Journal articles: '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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Dumčienė, Audronė, Tomas Saulius, and Audrius Čapskas. "UNIVERSITY STUDENTS’ ATTITUDES TOWARDS E-LEARNING." Baltic Journal of Sport and Health Sciences 1, no. 100 (2016): 2–9. http://dx.doi.org/10.33607/bjshs.v1i100.40.

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Background. E-learning is a new paradigm of modern teaching methods. The aim of the paper was to reveal the university students’ attitudes towards e-learning. Methods. Research sample involved undergraduate (first cycle) and postgraduate (second cycle) students of three different universities, 156 men and 278 women. Questionnaire was comprised of 60 questions and statements. Results. Research reveals that 40% of undergraduates and 42% of postgraduates positively treat e-learning as the method of study content presentation; 23% of undergraduate and 38% postgraduate students believe that study content presented in e-learning environment helps them focus attention; 61% of the undergraduates and 59% of postgraduate students claim that materials accessible in e-learning environment are relevant to their studies. Even 37% of undergraduates and 34% of postgraduates are completely satisfied with their study results achieved by studying materials presented in e-learning environment. Attitudes of male and female students and students from different universities differ significantly (p < .05). About 40% of undergraduate and 36% of postgraduate students believe that studying via e-learning is easier than studying based on traditional methods, 48% and 44% respectively think that it is harder. The majority, i.e. 59% of undergraduates and 52% of postgraduates, prefer blended learning methods. About 42% of first cycle students and 43% of second cycle students disagree or partly disagree with the claim that studies via e-learning and studies based on traditional methods do not differ in respect of their quality; 38% of undergraduate and 42% of postgraduate students believe that e-learning and traditional methods lead to the acquisition of the same competences. Students who have part-time jobs and students who have full-time jobs have significantly different (p < .05) attitudes towards competences acquired via e-learning and via traditional methods. The opinion that the same competences are acquired via e-learning and via traditional methods is more common among full-time workers. Students (45% of undergraduates and 37% of postgraduates) tend to believe that in the e-learning environment studies were organized as professionally, qualitatively and effectively as studies based on traditional methods. This view is opposed by 22% of undergraduate and 30% of postgraduate students. Conclusions. Students treat traditional (“live”) lectures more favourably than autonomous studies in the e-learning environment. They tend to believe that the blended learning method is the most acceptable. Male students’ and female students’ attitudes towards study results in the e-learning environment differ significantly. The majority believe that competences acquired via e-learning and the ones acquired via traditional methods do not differ.

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Schnurr, Norman V., Stanko Racic, and Tomislav Gelo. "University Students Attitudes: Croatia Versus Turkey." Journal of International Education Research (JIER) 7, no. 2 (April 26, 2011): 23–32. http://dx.doi.org/10.19030/jier.v7i2.4246.

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We surveyed Croatian and Turkish business school students, from universities emphasizing globalization, to analyze whether consideration for travel to the USA is affected by attitude toward their own country and the USA The results from comparing and contrasting differences between these countries and differences between males and females in each country - and their counterparts in the other country - may also give an outlook to future business relationships between the USA and these countries. Based on a t-test, Croatian students ratings of the USA were significantly more positive, but there was no statistically significant difference in expectations to travel to the USA.

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Saputra, Dadang Herli. "ANALYSING UNIVERSITY STUDENTS’ ATTITUDES TOWARDS HOAXES." Lingual: Journal of Language and Culture 9, no. 1 (May 31, 2020): 15. http://dx.doi.org/10.24843/ljlc.2020.v09.i01.p03.

