educational use of computing in KSA requires an increased availability of computers; provision of computer workshops for students and educators starting from early education; levels to higher education and encouragement of students to use computers in learning methods in order to be successful.
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Ghoreyshi, Mohammad. "The Attitudes of International Students Toward University Withdrawal." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331730/.

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The purpose of this study was to determine if significant differences existed in attitudes of international students concerning college withdrawal. Data collection involved 200 freshmen international students from two universities in Texas. Two questionnaires were distributed to the students to determine attitudes toward college withdrawal. The instrument used to score the attitudes was the Purdue Master Attitude Scale. The analysis of variance was used for the statistical evaluation. The statistics indicated there was no significant differences between the students tested in the study and that the students had favorable attitudes toward college and unfavorable attitudes toward college withdrawal. Based on the findings of this study, universities should devise an extensive counseling and orientation program in order to provide students opportunities to complete their college education.
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Cebi, Esra. "University Students." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610828/index.pdf.

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The main purpose of the present study was to examine the effect of perceived social support, psychological distress, prior help-seeking experience, and gender on attitudes toward seeking psychological help of university students. In addition to the main purpose
gender, faculty, living arrangement, and year of study differences in attitudes toward seeking psychological help and students&rsquo
knowledge about the psychological counseling services of the METU Health and Guidance Center were investigated. The sample consisted of 417 (223 female, 194 male) undergraduate students of Middle East Technical University. The data was gathered using the scale of Attitudes Toward Seeking Psychological Help-Shortened (ASPH-S), the Multidimensional Scale of Perceived Social Support (MSPSS), General Health Questionnaire (GHQ-12) and a demographic information form. It was found that nearly half of the participants (47%) had knowledge about the psychological counseling services of the METU Health and Guidance Center. Friends were the most frequently stated sources of help (59%) in times of need for personal problems. Females had more positive attitudes toward seeking psychological help than males. Students of the Faculty of the Arts and Sciences, and students of the Faculty of the Education were found to have more favorable attitudes than of the Faculty of Engineering students. Finally, hierarchical regression analysis showed that perceived social support, prior help-seeking experience, and gender significantly predicted attitudes toward seeking psychological help. However, psychological distress was not associated with help-seeking attitudes.
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Galloway, Nicola. "An investigation of Japanese university students' attitudes towards English." Thesis, University of Southampton, 2011. https://eprints.soton.ac.uk/345128/.

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As a global language, English has spread to the extent that non-native speakers now outnumber native speakers. In the last few decades, a body of research literature has emerged demonstrating the decreasing global relevance of native English speakers, and calling for a re-evaluation of English Language Teaching (ELT) practices, in order to better prepare students for using English as a global lingua franca. However, students’ needs and attitudes towards English and ELT must be fully investigated before curriculum changes can be suggested. Many attitude studies conclude that students favour native varieties of English. However, such research often uses single research methods and very few relate attitude studies to ELT. Further research is required regarding students’ attitudes towards English, the factors influencing these attitudes and how they relate to ELT. Moreover, few studies have investigated these proposals in any depth or explored the impact of course instruction in the global uses of English on students’ attitudes. This thesis is an investigation of Japanese university students’ attitudes towards English and English teachers in relation to the use of English as a lingua franca (ELF). In order to widen the scope of understanding, this research employed a mixture of quantitative and qualitative measures to obtain data about the participants and their attitudes. Thus, questionnaires, interviews and focus groups were used. Following the introduction, chapter two and three provide a literature review. Chapter four outlines the methodology, and the results are presented in chapters five, six and seven. Chapter eight presents a discussion of the results and the implications of this study for teaching English are discussed in chapter nine. The findings suggest that English is seen as a language belonging to native English speakers and those students want to learn native English. However, the results highlighted that a number of factors influence students’ attitudes. The findings also demonstrated that the study of Global Englishes influenced students in a number of ways, including their motivation for learning English, attitudes towards varieties of English and attitudes towards English teachers. It encouraged them to question notions of ‘standard English’, was helpful for future ELF communication and raised their confidence as English speakers. In sum, the findings of this study provide an empirical basis for a re-evaluation of ELT and suggest that Global Englishes Language Teaching is something that should be further investigated.
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Lawrence, Michelle. "Exploring attitudes of University students towards seeking psychological counselling." Thesis, University of the Western Cape, 2009. http://hdl.handle.net/11394/3327.

