Articoli di riviste: "Students’ effort"

1

Kuehn, Zoë, e Pedro Landeras. "The Effect of Family Background on Student Effort". B.E. Journal of Economic Analysis & Policy 14, n. 4 (1 ottobre 2014): 1337–403. http://dx.doi.org/10.1515/bejeap-2013-0150.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

Abstract (sommario):

Abstract Students from more advantageous family backgrounds tend to perform better than those from less advantageous backgrounds. But it is not clear that these students exert more effort. We build a model of students, schools, and employers to study the interaction of family background and effort exerted by the student in the education process. Two factors turn out to be key in determining the relationship between effort and family background: (i) the student’s attitude toward risk and (ii) how the student’s marginal productivity of effort depends on her family background. We show that when the degree of risk aversion is relatively low (high) compared to the sensitivity of the marginal productivity of effort, students from more advantageous family backgrounds exert more (less) effort. Empirically, we find that if parental education was reduced from holding a university degree to incomplete compulsory education, primary and secondary school students would exert around 21–23% less effort (approximately equal to a reduction of 2 hours weekly in homework). For primary school students we also find that marginal productivities of effort are higher for those from less advantageous family backgrounds.

2

Ghani, Erlane K., Jamaliah Said e Kamaruzzaman Muhammad. "The Effect of Teaching Format, Students’ Ability and Cognitive Effort on Accounting Students’ Performance". International Journal of Learning and Development 2, n. 3 (6 maggio 2012): 81. http://dx.doi.org/10.5296/ijld.v2i3.1776.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

Abstract (sommario):

This study examines whether factors identified in the literature as influencing students’ performance explain students’ performance in an Advanced Financial Accounting course. Three variables are chosen: teaching format, cumulative grade point average and study effort to examine their effect on students’ performance. Using questionnaire and experimental approaches on 129 students who were enrolled in Advanced Financial Accounting course in a public university in Malaysia, the results in this study indicate all three variables examined are associated with students’ performance. These results could assist academics in understanding and developing strategies that could be apply at the beginning of the course to ensure students’ performance could be improved. Keywords: Students’ performance, Advanced Financial Accounting (AFA), Teaching Format, Cumulative Grade Point Average, Study Effort.

3

Meiranti, Alya, Yelliza Yelliza e Hervyna Asty. "Students' Effort to Improve Speaking Skill". Journal of Asian Studies: Culture, Language, Art and Communications 3, n. 1 (2 giugno 2022): 16–23. http://dx.doi.org/10.51817/jas.v3i1.52.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

Abstract (sommario):

Abstract The aims of this study was to find out students’ efforts in improving speaking skills at University of PGRI Sumatera Barat. This present study employed a qualitative descriptive design with taken from a questionnaire adapted from the College Students Experience Questionnaire (CSEQ) G.D Kuh (2003) as a research instrument. The data collect by distributing questionnaires using Google Forms. There were 49 students first semester in 2021 studying at the Department of English Education, University of PGRI Sumatera Barat who participated in this study. There are seven activity scales namely, library, classroom learning, speaking experience, arts and music activities, campus facilities, groups and organizations, and personal experiences. The results of the analysis showed that students' efforts to improve their English speaking skills, from twenty-seven indicators of translation, students tend to make twenty-one attempts to improve speaking skills. Most students go to the library to find English speaking resources. Students increase their English vocabulary by reading many source books. Students learn in group discussions in class. Most of the students when they meet at their campus location will discuss to improve their speaking skills, etc. It can be concluded that first semester students use varied efforts to improve their speaking skills in varied activities.Keywords: Speaking Skills, Student EffortAbstrakTujuan dari penelitian ini adalah untuk mengetahui upaya mahasiswa dalam meningkatkan keterampilan berbicara di Universitas PGRI Sumatera Barat. Dalam penelitian ini peneliti menggunakan desain deskriptif kualitatif dengan menggunakan angket yang diadaptasi dari College students Experience questionnaire (CSEQ) G.D Kuh (2003) sebagai instrumen penelitian. Pengumpulan data dengan cara membagikan angket menggunakan Google Form. Ada 49 mahasiswa semester satu tahun 2021 belajar di jurusan Pendidikan Bahasa Inggris, Universitas PGRI Sumatera Barat yang berpartisipasi dalam penelitian ini. Ada tujuh skala aktivitas yaitu, perpustakaan, permbelajaran di kelas, pengalaman berbicara, seni dan aktivitas musik, fasilitas kampus, grup dan organisasi, dan pengalaman pribadi. Hasil analisis menunjukkan bahwa upaya mahasiswa dalam meningkatkan keterampilan berbicara bahasa Inggris bervariasi, dari dua puluh tujuh indikator penjabaran, mahasiswa cenderung melakukan dua puluh satu usaha untuk meningkatkan keterampilan berbicara. Sebagian besar mahasiswa pergi ke perpustakaan untuk menemukan sumber materi berbicara bahasa Inggris. Mahasiswa menambah kosa kata Bahasa Inggris mereka dengan membaca banyak buku sumber. Mahasiswa belajar dalam diskusi kelompok di kelas. Sebagian besar mahasiswa ketika bertemu di lokasi kampus mereka akan berdiskusi untuk meningkatkan kemampuan berbicara mereka, dll. Jadi dapat disimpulkan bahwa mahasiswa semester satu menggunakan berbagai upaya untuk meningkatkan keterampilan berbicara dalam berbagai kegiatan.Kata kunci: Keterampilan Berbicara, Upaya Mahasiswa

4

Carbonaro, William. "Tracking, Students' Effort, and Academic Achievement". Sociology of Education 78, n. 1 (gennaio 2005): 27–49. http://dx.doi.org/10.1177/003804070507800102.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

5

Lai, Wei Sieng, e Noorasiah Sulaiman. "Student’s Awareness and Perception on B40 Income Group Empowerment Program". Indian-Pacific Journal of Accounting and Finance 3, n. 4 (1 ottobre 2019): 38–46. http://dx.doi.org/10.52962/ipjaf.2019.3.4.82.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

Abstract (sommario):

B40 income group empowerment is one of the initiatives taken by the Malaysian government to improve the people’s wellbeing. Various policies and program have implemented for the purpose. This study aims to examine students’ awareness and perception on government’s B40 empowerment efforts. Primary data are collected from 596 students from secondary school and higher education to reveal students’ awareness on B40 and their perception on B40 empowerment. Binary logistic regression and ordinal logistic regression are applied to further investigate factors that affecting students’ awareness and perception. Finding shows that majority of respondents were aware on government’s effort while the results of binary logistic regression shows that diploma students were more likely to aware on government effort compared to form 6 students; T20 students were less aware on government’s effort. The finding also shows that less than one-third of the respondents agreed that government’s efforts are effective. The ordinal regression analysis confirms that students’ perception were not affected by gender, education level, study field and income group. The findings of this study provide an overview for government on their B40 empowerment effort. Awareness on the effort should be increased so that more people can benefit from the effort.