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The present study aimed to analyse the students’ attitudes toward hoaxes and the other fake news. The research questions were formulated as the followings: a) What are attitudes of students toward hoax? b) What are the factors (determinants) which might affect their behaviour toward hoax? c) Where do the students usually access or share information which contains hoax? d) What are the students’ perceptions toward the impact of hoaxes? The design of the study was a mixed method in which both questionnaire and interview were administered to the participants. Firstly, the written questionnaire was administered to elicit the respondents’ attitudes and other relevant questions. Further, semi-structured interview, which was conducted randomly, was employed to provide more elaborate data on the participants’ perception. The number of participants was 80 students of law department who are currently studying in their early semesters at one state university located in Serang, Banten. The result indicated that the participants disliked hoaxes. In average, 70 % of the whole respondents were identified to have negative attitudes, followed with the other supporting statements indicating their dislike toward hoaxes. However, despite the students’ negative attitudes toward hoaxes, they also admitted that they sometimes shared hoaxes. One reason found in the present study was to prevent possible harmful occurrences as indicated by 81, 25 % of respondents who admitted to do that, besides having fun. Finally, they also perceived that hoaxes were not as harmful as what the people have thought. This statement was supported by their objection toward the government’s action to penalize the perpetrator of hoaxes. Key words: Analysing, University students’ attitudes, Towards, Hoaxes

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Ronis, Scott T., and Daniel M. LeBouthillier. "University students' attitudes toward purchasing condoms." Canadian Journal of Human Sexuality 22, no. 2 (October 2013): 86–94. http://dx.doi.org/10.3138/cjhs.2013.2201.

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Miltiades, Helen B. "University Students’ Attitudes Toward Palliative Care." American Journal of Hospice and Palliative Medicine® 37, no. 4 (September 19, 2019): 300–304. http://dx.doi.org/10.1177/1049909119876911.

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This study examines the experiences and beliefs of university students which affect attitudes toward palliative care. A total of 322 students responded to a survey on palliative care and end-of-life attitudes. Almost 40% of the students reported not having enough knowledge about options at the end of life. Results of multiple regression indicate students who have more negative attitudes toward palliative care did not believe in end-of-life care planning. Female students and those who had a family member or friend who used palliative care had more positive attitudes toward palliative care. Understanding student perceptions of palliative care allows for developing curriculum sensitive to learners’ needs and addressing misconceptions.

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Yanik, Mehmet. "Attitudes of University Students Towards Sport." Journal of Education and Training Studies 6, no. 5 (April 9, 2018): 111. http://dx.doi.org/10.11114/jets.v6i5.3047.

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The aim of this study is to examine the attitude levels of students receiving education at university level towards sport with regard to certain variables. The research was designed with the scanning model. A “sport attitudes scale” was applied to a total of 547 students, selected by random sampling method, who were studying at Balikesir University.The research findings revealed that the participants’ attitude levels regarding sport were at a “high attitude” level, with an average of 3.70±058. It was determined that participants who did sport regularly had a higher attitude level. It was also determined that according to the education department variable, students receiving sports education together with those in the economics faculty had higher attitude levels. As for the grade level variable, it was revealed that the lowest attitude level belonged to third-grade students.Consequently, with the aim of increasing university students’ attitude levels regarding sport, it is recommended that they be given the opportunity to do more sport and that they be given guidance in this direction.

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Gölge, Z. Belma, M. Fatih Yavuz, Selin Müderrisoglu, and M. Sunay Yavuz. "Turkish University Students' Attitudes Toward Rape." Sex Roles 49, no. 11/12 (December 2003): 653–61. http://dx.doi.org/10.1023/b:sers.0000003135.30077.a4.

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Erkmen, Hüsnü, Nesrin Dilbaz, Gülten Seber, Cem Kaptanoğlu, and Durmu⋅ Tekin. "Sexual Attitudes of Turkish University Students." Journal of Sex Education and Therapy 16, no. 4 (December 1990): 251–61. http://dx.doi.org/10.1080/01614576.1990.11074998.

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Mgaya, K. V., and B. A. Magembe. "Attitudes of university students towards entrepreneurship." World Review of Entrepreneurship, Management and Sustainable Development 3, no. 2 (2007): 192. http://dx.doi.org/10.1504/wremsd.2007.013611.

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Perry, Timothy, and Leslie Anne Perry. "University students' attitudes towards multimedia presentations." British Journal of Educational Technology 29, no. 4 (October 1998): 375–77. http://dx.doi.org/10.1111/1467-8535.00083.