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Magister Psychologiae - MPsych
Student counselling services, typically located within a holistic developmental approach, aim to render comprehensive student services to service users in relation to their psychological, social,educational and spiritual well-being. However, a number of cognitive and affective barriers reportedly reduce the likelihood of young people at universities seeking professional psychological help for personal-emotional problems. Accordingly, the aim of this study, which is located within the Theory of Reasoned Action, was to explore students’ attitudes towards utilising student counselling services, as well as their interpretations of the influence of age, gender and education on their attitudes and self-rated knowledge regarding seeking psychological help. The study thereby attempts to provide an understanding of the factors that influence help-seeking behaviours in university students. The research sample consisted of twenty nine students from the Cape Peninsula University of Technology. The data was collected through focus group discussions, which were conducted using an open-ended and participantcentred approach to the discussion. The qualitative approach of the study was informed by the theory of social phenomenology. Data gathered from the focus group discussions was thematically analysed. The results suggest that attitudes have a potentially important influence on intentions to seek out psychological counselling. Findings show that students feel shame and guilt when they are struggling psychologically and as a result avoid seeking psychological intervention for fear of being negatively stigmatised. The study revealed that education around mental health disorders and the management thereof was crucial in order for them to be demystified and de-stigmatised, and to facilitate openness in the sharing of these problems, and society’s understanding and acceptance of people experiencing psychological disorders. Results also indicate that there is a shift taking place in these attitudes, and suggest ways in which this change can be further facilitated, such as the utilisation of peer helpers who could play a key role in facilitating and reinforcing help seeking behaviour. The outcomes of the study may further contribute to informing universities’ goal to provide accessible, quality and effective development and support services to its students.
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Cheung, Tung-yuen. "University students' knowledge and attitudes toward breastfeeding in Hong Kong /." View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31937937.

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Sese, Stephanie P. Reyes. "Attitudes and behaviors towards preconception health among male university students." Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1522654.

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The purpose of this study is to explore the attitudes and behaviors of male university students in relation to preconception health. Preconception health is a set of interventions that detect and change biomedical, behavioral, and social risks to a man and woman's health and future pregnancies. One essential component in preconception health is to improve the knowledge, attitudes and behaviors of men and women related to proper health management before conception.

This study follows a univariate descriptive research design using a convenience sampling of 64 university students. This study demonstrated 5 key findings: (a) attitudes towards preconception health is necessary when planning a pregnancy, using birth control is fairly easy and safe; (b) partners and friends have an influence on confidence in using preconception counseling, however, only the partner had an influence on attitude towards pregnancy prevention; (c) a participant's belief in using birth control every time he has sex is higher when his partner takes birth control more seriously; (d) there were no significant difference between attitudes and behaviors among racial groups; and (e) the older the participants, the more negative attitudes they had towards preconception health.

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Voyatzakis, Mary. "Attitudes of undergraduate university students toward people with physical disabilities." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=68143.

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This research explored the attitudes of McGill University undergraduate students toward people with physical disabilities. First and third year students in six different faculties were further subdivided into a Human Service discipline which included Education, Social Work, and Nursing students, and a non Human Service discipline which included Management, Engineering, and Agriculture students. The effects of gender, having had previous contact with persons with a disability, and having had a course on the topic of disability on attitudes toward people with disabilities were also examined. One hundred and forty-four women and 79 men served as the subjects for this study. Subjects completed the Attitude Toward Disabled Persons Scale (ATDP) Form B, and descriptive information giving the variables under investigation (gender, faculty, etc.). The analysis of the data collected showed that there was a significant positive difference in attitudes among students following a Human Service discipline than students following a non Human Service discipline. There was a significant interaction effect between faculty and year of study with Agriculture, Engineering, and Nursing student scores increasing in their third year, and Management, Education, and Social Work student scores decreasing in their third year. No significant differences on attitudes toward people who are physically disabled were found according to faculty enrolled in, year of study, gender, previous contact with persons with disabilities, or previous course on the topic of disability.
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Books on the topic "University of Melbourne Students Attitudes"

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Melbourne University characters and controversies. Parkville, Vic: Melbourne University History Dept., 2001.

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Hodgins, Andrea Mary. Sexual attitudes, personality, and demographic variables of university students. Sudbury, Ont: Laurentian University, Department of Psychology, 1989.

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McGregor, Kimberly May. Changing attitudes towards parental discipline: Undergraduate students at Laurentian University. Sudbury, Ont: Laurentian University, Department of Sociology and Anthropology, 1989.

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Newbold, David, and Peter Paschke. Accents and Pronunciation Attitudes of Italian University Students of Languages. Venice: Fondazione Università Ca’ Foscari, 2022. http://dx.doi.org/10.30687/978-88-6969-628-2.