6

Rahmadany, Sari, e Yuliasma Yuliasma. "UPAYA PENANAMAN NILAI KARAKTER DALAM PEMBELAJARAN MUSIK DI SMP NEGERI 18 PADANG". Jurnal Sendratasik 10, n. 1 (5 dicembre 2020): 298. http://dx.doi.org/10.24036/jsu.v9i2.110548.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

Abstract (sommario):

This research aims to find out and describe the efforts of planting character values in music art learning at SMP N 18 Padang. This type of research is qualitative research with descriptive methods. The research object is grade VII-1 students and cultural arts teachers of SMP Negeri 18 Padang. The instruments in this study are the researchers themselves and the researchers assisted with supporting instruments such as stationery, mobile phones, and laptops. Research data collection techniques are interviews, observations and documentation. And the steps to analysis the data are data reduction, data collection, verification and conclusion. The results showed that in music learning ensembles the student's confidence character improved judging by the effect of his-confidence character namely, disciplined, creative, independent, responsible and evidenced by student indicators in collecting tasks on time, students diligently asking questions, answering and expressing opinions on the learning process, students doing their own tasks without imitating others, and taking group exercises. The teacher's efforts in instilling character values are appropriate enough to see some points of mulyasa theory that researchers make teacher benchmarks in an effort to instill character values, among others by giving opportunities to students, instilling moral values in learning, monitoring student work, motivating students and using varied media. The efforts that teachers make to cultivate character values through approaches to students and familiarize the character values that are expected according to the competency standards of graduates in daily life. Keywords: effort, character value, music learning

7

Whyche, Stephanie. "APA Outreach Effort Targets Minority Medical Students". Psychiatric News 44, n. 11 (5 giugno 2009): 16. http://dx.doi.org/10.1176/pn.44.11.0016.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

8

Roderick, Melissa, e Mimi Engel. "The Grasshopper and the Ant: Motivational Responses of Low-Achieving Students to High-Stakes Testing". Educational Evaluation and Policy Analysis 23, n. 3 (settembre 2001): 197–227. http://dx.doi.org/10.3102/01623737023003197.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

Abstract (sommario):

Advocates of high-stakes testing argue that providing strong incentives for students to take learning more seriously will result in greater student effort and motivation. Opponents argue that these policies set up low-achieving students to fail, looking to research on motivation for evidence that extrinsic and negative incentives such as the threat of retention will undermine students' engagement in school. This article seeks to evaluate these claims by examining the responses of 102 low-achieving sixth- and eighth-grade students to Chicago's highly publicized effort to end social promotion. Does this policy lead students to work harder? If so, to what extent does hard work pay off? The majority of these students described increased work effort under the policy. They reported greater attention to class work, increased academic press and support from teachers, and more time spent studying outside school. These efforts were confirmed by teachers' reports. Students with high levels of work effort generally had greater-than-average learning gains and positive promotional outcomes. Approximately one third, however, showed little work effort despite a desire not to be retained. These students faced significantly larger skill gaps and barriers to learning both within and outside school than did their peers with high work effort. How teachers manage high-stakes testing policies—whether they create environments that make low-achieving students feel supported and efficacious in responding to new demands and whether they direct students' efforts in productive ways—has an important impact on student motivation and passing rates.

9

Barrow, Lisa, e Cecilia Elena Rouse. "Financial Incentives and Educational Investment: The Impact of Performance-based Scholarships on Student Time Use". Education Finance and Policy 13, n. 4 (agosto 2018): 419–48. http://dx.doi.org/10.1162/edfp_a_00228.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

Abstract (sommario):

We evaluate the effect of performance-based scholarship programs for postsecondary students on student time use and effort. We find evidence that financial incentives induced students to devote more time and effort to educational activities and allocate less time to other activities. Incentives did not generate impacts after eligibility ended and did not decrease students’ interest or enjoyment in learning. Evidence also suggests that students were motivated more by the incentives than simply the effect of additional money. A remaining puzzle is that larger scholarships did not generate larger responses in terms of effort.

10

Lee, Ji Yu, e Gyu Pan Cho. "The Mediating Effect of Grit on the Relationship between Academic Self-efficacy and Self-directed Learning Ability in Middle School Students". Korean Academy Welfare Counseling 12, n. 2 (31 ottobre 2023): 291–317. http://dx.doi.org/10.20497/jwce.2023.12.2.291.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

Abstract (sommario):

The purpose of the present study is to investigate the mediating effect of grit (steady effort and consistency of interest) in the relationship between middle school students’ academic self-efficacy and self-directed learning ability. A survey was conducted on 311 middle school students, and the data were analyzed. Correlation analysis was conducted to analyze the relationship between academic self-efficacy, self-directed learning ability, and grit, and regression analysis was conducted to verify the mediating effect of grit. First, there was a significant positive correlation between middle school students’ academic self-efficacy, self-directed learning ability, and steady effort. Second, in the relationship between middle school students’ academic self-efficacy and self-directed learning ability, the steady effort has been verified as a partial mediating effect. Third, the consistency of interest did not show a mediating effect in the relationship between middle school students’ academic self-efficacy and self-directed learning ability. Collectively, our results suggest that the importance of academic self-efficacy and steady effort that affect middle school students’ self-directed learning ability.

11

Dahlström, Monica. "Physical Effort during Dance Training". Journal of Dance Medicine & Science 1, n. 4 (dicembre 1997): 143–48. http://dx.doi.org/10.1177/1089313x9700100404.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

Abstract (sommario):

This study compared the physical effort imposed on teachers and students during dance training sessions as well as on the students when they were teaching as a part of their education. Eleven dance teachers (mean age: 39 ± 7 years) and 11 dance students (mean age: 24 ± 2 years) participated. Before the study maximal heart rate was measured in a maximal cycle ergometer test and maximal oxygen uptake (V˚O2 max) was estimated from the heart rate during a submaximal test with correction for the individual maximal heart rate. Heart rate (HR), blood lactate concentration, and fluid loss were measured during the dance training sessions. Effort during sessions was expressed as the percentage of the individual maximal heart rate. V˚O2 max was not significantly different between teachers and students. During training as well as teaching the average HR was approximately 70% of maximal and did not differ between training students, teachers, and students as teachers. It may be questioned whether these findings and the amount of teaching hours (25 to 29 hours per week) can explain why most dance teachers leave the profession before official retirement age.