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Gruszczak, Anna, Marta Dudzińska, Włodzimierz Piątkowski, Katarzyna Naumiuk-Sojczuk, and Katarzyna Wójtowicz-Chomicz. "Attitudes towards health among university students." Annales UMCS, Medicina 63, no. 1 (June 1, 2008): 133–36. http://dx.doi.org/10.2478/v10079-008-0021-3.

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Coldwell, R. A. "University students' attitudes towards computer crime." ACM SIGCAS Computers and Society 23, no. 1-2 (July 1993): 11–14. http://dx.doi.org/10.1145/174256.174258.

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Barreto, Ricardo, António Rosado, and Raul Martins. "Attitudes of university students without disabilities towards students with disabilities." Journal of Sport Pedagogy & Research 7, no. 6 (2021): 13–21. http://dx.doi.org/10.47863/lxiw1059.

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The study aims to describe the attitudes of university students towards people with disability and to verify whether attitudes are influenced by variables such as sex, previous contact with people with disabilities, or sports practice. Participants were 298 students (160 men and 138 women). The Scale of Attitudes Towards People with Disabilities, Form G (Verdugo et al., 1995) was used. The data were analyzed using MANOVA and Wilks λ statistics and the effect size represented as eta2 (η2). The attitudes of university students without disabilities are unequivocally positive vis-à-vis their colleagues with disabilities, ranging from 3.88 (0.85) in the AT subscale to 5.64 (0.45) in the IP subscale. Men and women have similar attitudes (P > 0.05). Regardless of previous contact with people with disabilities, attitudes are also similar in all subscales. University students have positive attitudes towards their colleagues with disabilities, regardless of gender, prior contact with people with disabilities, the quantity and variety of such contacts, and the participation in sports activities with people with disabilities.

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Kakhnych, Volodymyr. "Formation of Legal Education at the University of Melbourne: International Experience for the University of Lviv." Law Review of Kyiv University of Law, no. 4 (December 30, 2020): 57–60. http://dx.doi.org/10.36695/2219-5521.4.2020.08.

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In the article the formation of legal education at the University of Melbourne, its short and successful path to worldwide recognitionis examined. The importance of researching such a successful example for national legal education is shown. Important researchby well-known professors who have worked at the University of Lviv and the University of Melbourne is depicted, and their contributionto the study of legal education in Melbourne is revealed.The author of the article shows that the experience of legal education in one of the oldest law schools in Australia – the Universityof Melbourne, which is now one of the world’s leading universities, as well as 50 best educational institutions in the world, is importantas an example of legal education for Ukrainian universities, in particular Lviv University. Legal education at Lviv University occupiesa significant place in the education of young professionals for crucial government positions.Founded in 1853, the University of Melbourne is the second oldest university in Australia. This is a state research university. Itconsists of 10 colleges located on the main campus and in the surrounding suburbs, which offer academic, cultural and sports programs.The University of Melbourne often ranks first among Australian universities in the world rankings. More than 46 % of his students areforeigners. This school is officially accredited by the Australian Department of Education and Training.The teaching of law, until 1873 at the University of Melbourne, was governed directly by the board and faculty; there was nocouncil or committee in charge of the faculty, and no head or administrator to lead the law course other than faculty and university officials.It was the council that decided on the details of the curriculum and considered students’ complaints about things like absenteeismand lecture venues. Other disciplines were in the same position. Not only in the field of law, but in general, the university did not havefaculties that would be responsible for certain areas of study.The university was so small that in 1872 it had only 134 students, 53 of whom studied law. In the early 1870s, the situation wasfavorable for change. The council committee explored the possibility of expanding the teaching of law by creating more subjects andlecture courses, and at the same time, by creating a new body, a faculty to oversee them.The council committee called this change the creation of a law school, and since then the terms “law school” (“law schools”) and“law faculty” have sometimes been interchangeable. Law classes were called a “school of law” for several months after their foundingin 1872. This term was sometimes used in another sense (as a discipline with honors). Despite the ambiguous terminology, the councilmeant the creation of the faculty and the accompanying reorganization of teaching in 1872–1873.The author of the article argues that building a legal education in Ukraine is impossible without a proper study of the experience,knowledge and practical skills that existed at the University of Melbourne. The opinion is based on the fact that the organization ofwork, cooperation with students and involvement of a large number of foreigners remains a model to follow. This approach to coope -ration and establishing contacts with their structure has made them famous and universally recognized worldwide. We can see thisbecause the University of Melbourne is now one of the world’s leading universities, as well as one of 50 best educational institutionsin the world.