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In recent years, endorsed by the updated (2018) version of the Common European Framework, intelligibility has replaced native-like pronunciation as a primary objective in foreign language teaching. But accent and pronunciation continue to be central issues for university students of languages. This volume presents the results of an investigation into the attitudes of some 370 first-year students at Ca’ Foscari University of Venice, the first such study in Italy, involving students of 13 languages, the principal ones being English, Spanish, French, German and Russian. The survey investigated the importance given to pronunciation in the foreign language, the motivation students have to improve it, and the possible conflict of identity which the acquisition of a ‘foreign’ pronunciation might incur. Students were invited to reflect on the quality and variability of their pronunciation in the two foreign languages they were studying, on their ability to assess it, on affective aspects linked to pronunciation, and on their awareness of phonetic features. They were also asked for their opinions about the pronunciation of English as a Lingua Franca (ELF) and about Italian when spoken with a foreign accent. The contributions in this volume describe the linguistic background of respondents, present and analyse the attitudes which emerge, verify the role of some independent variables (gender, plurilingualism, motivation for enrolment, languages studied, level of proficiency), and (in the case of ELF) report the findings of a follow-up study of master’s level students. The result is an overall picture likely to be of interest to anyone working in the field of university language teaching and who wishes to have a better idea of what students think about foreign language pronunciation.
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Crawford, John. Evaluating the student experience at Glasgow Caledonian University. Glasgow: Glasgow Caledonian University, 2000.

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Ramcharan, Subhas. An attitudinal study of visible minority students at the University of Windsor. [Windsor, Ont.]: University of Windsor, 1991.

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Barcan, Alan. Radical students: The old left at Sydney University. Carlton, Vic: Melbourne University Press, 2002.

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Liu, Tzen Liang. A survey of university students in Taiwan: Identifying students' motivation and attitudes towards learning English. [S.l: The Author], 2002.

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NLC National Education Conference (13th 1998 Melbourne, Vic.). Support services: The distinguishing feature of Australian international education? : papers and proceedings, Melbourne, 14-15 July 1998. South Carlton, Vic: National Liaison Committee for International Students in Australia, 1998.

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O'Connell, Fionnuala Rosemary. Attitudes and motivations of Korean students studying English at Yonsei University, Seoul. [S.l: The Author], 1993.

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Book chapters on the topic "University of Melbourne Students Attitudes"

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Walt, Christa van der. "University Students’ Attitudes Towards and Experiences of Bilingual Classrooms." In Language Planning and Policy: Language Planning in Local Contexts, edited by Anthony J. Liddicoat and Richard B. Baldauf Jr, 217–33. Bristol, Blue Ridge Summit: Multilingual Matters, 2008. http://dx.doi.org/10.21832/9781847690647-015.

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Laming, Madeleine Mattarozzi. "Stories of Difference: Metropolitan and Rural Students’ Attitudes to University." In Globalisation, Ideology and Education Policy Reforms, 133–52. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-3524-0_9.

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Oksanen, Susanna, Juulia Lahdenperä, and Johanna Rämö. "University Teaching Assistants’ Metaphors About Teachers’ Role." In Students' and Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms, 33–42. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-70244-5_4.

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Merchant, Altaf, and Geoffrey Moody. "Impact of University Heritage and Reputation on Attitudes of Prospective Students." In Developments in Marketing Science: Proceedings of the Academy of Marketing Science, 391. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-10951-0_148.

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Liu, Jie, and Viv Edwards. "The attitudes of Yi university students in Sichuan to trilingual education." In Multilingual China, 126–38. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429286056-10.

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Balkaya, Nilgün, and Ayla Bilgin. "University Students’ Recycling Behavior and Attitudes Toward the Disposal of Solid Wastes." In Recycling and Reuse Approaches for Better Sustainability, 39–52. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95888-0_4.

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Roeder, Rebecca, Elizabeth Miller, and Pilar Garcés-Conejos Blitvich. "Pedagogy, Audience, and Attitudes: Influencing University Students’ Metalinguistic Awareness About Texting Practices." In Analyzing Digital Discourse, 367–89. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92663-6_13.

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Kowalonek-Janczarek, Monika. "Chapter 7 – Attitudes toward Multilingualism in Poland and Japan from University Students' Perspective." In Bi- and Multilingualism from Various Perspectives of Applied Linguistics, 137–52. Göttingen: V&R unipress, 2022. http://dx.doi.org/10.14220/9783737014298.137.