12

Paredes, Valentina. "Grading System and Student Effort". Education Finance and Policy 12, n. 1 (gennaio 2017): 107–28. http://dx.doi.org/10.1162/edfp_a_00195.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

Abstract (sommario):

Several papers have proposed that the grading system affects students’ incentives to exert effort. In particular, the previous literature has compared student effort under relative and absolute grading systems, but the results are mixed and the implications of the models have not been empirically tested. In this paper, I build a model where students maximize their utility by choosing effort. I investigate how student effort changes when there is a change in the grading system from absolute grading to relative grading. I use a unique dataset from college students in Chile who faced a change in the grading system to test the implications of my model. My model predicts that, for low levels of uncertainty, low-ability students exert less effort with absolute grading, and high-ability students exert more effort with absolute grading. The data confirm that there is a change in the distribution of effort.

13

Bigoni, Maria, Margherita Fort, Mattia Nardotto e Tommaso G. Reggiani. "Cooperation or Competition? A Field Experiment on Non-monetary Learning Incentives". B.E. Journal of Economic Analysis & Policy 15, n. 4 (1 ottobre 2015): 1753–92. http://dx.doi.org/10.1515/bejeap-2014-0109.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

Abstract (sommario):

Abstract We assess the effect of two antithetic non-monetary incentive schemes based on grading rules on students’ effort, using experimental data. We randomly assigned students to a tournament scheme that fosters competition between paired up students, a cooperative scheme that promotes information sharing and collaboration between students and a baseline treatment in which students can neither compete nor cooperate. In line with theoretical predictions, we find that competition induces higher effort with respect to cooperation, whereas cooperation does not increase effort with respect to the baseline treatment. Nonetheless, we find a strong gender effect since this result holds only for men while women do not react to this type of non-monetary incentives.

14

Yualita, Perla, Sajodin Sajodin e Mia Anggi Anggraeni. "Paraphrasing Training Using Paraphraser Software as an Effort to Prevent Plagiarism". ABDIMAS: Jurnal Pengabdian Masyarakat 6, n. 4 (31 ottobre 2023): 4632–38. http://dx.doi.org/10.35568/abdimas.v6i4.4000.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

Abstract (sommario):

Currently, the phenomenon of plagiarism among students is still widespread. One effort to overcome plagiarism can be made through paragraph paraphrasing skills. Especially for high school (SMA) students who are the forerunners of students who are required to be productive in writing at least a final assignment publication. Therefore, it is deemed necessary to hold paragraph paraphrasing training using paraphraser software as an effort to prevent plagiarism at SMA Muhammadiyah 3 Bandung City. This PkM aims to increase students' knowledge about paraphrasing paragraphs through paraphraser software. Implementation methods: a) situation analysis for partners, b) pre-test implementation, c) provision of material, d) post-test implementation and activity evaluation. The PkM results show an increase in student's knowledge about paragraph paraphrasing through paraphraser software of 94.37 with a significance value of 0.000>0.05. Thus, in general, students are equipped with the knowledge to improve their ability to paraphrase paragraphs using paraphraser software. Apart from that, the students seemed to respond positively. This was proven by the enthusiasm and 100% attendance of the participants.

15

Willimon, William H. "Abandoned its Students". About Campus: Enriching the Student Learning Experience 2, n. 4 (settembre 1997): 4–9. http://dx.doi.org/10.1177/108648229700200403.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

Abstract (sommario):

A chaplain at Duke University, assigned the task of looking into the relationship between students’ academic and social lives, says yes, we have abandoned students. In an effort to give students their freedom, he explains, we have neglected to give them their roots.

16

Park, Eun-hwa. "The Level of Motivation and Effort Regulation, and the Relationship between Motivation and Effort Regulation". Convergence English Language & Literature Association 7, n. 3 (31 dicembre 2022): 255–71. http://dx.doi.org/10.55986/cell.2022.7.3.255.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

Abstract (sommario):

This study aimed to determine the levels of intrinsic motivation, extrinsic motivation, and effort regulation and to demonstrate whether the two determinations of motivation are related to effort regulation. For the measurement, the Motivated Strategies for Learning Questionnaire created by Pintrich and Garcia (1991) was utilized. 12 questions among a total of 81 questions from the MSLQ were selected: four questions from the intrinsic motivation scales, four questions from the extrinsic motivation scales, and four questions from the effort regulation scales. A total of 98 participants completed a survey for this study. The results showed that the students demonstrated the higher levels in intrinsic motivation (M= 5.77, SD= ,909) than in extrinsic motivation (M= 5.36, SD= 1.115). In addition, the levels of effort regulation of the participants in this study also were high. In the results related to the relationship between the two determinations and effort regulation, intrinsic motivation was found to be less correlated to effort regulation, while extrinsic motivation was determined to likely be correlated to effort regulation. Based on these results, this study suggests that instructors or teachers should facilitate their students in order that they be motivated as well as make use of effort regulation while learning of English.

17

Mardiyah, Mardiyah. "The Teachers' Efforts in Forming Social Competence of Sixth Grade Students of Elementary Schools in Sungai Ambawang". JP2D (Jurnal Penelitian Pendidikan Dasar) UNTAN 2, n. 2 (14 ottobre 2019): 63. http://dx.doi.org/10.26418/jp2d.v2i2.71.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

Abstract (sommario):

This study is titled Teachers' Efforts in Forming Social Competence of Grade 6 Students of 36 Primary Schools in Sungai Ambawang, Kubu Raya Regency. The problems studied are 1). How is the teacher's effort in shaping the social competence of grade 6 students of 36 Ambawang River elementary schools in schools? 2). How is the teacher's effort in shaping the social competence of grade 6 students of 36 Ambawang River elementary schools at home? 3). Are there any inhibiting factors in teacher efforts in shaping the competence of grade 6 students at 36 elementary schools in Sungai Ambawang? The method used is descriptive qualitative, using participant observation, interviews, and documentation of research instruments. The sample of this study was seven students, five people in sixth grade, and 2 in fifth class. The findings of this study explained that the efforts of teachers, students in grades 6 and 5 in the effort to establish social competence had been carried out well, but it hasn't been held maximally. Social Competence of students is medium and well-formed, but a small number of others still have problems in terms of time and willingness to enter challenging conditions in a particular social situation.