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Węsierska, Katarzyna, Kenneth O. St. Louis, Marta Wesierska, and Izabela Porwoł. "Changing Polish university students’ attitudes toward cluttering." Journal of Fluency Disorders 67 (March 2021): 105828. http://dx.doi.org/10.1016/j.jfludis.2021.105828.

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Barrios, Iván, Jazmín Barrios, Alcides Bordón, Ema Maidana-Pont, Basilio Ruiz, and Julio Torales. "Attitudes of Paraguayan university students about Statistics." Reportes científicos de la FACEN 13, no. 1 (June 30, 2022): 51–56. http://dx.doi.org/10.18004/rcfacen.2022.13.1.51.

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Fominykh, E. S. "Psychological Indicators of Attitudes in University Students." Bulletin of Kemerovo State University 24, no. 4 (October 9, 2022): 462–71. http://dx.doi.org/10.21603/2078-8975-2022-24-4-462-471.

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The article introduces a theoretical and empirical analysis of the phenomenon of life stance. It reviews domestic and foreign theories on essence, structure, and genesis of attitudes, as well as systematizes the objective and subjective determinants of the life stance vector. The author revealed a correlation between the structural components of life position (harmony, awareness, activity) in university students: indicators of harmony decreased as activity and awareness of life processes increased. The empirical study also established statistically significant connections between the parameters of the life position and psychological boundaries, Selfconcept, cognitive personal constructs, and metacognitive processes. Self-efficacy, uncertainty tolerance, and analyticity-holism in the perception and comprehension of reality proved especially important, as did the intersubjective aspects of Self-constructs. The vector of personal and life transformations appeared to be determined by tolerance to uncertainty, interpersonal tolerance, a sense of low self-efficacy, dependence on family and friends, priority of interactionism and contextual explanation of ongoing processes, imbalance and suboptimality of psychological boundaries, limited contacts, etc.

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Alkhateeb, Haitham M., and Andile Mji. "Attitudes of University Precalculus Students toward Mathematics." Psychological Reports 96, no. 2 (April 2005): 257–58. http://dx.doi.org/10.2466/pr0.96.2.257-258.

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To investigate the attitudes of 200 university students (83% freshmen) toward mathematics, a questionnaire was administered to report on their attitudes toward mathematics. Analysis indicated that students studying precalculus had a somewhat positive attitude toward mathematics.

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Castle, David J., and Riteesh Bookun. "Attitudes towards cosmetic surgery among university students." Medical Journal of Australia 187, no. 4 (August 2007): 254. http://dx.doi.org/10.5694/j.1326-5377.2007.tb01226.x.

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Altakahyneh, Bahjat Hamid, and Mofeed Abumusa. "Attitudes of University Students towards STEM Approach." International Journal of Technology in Education 3, no. 1 (January 1, 2020): 39. http://dx.doi.org/10.46328/ijte.v3i1.16.

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The study aimed at investigating the attitudes of university students towards science, technology, engineering, mathematics (STEM) approach. The participants of the study consist of (60) students who were studying in bachelor and master degree, they trained in the center of training at the university, the participants acquiring the skills of STEM approach by using the WeDo2.0 application, they received knowledge and skills of STEM approach. The tool of the study was questionnaire which was validity and reliability verified. Results of the study showed that positive student attitudes toward using STEM approach Reached 86.4%. Each of the following scores is ranked as descending order: desire to apply strategy (87.4 %%), collaboration and communication (86.4%), thinking and problem solving (86%), motivation and problem solving (86%). There was no statistical significance difference between the variable type degree of study (master/bachelor) as well as the nature of employment in terms of whether the learner was either an employee or non-employee. In light of results of the study, researchers recommend using STEM approach in teaching courses in open learning systems.