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Boruchovitch, Evely, José Aloyseo Bzuneck, Natália Moraes Góes, Taylor Wayne Acee, and Sofia Pellisson. "Academic Anxiety: Relationships with Motivation and Attitudes Toward Learning Among Brazilian University Students." In Handbook of Stress and Academic Anxiety, 67–80. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12737-3_5.

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Haigh, Martin. "Influence of a Disaster on the Environmental Attitudes of University Students in Uttarakhand, India." In Environmental Sustainability Education for a Changing World, 57–78. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66384-1_4.

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Conference papers on the topic "University of Melbourne Students Attitudes"

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Adada, Nisrine N., Ahmad A. Shatila, and Hadla S. Tabsh. "University Students' Attitudes toward E-Tests." In 2015 Fifth International Conference on e-Learning (econf). IEEE, 2015. http://dx.doi.org/10.1109/econf.2015.40.

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Herrera, Angela, Ivan Iraola-Real, and Alonso Iraola-Arroyo. "Intercultural Attitudes in Pedagogy University Students." In 2021 IEEE Sciences and Humanities International Research Conference (SHIRCON). IEEE, 2021. http://dx.doi.org/10.1109/shircon53068.2021.9652349.

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Malenova, Arina Yu. "Express assessment of students’ parental attitudes." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2021. http://dx.doi.org/10.33910/herzenpsyconf-2021-4-47.

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Madolell Orellana, Rocío. "Analysis Of Attitudes Toward Gender In University Students." In EDUHEM 2018 - VIII International conference on intercultural education and International conference on transcultural health: The Value Of Education And Health For A Global,Transcultural World. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.04.02.53.

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Dilektaşlı, Aslı Görek, Ozge Aydın Guclu, Esra Uzaslan, and Mehmet Karadag. "University Students’ Knowledge and Attitudes About Electronic Cigarettes." In ERS International Congress 2021 abstracts. European Respiratory Society, 2021. http://dx.doi.org/10.1183/13993003.congress-2021.pa2445.

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Reyes Flores, Luis Gerardo, Alex Rigoberto Casco Valladares, Roberto Arturo Mejía Velásquez, Julio Cesar Avila Flores, Orquídea Marina Cruz, Delmy Esperanza Ávila, and José Antonio Fernández. "Attitudes of university students towards research in Honduras." In 2nd LACCEI International Multiconference on Entrepreneurship, Innovation and Regional Development (LEIRD 2022): “Exponential Technologies and Global Challenges: Moving toward a new culture of entrepreneurship and innovation for sustainable development”. Latin American and Caribbean Consortium of Engineering Institutions, 2022. http://dx.doi.org/10.18687/leird2022.1.1.100.

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Semenova, Svetlana V. "Students’ attitudes towards using a psychological support chatbot." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2021. http://dx.doi.org/10.33910/herzenpsyconf-2021-4-67.

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Plevova, Irena, Michaela Pugnerova, and Jana Kvintová. "A QUALITATIVE ANALYSIS OF THE ATTITUDES OF UNIVERSITY STUDENTS TO UNIVERSITY TEACHERS." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.2288.

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Chrásková, Marie, and Jana Kvintová. "Attitudes of Czech University Students to a Healthy Lifestyle." In ICEEPSY 2016 International Conference on Education and Educational Conference. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.11.10.

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Šerić, Maja, and Daniela Garbin Praničević. "UNIVERSITY STUDENTS’ ATTITUDES TOWARD TEAMWORK: A CROSS-CULTURAL STUDY." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2314.

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Reports on the topic "University of Melbourne Students Attitudes"

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Shephard, Arlesa, and Sanjukta Pookulangara. Students' attitudes toward and use of university digital collections. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-1292.

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Ragsdale, Ronald. Attitudes, Motivations and Expectations of Students and Instructors in an Intensive University ESL Summer Session. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5451.

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KLIMENKO, I. M., and O. I. GAN. EMOTIONAL ASPECTS OF TEACHING IN HIGHER SCHOOL AND THE FACTOR OF DIGITALIZATION. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-80-87.

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Abstract:
The purpose of the article is to study the possibilities of analog and digital learning in the formation of emotional intelligence and personal-value attitudes of students. In the course of the study, the following tasks were solved: the significance of the formation of emotional intelligence among university students was analyzed; a primary analysis of the possibilities of digital and analog education in the education of personal and value attitudes of young students was carried out. The paper puts forward a hypothesis: at the current stage of digitalization of education, analog training and education prevail in the emotive aspects of educating students’ personal-value attitudes.
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