18

Bokati, Laxman, Vyacheslav Kalashnikov, Natalalia Kalashnykova, Olga Kosheleva e Vladik Kreinovich. "How to Assign Grades to Tasks so as to Maximize Student Efforts". Russian Digital Libraries Journal 22, n. 6 (15 dicembre 2019): 773–79. http://dx.doi.org/10.26907/1562-5419-2019-22-6-773-779.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

Abstract (sommario):

In some classes, students want to get a passing grade (e.g., C or B) by spending the smallest amount of effort. In such situations, it is reasonable for the instructor to assign the grades for different tasks in such a way that the resulting overall student's effort is the largest possible. In this paper, we show that to achieve this goal, we need to assign, to each task, the number of points proportional to the efforts needed for this task.

19

Karsai, Istvan, Jeff Knisley, Debra Knisley, Lev Yampolsky e Anant Godbole. "Mentoring Interdisciplinary Undergraduate Students via a Team Effort". CBE—Life Sciences Education 10, n. 3 (settembre 2011): 250–58. http://dx.doi.org/10.1187/cbe.10-03-0027.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

Abstract (sommario):

We describe how a team approach that we developed as a mentoring strategy can be used to recruit, advance, and guide students to be more interested in the interdisciplinary field of mathematical biology, and lead to success in undergraduate research in this field. Students are introduced to research in their first semester via lab rotations. Their participation in the research of four faculty members—two from biology and two from mathematics—gives them a first-hand overview of research in quantitative biology and also some initial experience in research itself. However, one of the primary goals of the lab rotation experience is that of developing teams of students and faculty that combine mathematics and statistics with biology and the life sciences, teams that subsequently mentor undergraduate research in genuine interdisciplinary environments. Thus, the team concept serves not only as a means of establishing interdisciplinary research, but also as a means of incorporating new students into existing research efforts that will then track those students into meaningful research of their own. We report how the team concept is used to support undergraduate research in mathematical biology and what types of team-building strategies have worked for us.

20

Schuman, Howard. "Comment: Students' Effort and Reward in College Settings". Sociology of Education 74, n. 1 (gennaio 2001): 73. http://dx.doi.org/10.2307/2673146.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

21

Jerg-Bretzke, Lucia, Manuel Fenkl, Harald C. Traue e Kerstin Limbrecht-Ecklundt. "Effort-reward imbalance among medical students and physicians". BMC Health Services Research 14, Suppl 2 (2014): P143. http://dx.doi.org/10.1186/1472-6963-14-s2-p143.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

22

Jung, Byongsam. "Teaching-Learning Activities that Significantly Influence the Academic Achievement of High School Students in the Pandemic Situation: Multilevel Structural Equation Modeling". Korean Association For Learner-Centered Curriculum And Instruction 22, n. 22 (30 novembre 2022): 167–83. http://dx.doi.org/10.22251/jlcci.2022.22.22.167.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

Abstract (sommario):

Objectives The purpose of this study is to analyze the effect of teaching-learning activities of teachers and students on academic achievement of high school students at the student level and the teacher level in the COVID-19 pandemic situation. To this end, two research hypotheses were established based on previous studies, and first, at the student level, self-regulated learning and subject value recognition will have a significant effect on academic achievement through academic efforts. Second, at the school level, remote class preparation, feedback provision, learning data provision, and communication efforts will have a significant effect on self-regulated learning, subject value recognition, academic effort, and academic achievement. Methods To this end, the data of 10,526 students from 212 high schools who took the national level academic achievement evaluation were analyzed using a multi-layered structural equation model. Based on Brookhart's classroom evaluation model, the model used self-regulated learning, learning attitude, and subject value recognition as predictive variables at the student level, and academic achievement as dependent variables. At the school level, remote class preparation, feedback, learning material provision, and communication effort were used as independent variables, and self-regulated learning, subject value recognition, academic effort, and academic achievement were used as dependent variables. Results As a result of the analysis, both research hypotheses were statistically supported, and first, self-regulated learning and subject value recognition at the student level had a significantly positive effect on academic achievement through academic effort. Second, at the school level, providing feedback and providing learning materials had a significantly positive effect on self-regulated learning, subject value recognition, academic effort, and academic achievement. Conclusions In the situation of COVID-19 Pendemic remote classes, self-regulated learning and subject value recognition at the student level have a significant impact on academic achievement through academic efforts. Second, at the school level, providing feedback from teachers and providing learning materials have a significant effect on self-regulated learning, subject value recognition, academic effort, and academic achievement.

23

Hwang, Mae Hyang, Hyo Jin Lim e Hye Suk Ha. "Effects of Grit on the Academic Success of Adult Female Students at Korean Open University". Psychological Reports 121, n. 4 (5 ottobre 2017): 705–25. http://dx.doi.org/10.1177/0033294117734834.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

Abstract (sommario):

This study examined the structural relationship between age, grit (i.e., perseverance of effort and consistency of interest), conscientiousness, self-control, and school success of female students at an Open University in Korea. We analyzed 509 students’ responses, and it turned out that the level of perseverance of effort was negatively correlated with academic maladjustment. Also, perseverance of effort had a positive indirect effect on grade point average scores. Conscientiousness and self-control were found to be positively correlated with grit factors and they had negative effects on academic maladjustment through perseverance of effort. Age had both direct and indirect effects on grit and academic success of the students.

24

Stephen, Odama, e Betty Akullu Ezati. "Students’ Efforts and School Performance Indices (SPI) in Uganda Certificate of Education (UCE) Examinations". International Journal for Innovation Education and Research 11, n. 5 (9 maggio 2023): 8–41. http://dx.doi.org/10.31686/ijier.vol11.iss5.2546.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

Abstract (sommario):

The study comparatively examined the extent to which students’ efforts put in their studies influenced students’ performances in Uganda Certificate of Education (UCE) examinations as reflected in School Performance Index (SPI). The objectives were: i) to investigate the levels of efforts put in by students from schools in Central and Northern Uganda to excel in UCE examinations; ii) to compare the strength of influence of students ’effort and other students-related factors on SPI in UCE examinations and iii) compare the variations in the SPI in UCE examinations among the schools from Central and Northern Uganda with the levels of efforts put in by the students in their studies.Quantitative and qualitative approaches, were used. 72 school leaders, 80 teachers, 140 students, 12 parents and 15 Key Informants (KI) participated. Data was collected using interviews, questionnaires and analysed using frequency counts, percentages and t-test. UCE examination results from 2001 t0 2011 were got from school files and analysed to obtain School Performance Averages (SPA), School Performance Indices (SPI) and Rate of School Performance Change (RSPC)The results showed Students from Central Uganda put in more effort in their studies, than those students from Northern Uganda and students effort was the second strongest factor influencing the SPI in UCE examinations in the schools from Central and Northern Uganda. Therefore, higher SPI in UCE examinations observed in schools in Central Uganda are not by chance, but a reflection of the efforts of the students. School leaders, especially, of schools in Northern Uganda therefore need to encourage students to aim to put more efforts. There is need to investigate further why the students of schools from Northern Uganda are not putting more efforts.