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Graciano-Machuca, Omar, Erandi Enif Velarde-de la Cruz, Maria Guadalupe Ramirez-Dueñas, and Anabell Alvarado-Navarro. "University students’ knowledge and attitudes towards leprosy." Journal of Infection in Developing Countries 7, no. 09 (September 16, 2013): 658–64. http://dx.doi.org/10.3855/jidc.2626.

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Introduction: Patients with leprosy may be affected psychologically and socially by the negative attitude of society toward leprosy, caused by widespread ignorance and prevailing stereotypes surrounding the disease. This study aimed to determine the knowledge and attitudes toward leprosy among students at the University of Guadalajara. Methodology: This descriptive cross-sectional study included 1,300 students over 18 years of age from various Thematic University Centres in Guadalajara. Students’ degree subjects included the health sciences, humanities, exact sciences (i.e., chemistry, physics), arts, biological-agricultural sciences, and administration. Students were randomly selected regardless of gender and all students were enrolled in either the first, second, or third year of their undergraduate studies. Results: Overall, students showed an intermediate level of knowledge of leprosy. Results showed that 67% correctly responded that leprosy is an infectious disease, 64% knew of the presence of skin lesions, and 60% knew that a microbe causes the disease. Furthermore, 45% correctly responded that leprosy is a disease associated with poverty and 40% responded that leprosy is disabling. Only 31% stated that leprosy is curable. Negative attitudes were evident regarding the question of employing a leprosy patient (57%) and having a leprosy patient as a spouse or partner (30%). Discussion: The results revealed that there is insufficient knowledge of and poor attitudes toward leprosy among students at the University of Guadalajara. It is necessary to improve current health education measures by using updated educational strategies to reduce the stigma of leprosy and the segregation of leprosy patients and their families.

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Ladki, Said M. "Students' Attitudes Toward AIDS in University Foodservice." Journal of College & University Foodservice 1, no. 2 (June 11, 1993): 17–34. http://dx.doi.org/10.1300/j278v01n02_03.

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Talbot, Kimberly K., Karen S. Neill, and Linda L. Rankin. "Rape-accepting attitudes of university undergraduate students." Journal of Forensic Nursing 6, no. 4 (December 2010): 170–79. http://dx.doi.org/10.1111/j.1939-3938.2010.01085.x.

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Serlo, Kaijaleena L., and Aavarinne. "Attitudes of university students towards HIV/AIDS." Journal of Advanced Nursing 29, no. 2 (February 1999): 463–70. http://dx.doi.org/10.1046/j.1365-2648.1999.00909.x.

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Anokute, Charles C. "Health attitudes among King Saud University Students." Journal of the Royal Society of Health 108, no. 1 (February 1988): 27–28. http://dx.doi.org/10.1177/146642408810800111.

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Şen, H. Şenay. "The Attitudes of University Students Towards Learning." Procedia - Social and Behavioral Sciences 83 (July 2013): 947–53. http://dx.doi.org/10.1016/j.sbspro.2013.06.177.

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Sen, H. Senay. "The attitudes of university students towards learning." International Journal of Academic Research 5, no. 4 (August 21, 2013): 338–42. http://dx.doi.org/10.7813/2075-4124.2013/5-4/b.50.

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Ulas Karaahmetoglu, Gulsen, and Nesibe Sumeyye Kutahyalioglu. "Attitudes Toward Euthanasia Among Turkish University Students." OMEGA - Journal of Death and Dying 79, no. 2 (September 15, 2017): 174–90. http://dx.doi.org/10.1177/0030222817729616.

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This study aims to examine perceptions and attitudes toward euthanasia among university students who are pursuing bachelor’s degrees. Although the legalization and application of euthanasia are discussed commonly by health-care professionals and partially by lawyers, the ideas of other segments of society, especially university students, are taken place very rarely. The research was conducted descriptively to determine the ideas of 1,170 students at Kastamonu University from six different departments: arts and sciences, theology, tourism, nursing, school of physical education, and sports with using a questionnaire. Findings demonstrated that 73.2% of the students do not approve euthanasia. Also, it was found that there are significant differences depending on age, gender, department of study, income level, place of living, and the loss of kinsmen. This study serves as a resource for future research to understand the effects of sociodemographic characteristics on the decision of euthanasia.