25

Ghanizadeh, Afsaneh, e Safoura Jahedizadeh. "The Nexus between emotional, metacognitive, and motivational facets of academic achievement among Iranian university students". Journal of Applied Research in Higher Education 9, n. 4 (9 ottobre 2017): 598–615. http://dx.doi.org/10.1108/jarhe-05-2017-0060.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

Abstract (sommario):

Purpose The purpose of this paper is to scrutinize university students’ affective experiences in academic contexts as well as the ways to integrate affection into existing models of motivation and learning. In particular, it probed 235 English as foreign language (EFL) students’ emotional exhaustion by investigating its role in their intrinsic motivation, effort regulation, and academic achievement. It also sought to examine the impact of intrinsic motivation on effort regulation and academic achievement as well as the effect of effort regulation on academic achievement among Iranian university students. Design/methodology/approach To do so, two distinctive questionnaires, namely; the “student version of Maslach Burnout Inventory” (Schaufeli et al., 2002) and the “Motivated Strategies for Learning Questionnaire” (Pintrich and DeGroot, 1990) were administered to the participants. The data were analyzed via structural equation modeling (SEM). Findings The findings of the study yielded via SEM revealed that students’ emotional exhaustion negatively predicted students’ intrinsic motivation, effort regulation, and academic achievement. It was also found that intrinsic motivation significantly and positively predicted effort regulation and academic achievement. Finally, effort regulation was found to be a positive and significant predicator of university students’ academic achievement. Originality/value While a plethora of studies, thus far, strived to investigate the concept of burnout in different contexts, there is still a scant body of research attempting to delve into the most significant dimension of the syndrome (i.e. emotional exhaustion), and, to the best knowledge of the present researchers, no documented study to date has studied Iranian university EFL students’ emotional exhaustion, intrinsic motivation, and effort regulation within a single framework.

26

Anisah, Lina, e La Ode Muhammad Idrus Hamid B. "INVESTIGATING STUDENTS’ EFFORT IN SUCCEED IN SPEAKING ENGLISH: A CASE STUDY ON STUDENTS’ PERSPECTIVE". Lingua 19, n. 1 (27 giugno 2023): 1–21. http://dx.doi.org/10.34005/lingua.v19i1.2505.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

Abstract (sommario):

Abstract: This research was conducted to investigate the students’ efforts in speaking skills and the aspects of speaking skill that mostly developed by the students at the seond grade of SMAN 1 Mowewe. This research used a descriptive qualitative method by using case study English design. In conducting this research, the researcher took class XI MIA 1 of SMAN 1 Mowewe as a subject of the research with considerable that the class have the highest effort to improve speaking skill. The researcher used two kinds of instrument, namely questionnaire and interview. The researcher analyzed the data of the questionnaire by calculating and analyzing the students’ answer. For the interview the researcher used transcribing the tape recording, coding (labeling) the whole transcribed text, seeking for and naming the themes, reviewing the themes to make sure they fit the data, and the write-up (creating a coherent narrative). The result of this research showed that the students had six activities of students’ efforts in speaking skill. There were 1) students used the new vocabulary in speaking for easily remember the vocabulary, 2) students used mirror in speaking English fluently, 3) students checked the correct pronunciation on an online dictionary, 4) students asked a friend for helping them if they forgot the vocabulary, 5) students looked for the native speakers in improving their pronunciation, and 6) students made a small note to write the new vocabulary. In additional the interview data showed that there were some aspects of the speaking skill, namely vocabulary, comprehension, fluency, pronunciation, and grammar. Then the researcher got information from the interview about the aspect of speaking skill that mostly developed by the students is vocabulary. There were 4 students from 5 students chose vocabulary as an aspect that mostly developed by the students

27

Paul, II, Chris W., e Joseph S. Ruhland. "A Note On Job Market Conditions And Students Academic Performance". Journal of Business & Economics Research (JBER) 11, n. 5 (27 aprile 2013): 223. http://dx.doi.org/10.19030/jber.v11i5.7837.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

Abstract (sommario):

This paper presents a model of student effort and resulting grade performance under varying labor market conditions. Following previous studies that have found a negative relationship between the expected income and grades by discipline, we extend the analysis to the effect of changing labor market conditions on student effort and the resulting changes in the average grades. The empirical results support the theoretical models conclusion that reduced employment opportunities result in higher average grades by discipline.

28

YU, NA, e Kwan-Jung Son. "A Study on the Impact of Dancing Students' Ego-Resilience and Grit on Dance Ability Achievement: Focusing on Chinese Students in Korea". Korean Society of Culture and Convergence 45, n. 9 (30 settembre 2023): 1243–56. http://dx.doi.org/10.33645/cnc.2023.09.45.09.1243.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

Abstract (sommario):

This study investigates the relationship between ego resilience, grit, college life adjustment, and dance ability achievement of college students majoring in dance. As a result of the study, it was found that ego-resilience has a positive (+) effect on college life adaptation. Second, it was found that both situation adaptation and effort maintenance among the grit factors had a positive (+) effect on college life adaptation. Third, it was found that ego-resilience had a positive (+) effect on achieving dance ability. Fourth, maintenance of interest and persistence of effort had a positive (+) effect on achieving dance ability. Lastly, it was found that adaptation to college life had a positive (+) effect on the dance ability achievement of college students in the dance department. This study is meaningful in establishing a system that presents the direction of university education and using it as basic data to establish necessary strategies.

29

Kim, Soo Jin. "The impact of meta cognitive strategies and grit perceived by college students on college life adjustment". Korean Association For Learner-Centered Curriculum And Instruction 23, n. 15 (15 agosto 2023): 253–62. http://dx.doi.org/10.22251/jlcci.2023.23.15.253.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

Abstract (sommario):

Objectives The purpose of this study is to investigate how college students' perceived meta cognitive strategy use and grit affect college life adjustment. Methods The subjects of this study were 1,015 male and female college students enrolled in C university. For data analysis, frequency analysis, exploratory factor analysis, and correlation analysis were performed to secure construct validity using SPSS 25.0, and multiple regression analysis was performed to verify the effects of meta cognitive strategy and grit on college life adjustment. Results The results of this study are as follows. First, meta cognitive strategies and grit efforts were found to have a significant effect on academic adaptation. Second, meta cognitive strategies and grit efforts were found to have a significant effect on social adaptation. Third, it was found that grit interest and effort had a significant effect on personal-emotional adaptation. Conclusions This means that meta cognitive strategies and efforts should be promoted for academic and social adaptation in university life adaptation of college students, and interest and effort should be increased for personal- emotional adaptation. In addition, the importance of meta cognitive strategy and grit was presented in counseling intervention for college students' adaptation to college life and assistance.