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Li, Fengjuan, Junjun Chen, and Miles Baker. "University Students’ Attitudes Toward Physical Education Teaching." Journal of Teaching in Physical Education 33, no. 2 (April 2014): 186–212. http://dx.doi.org/10.1123/jtpe.2012-0187.

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While there have been many studies into students’ attitudes toward Physical Education at the school level, far fewer studies have been conducted at the university level, especially in China. This study explored 949 students’ attitudes toward their university Physical Education experiences in four Chinese universities. An intercorrelated model of students’ attitudes toward Physical Education comprised of five dimensions, namely Physical Fitness, Self-Actualization and Social Development, Physical Education Curriculum, Physical Education Teachers, and Physical Education Teaching, was conceptually and empirically developed and tested using exploratory and confirmatory factor analysis. The overall findings suggested that the students had moderately positive attitudes toward Physical Education. More specifically, the findings indicated that students’ attitudes had a significantly positive moderate association with their current participation, a small association with their intended lifelong participation in physical activity outside school, and a significantly positive moderate association with their Physical Education academic achievement. Implications for Physical Education teacher training and curriculum modifications are discussed.

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Martínez Azúa, Beatriz Corchuelo, Pedro Eugenio López Salazar, Jo�ão Conrado De Amorim Carvalho, Maria José Madeira, and Fabio Santos Carvalho. "Entrepreneurial attitudes and intentions of university students." International Journal of Higher Education and Sustainability 3, no. 1 (2020): 52. http://dx.doi.org/10.1504/ijhes.2020.10030512.

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Carvalho, Joao Conrado De Amorim, Maria José Madeira, Fabio Santos Carvalho, Pedro Eugenio López Salazar, and Beatriz Corchuelo Martínez Azúa. "Entrepreneurial attitudes and intentions of university students." International Journal of Higher Education and Sustainability 3, no. 1 (2020): 52. http://dx.doi.org/10.1504/ijhes.2020.108624.

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Keldal, Gökay, and Abdullah Atli. "Predictors of Turkish University students’ marital attitudes." Current Psychology 39, no. 4 (March 30, 2018): 1354–61. http://dx.doi.org/10.1007/s12144-018-9842-6.

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Bozdağ, Faruk. "Xenophobia and Social Contact in University Students." International Journal of Education and Literacy Studies 8, no. 4 (October 30, 2020): 87. http://dx.doi.org/10.7575/aiac.ijels.v.8n.4p.87.

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Due to increasing human mobility in today’s world, relations among groups are becoming more and more important. As people with different cultures come in close contact they begin to influence inter-group attitudes (Barni et al., 2020; Turner et al., 2020). Xenophobia, which can be described as negative attitudes towards migrants, is one of the most serious problems between groups caused by migration (Peterie & Neil, 2020). This study aims to investigate the relationship between social contact and xenophobic attitudes towards Syrian migrants among university students in Turkey. Data were collected from 142 university students through the Xenophobia Scale and the Revised Social Contact Scale. The data obtained were analyzed by multiple linear regression technique. The findings show that while the quality of social contact significantly predicts the xenophobic attitudes of university students, the quantity of social contact does not. The quality of social contact explains 43% of university students’ xenophobic attitudes. It is understood that the quality of social contact is highly effective in reducing xenophobic attitudes towards migrants.

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Liu, Binmei, Pengpeng Feng, Qingtao Feng, Jihong Li, and Yuping Li. "Language attitudes by university students in mainland China." Journal of Asian Pacific Communication 28, no. 2 (August 10, 2018): 345–68. http://dx.doi.org/10.1075/japc.00017.liu.