30

Indriyah, Indah, Maizarah e Edi Ardian. "A STUDY ON TEACHERS' EFFORTS IN MOTIVATING STUDENTS TO LEARN ENGLISH AT GRADE VIII OF SMPN 1 TEMBILAHAN HULU". J-SHELVES OF INDRAGIRI (JSI) 2, n. 2 (25 maggio 2021): 68–75. http://dx.doi.org/10.32520/jsi.v2i2.1557.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

Abstract (sommario):

The problem of this research was that students' motivation in learning English is good, so it is needed to know what teacher's effort in motivating them. Therefore, the purpose of this research is to know what teachers’ efforts in motivating students to learn English at grade VIII of SMPN 1 Tembilahan Hulu are. Therefore, this research was descriptive quantitative research. The researcher distributed the questionnaire to twenty students of the eighth grade of excellent class and interviewed the English teacher as a sample to know what teachers' efforts in motivating Students to learn English. The sample was taken using total sampling because there are only twenty students and one teacher for an excellent class. After collecting the data, the researcher found that teacher has reasonable effort in motivating students to learn English. The efforts are teacher uses various activities in teaching, prepares some engaging media, gives students assignment based on what they have learned, relates topics in teaching to students' daily activities, asks the students to think about their experience, gives reword to students, says positive words, gives students a chance to present their course work, and gives memorable score when students finish group work soon. Therefore, students can be motivated to learn when their teacher keeps supporting them by making some efforts in teaching.

31

Wang, Yuanru, Yidan Gao, Xiaoyin Zhang, Jingyi Shen, Qiangqiang Wang e Yingjie Wang. "The Relationship between Effort-Reward Imbalance for Learning and Academic Burnout in Junior High School: A Moderated Mediation Model". Behavioral Sciences 13, n. 1 (28 dicembre 2022): 28. http://dx.doi.org/10.3390/bs13010028.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

Abstract (sommario):

Although effort-reward imbalance has been proven to affect academic burnout, how effort-reward imbalance affects academic burnout remains unclear. This study, from the perspective of learning satisfaction and resilience, investigates how effort-reward imbalance affects academic burnout and reveals the influence of effort-reward imbalance on academic burnout. A sample of 755 junior high school students was assessed using the Revised Effort-Reward Imbalance for Learning Scale, Revised Learning Satisfaction Scale, Academic Burnout Scale, and Resilience Scale. Junior high school students’ effort-reward imbalance rates for learning, learning satisfaction, and academic burnout were all significantly correlated with each other; learning satisfaction mediated the relationship between them. Learning satisfaction mediated the relationship between junior high school students’ effort-reward imbalance rate for learning and academic burnout, and resilience negatively moderated the path from junior high school students’ effort-reward imbalance rate from learning to learning satisfaction. The results suggest that improving students’ resilience can effectively decrease the negative effects of effort-reward imbalance.

32

Arslan, Burcu, e Bridgid Finn. "The Effects of Personalized Nudges on Cognitively Disengaged Student Behavior in Low-Stakes Assessments". Journal of Intelligence 11, n. 11 (28 ottobre 2023): 204. http://dx.doi.org/10.3390/jintelligence11110204.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

Abstract (sommario):

In educational settings, students rely on metacognitive processes to determine whether or not to exert effort. We investigated ways to minimize cognitively disengaged responses (i.e., not-fully-effortful responses) during a low-stakes mathematics assessment. Initially, we established theory-driven time thresholds for each item to detect such responses. We then administered the test to 800 eighth-graders across three conditions: (a) control (n = 271); (b) instruction (n = 267); and (c) nudge (n = 262). In the instruction condition, students were told to exert their best effort before starting the assessment. In the nudge condition, students were prompted to give their best effort following each first-attempt response that was both incorrect and not-fully-effortful. Therefore, students had multiple opportunities to adjust their level of effort. Nudges, but not effort instruction, significantly reduced students’ not-fully-effortful responses. Neither the nudges nor the effort instruction significantly impacted performance. In a post-test survey, most students reported that they received nudges whenever they did not know the answer (55%). Overall, these findings suggest that while nudges reduce cognitively disengaged responses, most students appear to strategically modulate their level of effort based on self-monitoring their knowledge and response effort.

33

Santosa, Cecep Anwar Hadi Firdos, Didi Suryadi, Sufyani Prabawanto e Syamsuri Syamsuri. "The role of worked-example in enhancing students’ self-explanation and cognitive efficiency in calculus instruction". Jurnal Riset Pendidikan Matematika 5, n. 2 (22 novembre 2018): 168–80. http://dx.doi.org/10.21831/jrpm.v0i0.19602.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

Abstract (sommario):

This research was aimed to investigate the effect of students’ self-explanation to their achievement, mental effort, and cognitive efficiency while studying mathematics, particularly in integral topics. This research used a static-group comparison design implemented to first-year undergraduate students. The subject of the study consists of 64 first year undergraduate students in one of the universities in Banten province, Indonesia. The students were divided into two classrooms, experimental and control. Experimental classroom received worked-example method whereas control classroom studying without worked-example method. Instruments used in this research include achievement tests, rating scale mental effort, deviation model of cognitive efficiency, and teaching materials in the form of worked-example. The results show that the implementation of self-explanation through worked-example helps students get a higher achievement, lower mental effort, and better cognitive efficiency compared to students who get instruction without worked-example method. The research also reveals the important role of worked-example in enhancing the ability of students’ self-explanation.

34

Hellmich, Frank, e Fabian Hoya. "Primary School Students’ Implicit Theories and Their Reading Motivation". Zeitschrift für Psychologie 225, n. 2 (aprile 2017): 117–26. http://dx.doi.org/10.1027/2151-2604/a000288.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

Abstract (sommario):

Abstract. Parents’ and teachers’ effort feedback is considered to be an important prerequisite for children’s implicit theories of intelligence and their academic self-concepts as well as for their learning and achievement motivation. Therefore, our study examines whether differences in N = 685 primary school students’ implicit theories, their reading self-concepts, and their reading motivation can be predicted by their perceptions of their parents’ and teachers’ effort feedback on reading processes. The results of a structural equation model show that children’s perceptions of their parents’ effort feedback predict their implicit theories, their reading self-concepts, and their reading motivation. The correlation between children’s perceived parental effort feedback and their intrinsic reading motivation is mediated by their implicit theories. Children’s implicit theories and their reading motivation cannot be predicted by their perceptions of their teachers’ effort feedback.

35

Zeichner, Orit. "The Relationship Between Extrovert/Introvert Attributes and Feedback on Students' Achievements". International Journal of Distance Education Technologies 17, n. 2 (aprile 2019): 1–17. http://dx.doi.org/10.4018/ijdet.2019040101.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

Abstract (sommario):

Extroversion and introversion are two of the personality variables mentioned in the context of learning and achievements. The present article examines the performance of students in a distance learning environment, focusing on the issue of the distinct effect of specific personality attributes (in this case, extroversion and introversion). The study included 171 respondents divided into three research groups. Each group received a different form of feedback – content feedback, effort feedback and ability feedback. Significant differences were found between the groups that received ability or effort feedback and the group that received only content feedback. Relationships were found between extroversion-introversion and the changes that occurred in motivation and achievements. It seems that extroverts benefited considerably from ability and effort feedback rather than content feedback.

36

Şen, Şenol. "MODELING THE STRUCTURAL RELATIONS AMONG LEARNING STRATEGIES, SELF-EFFICACY BELIEFS, AND EFFORT REGULATION". Problems of Education in the 21st Century 71, n. 1 (25 giugno 2016): 62–72. http://dx.doi.org/10.33225/pec/16.71.62.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

Abstract (sommario):

This research examined the relations among students’ learning strategies (elaboration, organization, critical thinking and metacognitive learning strategies), self-efficacy beliefs, and effort regulation. The Motivated Strategies for Learning Questionnaire (MSLQ) was used to measure students’ learning strategies, self-efficacy beliefs, and effort regulation. A total of 227 high school students participated in the research. Confirmatory factor analysis and path analysis were performed to examine the relations among the variables of the research. Results revealed that students’ metacognitive learning strategies and self-efficacy beliefs statistically and significantly predicted their effort regulation. In addition, the students’ self-efficacy beliefs directly affected deep cognitive learning strategies and effort regulation but indirectly affected metacognitive learning strategies. Furthermore, 88.6 % of the variance in effort regulation was explained by metacognitive learning strategies and self-efficacy beliefs. Key words: effort regulation, high school students, learning strategies, self-efficacy beliefs, structural equation modeling.

37

Juanengsih, Nengsih, Adi Rahmat, Ana Ratna Wulan e Taufik Rahman. "Students’ extraneous cognitive load in cell biology lectures". Cypriot Journal of Educational Sciences 16, n. 1 (25 febbraio 2021): 267–76. http://dx.doi.org/10.18844/cjes.v16i1.5524.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

Abstract (sommario):

This study aims to analyse students’ extraneous cognitive load (ECL) in cell biology lectures. Participants in the study were 31 students of the Biology Education Department who attended the Cell Biology course from a university in Jakarta, Indonesia. The Cell Biology lectures include fours topics. The data of ECL were measured using questionnaires with a semantically differential scale, containing statements about students’ mental efforts in understanding the information received in the lectures. The data obtained were then tabulated, categorised according to the mental effort rubric, and made into percentage for each step of the VARK (Visual, Aural, Read/write, Kinaesthetic) approach. The results of the data analysis show that students' mental effort (ECL) in understanding each concept in Cell Biology lectures through the VARK approach is generally in the lower category. This is indicated by the very high percentage in the low category for visual, aural, read/write, and kinaesthetic steps. Keywords: Extraneous cognitive load, cell biology, VARK;

38

Chu, Kequn, e Fengshu Zhu. "Impact of effort–reward imbalance on undergraduates' aggressive behavior: The mediating role of perceived justice and hostile attribution". Social Behavior and Personality: an international journal 50, n. 5 (4 maggio 2022): 1–10. http://dx.doi.org/10.2224/sbp.11414.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

Abstract (sommario):

Effort–reward imbalance can predict aggressive behavior, but the mechanism of its influence is not yet clear to researchers. Thus, in this study we explored the mediating roles of perceived justice and hostile attribution in the relationship between effort–reward imbalance and aggressive behavior in an educational setting. Using the Effort–Reward Imbalance Scale for University Students, the Chinese version of the Perceived Justice Scale for College Students, the hostile attribution subscale of the Social Information Processing Attribution Bias Questionnaire, and the Chinese version of the Buss and Perry Aggression Questionnaire, we conducted a survey with 1,660 Chinese undergraduates. The results show that perceived justice played a mediating role in the relationship between effort–reward imbalance and aggressive behavior, as did hostile attribution. In addition, perceived justice and hostile attribution had a chain mediating effect in the link between effort–reward imbalance and aggressive behavior. Thus, effort–reward imbalance affects aggressive behavior not only directly but also indirectly through perceived justice and hostile attribution. Our findings enrich the literature on aggressive behavior by helping to understand how individuals become aggressive after the frustrating experience of receiving insufficient reward for their efforts.

39

Ross, T., T. York, M. Posner, N. Willis e D. Salvatore. "Effort-1An A for Effort: Low Rates of Performance Invalidity in Healthy College Students". Archives of Clinical Neuropsychology 30, n. 6 (31 agosto 2015): 482.2–483. http://dx.doi.org/10.1093/arclin/acv046.21.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

40

Song, Jingjing, Bin Zuo e Lei Yan. "Effects of gender stereotypes on performance in mathematics: A serial multivariable mediation model". Social Behavior and Personality: an international journal 44, n. 6 (15 luglio 2016): 943–52. http://dx.doi.org/10.2224/sbp.2016.44.6.943.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

Abstract (sommario):

We aimed to determine how gender stereotypes about mathematics affect high school students' performance in this subject through examining the multiple mediating roles of competence belief, type of achievement goal, and effort. Chinese high school students (N = 267) completed measures to assess their gender stereotypes, competence belief, achievement goals, effort, and performance in mathematics. The results of a serial multivariable mediation analysis partly supported the idea that competence belief, achievement goals, and effort act as mediators in the relationship between gender stereotypes and mathematics performance. Specifically, gender stereotypes about mathematics had a negative direct and indirect effect on Chinese female students' mathematics performance: the girls with a stronger gender stereotype were serially associated with less competence belief, lower performance-approach goals, and less effort, all of which, in turn, were associated with poorer performance in mathematics. However, gender stereotypes about mathematics did not predict the level of Chinese male students' performance at mathematics. The theoretical and practical implications of these findings are discussed.