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Abstract Through a questionnaire survey of non-local university students, this study examined direct language attitudes of English, Putonghua, and local dialects in the first-tier city Guangzhou, second-tier city Tianjin, and small city Yan’an. The significance of this study lies in two aspects: few of the previous studies examined language attitudes of non-local subjects; few of the previous studies compared attitudes toward three varieties across economically diverse cities. The study adopted Gardner & Lambert’s (1972) motivation theory to measure direct attitudes of the participants. Findings included that non-local students showed positive attitudes toward Cantonese both integratively and instrumentally but not toward the Tianjin and Yan’an dialects. Furthermore, students had positive integrative and instrumental attitudes toward Putonghua in all three cities. Finally, they showed high and positive integrative and instrumental attitudes toward English, with the means of Guangzhou and Tianjin higher than those of Yan’an. Future research should incorporate qualitative measures to provide a deeper understanding of language attitudes.

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Connell, Sharon, John Fien, Helen Sykes, and David Yencken. "Young People and the Environment in Australia: Beliefs, Knowledge, Commitment and Educational Implications." Australian Journal of Environmental Education 14 (1998): 39–48. http://dx.doi.org/10.1017/s0814062600001555.

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AbstractThere is a paucity of research in Australia on the nature of young people's attitudes, knowledge and actions. This paper reports on the findings from one such study of Australian high school students. The research was based on a survey of 5688 students from Melbourne and Brisbane. These young people identified protection of the environment as the most important problem In Australia and strongly supported the belief systems characteristic of an ‘environmental paradigm’. Despite this, the majority displayed relatively low levels of knowledge of key environmental concepts, and were involved in little environmental action-taking outside of household activities. Differences are reported between: students from Melbourne and Brisbane; girls and boys; high performing and general schools; and teachers and students. The paper concludes with a discussion of some implications for environmental education in Australia.

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Sychev, O. A., and E. V. Zhikhareva. "Moral Foundations vs. Extremist Attitudes in University Students." Bulletin of Kemerovo State University 22, no. 1 (March 31, 2020): 185–93. http://dx.doi.org/10.21603/2078-8975-2020-22-1-185-193.

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The paper features relations between extremist attitudes and moral sphere. The study was based on J. Haidt’s Moral Foundations Theory. Most researchers are interested in the problem of right-wing extremist attitudes, e.g. xenophobia, nationalism, religious fanaticism, authoritarianism, etc. However, the existing evidence of the link between such attitudes and some particularities of the moral sphere doesn't take into account modern psychological approaches toward moral. On the basis of moral foundations theory, the authors hypothesized that binding moral foundations may be linked with rightwing extremist attitudes. This hypothesis was tested on 397 university students (women – 83 %). The participants answered the Moral Foundations Questionnaire by J. Graham et al. and Young Men Extremist Attitudes Questionnaire by K. V. Zlokazov. The results of the correlation analysis showed that individualizing moral foundations (Harm and Fairness) were inversely correlated with right-wing extremist attitudes, while binding moral foundations (Loyalty and Authority) showed direct correlation. Such moral foundation as Sanctity showed contradictory correlations with extremist attitudes. Using structure linear modeling the authors demonstrated the significant impact of two moral foundations (Authority and Harm) on extremist attitudes. Authority was associated with a relatively high level of religious fanaticism, xenophobia, and authoritarianism. Care was associated with a low level of fanaticism, xenophobia, and nationalism. The obtained results proved that such violencecondemning values as care and harm avoidance oppose right-wing extremist attitudes. However, such values as respect for authorities and traditions may have potentially negative side effects, e.g. justification and support of right-wing extremist attitudes.

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Keskin, Ozlem, and Muhammet Eyup Uzuner. "Investigation of exam cheating attitudes of university students (Case of Kocaeli University)Investigation of exam cheating attitudes of university students (Case of Kocaeli University)." Journal of Human Sciences 15, no. 1 (March 25, 2018): 478. http://dx.doi.org/10.14687/jhs.v15i1.5225.