41

Nappu, Syamsiarna, Nur Qalby e Maemuna Muhayyang. "Mastering English Vocabulary through Toontastics Application". Journal of English Language Teaching and Applied Linguistics 5, n. 4 (29 settembre 2023): 01–06. http://dx.doi.org/10.32996/jeltal.2023.5.4.1.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

Abstract (sommario):

Teaching English in this sophisticated era requires teachers' effort and creativity to attract students' attention and motivation to learn. This pre-experimental study aims to determine the impact of the Toontastics Application on students' English vocabulary mastery and to know student attitudes toward the use of the Toontastics. Pre-post tests are employed to get data about the effect of the application on students' English vocabulary mastery. At the same time, a questionnaire is distributed to get data about student's attitudes toward using the application. Twenty-eight students were purposively chosen as the sample and then treated to learn English vocabulary using Toontastics. According to the study, The Toontastics Application impacts student's mastery of English vocabulary. The fact that their pre-test score of 51.2 changed to 62.9 on their post-test serves as evidence. This finding is strengthened by the survey results, which show that the students' responses fell into the "strongly interested." Their intense interest may influence students' increased English vocabulary proficiency in the Toontastics Application. In other words, the Toontastics Application affects students' attitudes and ability to grasp English vocabulary.

42

Yeni, Melda, Syafrizal Syafrizal, Muhammad Ridhwan, Muhammad Cholid e Nana Herawati. "ENGLISH COMMUNICATION PROGRAM: SCHOOL'S EFFORT IN FACILITATING STUDENTS' SPEAKING". Selodang Mayang: Jurnal Ilmiah Badan Perencanaan Pembangunan Daerah Kabupaten Indragiri Hilir 8, n. 3 (18 dicembre 2022): 254–58. http://dx.doi.org/10.47521/selodangmayang.v8i3.286.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

Abstract (sommario):

The aim of this research is to discover about the communication program held by SMAN 1 Tembilahan in order to improve students' speaking skills. The qualitative data was gathered and a Google form questionnaire was distributed to get the data dealong with the purpose above. This study sample consists of 3 English teachers from SMAN 1 Tembilahan who actively guide their students in English extracurricular. Based on the data result, there are two programs that can help students improve their speaking skill in this school. The one which facilitates students to have much exercises; English Club and another one facilitates students to compate each other at the end of every semester; English performance competition. Students in english club program learn and practice debate, speech, and 4 main skills (listening, writing, reading, and speaking). Meanwhile, in the english performance competition, students compete in debate and speech presentation.

43

Arlina, Arlina, Nur Fauziyah, Putri Maymuhamnah Rahayu, Muhammad Afrizal Nainggolan e Adila Amalia. "Strategi Guru PAI Dalam Membina Akhlakul Karimah Siswa". At-Tadris: Journal of Islamic Education 2, n. 2 (4 marzo 2023): 193–202. http://dx.doi.org/10.56672/attadris.v2i2.81.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

Abstract (sommario):

This survey was carried out to learn about the initiatives used to raise student morale in the course of akhlakul karimah. Researchers used qualitative methods with a phenomenological approach. By using this method, researchers obtained the results of interviews about their efforts to improve student morals. The researcher selected the teacher contact for this study. From the research we conducted, it is clear that any effort an educator or teacher can make to improve student morals is to set a good example, starting with the teacher and emulating by students. Efforts made by the teacher include giving lessons on reading the Qur'an and memorizing Juz 30, providing memorization related to dhuha prayers, carrying out congregational prayers, and instilling good morals in their students. This effort is made to ensure that students have good morals. The result of these efforts is that around 98% of students already reflect good morals. Efforts to improve student morals have been successful, and it can be said that many students already have good morals. However, because of the environment in which students live, this attitude does not rub off on some students. Keyword: Build, Akhlakul Karimah, Student

44

Al Shaye, Rasha, Alexander S. Yeung e Rosemary Suliman. "Saudi Female Students Learning English: Motivation, Effort, and Anxiety". International Journal of Learner Diversity and Identities 20, n. 4 (2014): 1–13. http://dx.doi.org/10.18848/2327-0128/cgp/v20i04/48582.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

45

Nugraha, I. Gede Made Artha, Luh Putu Artini e Ida Ayu Made Istri Utami. "Students’ Effort for Independent Learning Through Voluntary Extensive Reading". Journal of Educational Study 2, n. 3 (13 ottobre 2022): 226–33. http://dx.doi.org/10.36663/joes.v2i3.379.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

Abstract (sommario):

This study was aimed at analyzing students’ effort for independent learning through voluntary extensive reading in which it was viewed from students’ reading motives and materials. This study was designed in the form of qualitative study by involving 30 junior high school students and the data were gained through observation, interview, and survey. The instruments were the researcher, observation sheet, interview guide, and questionnaire. The collected data were analyzed by using qualitative data analysis. The findings revealed that; 1) the English reading materials read by the students are the materials related to the school materials, fiction (story, novel), and news, 2) students have their motives in reading extensively, namely to gain experience and skills in English language, to learn new things, to be confident and to improve ability in using the language. This study suggested that teachers to encourage extensive reading in classroom.

46

Burgess-Proctor, Amanda, Graham Cassano, Dennis J. Condron, Heidi A. Lyons e George Sanders. "A Collective Effort to Improve Sociology Students’ Writing Skills". Teaching Sociology 42, n. 2 (6 dicembre 2013): 130–39. http://dx.doi.org/10.1177/0092055x13512458.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

47

Dietrich, Julia, Jaana Viljaranta, Julia Moeller e Bärbel Kracke. "Situational expectancies and task values: Associations with students' effort". Learning and Instruction 47 (febbraio 2017): 53–64. http://dx.doi.org/10.1016/j.learninstruc.2016.10.009.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

48

Kaenzig, Rebecca, e Rachel Keller. "A comprehensive effort to recruit and retain accounting students". Journal of Accounting Education 29, n. 4 (dicembre 2011): 315–23. http://dx.doi.org/10.1016/j.jaccedu.2012.06.008.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

49

Mervis, J. "Berkeley Engineering Students Demand Greater Effort to Promote Diversity". Science 334, n. 6060 (1 dicembre 2011): 1191. http://dx.doi.org/10.1126/science.334.6060.1191.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

50

Kasser, Susan L., Douglas Collier e Dorene G. Solava. "Sport Skills for Students with Disabilities: A Collaborative Effort". Journal of Physical Education, Recreation & Dance 68, n. 1 (gennaio 1997): 50–53. http://dx.doi.org/10.1080/07303084.1997.10604878.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

Articoli di riviste sul tema "Students’ effort"

Cita una fonte nei formati APA, MLA, Chicago, Harvard e in molti altri stili