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Exam cheating is one of the biggest problems of the educational system of many different countries, from past to present. This problem is still continuing in many branches of education today. The aim of this study was to determine the attitudes of the students of Kocaeli University towards exam cheating. 254 students studying at Kocaeli University voluntarily participated in the research. As a data collection tool, "Attractiveness Attitude Related to Exam Cheating" developed by Semerci (2003) was used. The attitudes of students of Kocaeli University on exam cheating were found to be moderate in the research (205,44±42,51). Although there was no statistically significant difference between the exam cheating attitude scores of university students according to gender, age group & department variables (p>0,05), there was a significant difference according to grade variables (p<0,05). This meaningful difference occurred from preparatory grades - 2nd grades, 2nd grades - 3rd grades and, 2nd grades - 4th grades. Precautions for exam cheating can be increased so that more conscious and well-educated students can be graduated. The courses that will be successful by exam cheating behavior should be emphasized by the relevant faculty members to the student who may need them in professional business life. Disciplinary policies should be implemented to prevent students from exam cheating behavior.

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Alwan Ghalib, Assist lecturer Dr Talel, and Lect Dr Amal Kazem Mira. "University Students' Attitudes Towards Immigration At The University Of Baghdad And Sulaimaniya University Student A Comparative Study." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 227, no. 3 (December 5, 2018): 465–82. http://dx.doi.org/10.36473/ujhss.v227i3.792.

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the trends of Baghdad University students and the University of Sulaymaniyah students towards immigration. Knowning the significant differences in the students' attitudes toward immigration variable depending on gender and specialization. The research sample consists of 200 students who were selected randomly from the research community. The researchers have formed a tool to measure the students' attitudes towards immigration which consists of 20 paragraphs and underwent psychometric properties of reliability and validity. the scale has been applied to the sample. After the collection of data was statistically analyzed using statistical methods such as T test of one sample, Pearson correlation coefficient, Cornbrash's alpha formula and T test for two independent samples. The results showed positive attitudes towards immigration at the University of Baghdad's students, while the results showed no statistically significant trends in Sulaimaniya's University Students. In other words, they do not tend to migrate out of the country. From these results the researchers showed a number of recommendations and suggestions

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Al.Sobh, Mahmoud A. "Translation Challenges Facing University Students a Case Study: EFL Students at Ajloun National University." European Journal of English Language and Literature Studies 10, no. 5 (May 15, 2022): 10–23. http://dx.doi.org/10.37745/ejells.2013/vo10.n5pp1023.

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This study aims at identifying the main translation challenges that face EFL students as well as investigating students' attitudes towards learning translation at Ajloun National University (ANU). The researcher used a quantitative research method. A total of 57 (male and female) (EFL) students responded to an online questionnaire consisting of 20 items. The results of this study revealed that EFL students at ANU had positive attitudes towards learning the translation course. The results also showed that a considerable number of students had difficulties translating texts from Arabic into English and vice versa. Moreover, the study recommended that the number of translation courses at universities should be increased, since one translation course is not enough to provide students with high-quality practice and knowledge to deal with translating texts correctly.

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Ellis, Robert B., and David S. Waller. "Marketing education at the University of Melbourne." History of Education Review 46, no. 1 (June 5, 2017): 95–106. http://dx.doi.org/10.1108/her-12-2015-0030.

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Purpose The purpose of this paper is to analyse the early days of marketing education by observing the first “Marketing” subject in Australia, which was taught at the University of Melbourne, and comparing elements of the early subject to the introductory Marketing subject of today. Design/methodology/approach The information used for this study was obtained from material in the University of Melbourne Archives, including calendar entries, subject descriptions, and university announcements, as well as from interviews and correspondence with various people including those in academic and administrative positions, and former students. Findings The origins of university-level marketing education in Australia can be seen to have been shaped by several influences, including: the external environment of the country at that time; the areas of interest of academic staff; the availability of teaching material – textbooks, academic articles, appropriate case studies, academic research papers, etc.; the academic staff and teaching materials from the USA; and the extent to which the supporting technology of marketing had changed. Practical implications By observing the development in marketing education over the years, from its beginnings in Australia at the University of Melbourne, this paper shows changes in the content which assists in the understanding of what has led to how marketing is taught in Australasian universities and colleges today. Originality/value Marketing education research usually focusses on what is happening at the moment, so the value of this study is that it is one of the few that looks at marketing education from a historical perspective.

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

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