Literatura científica selecionada sobre o tema "Tertiary students"
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Artigos de revistas sobre o assunto "Tertiary students"
Harding, Melissa, Christian M. Kern e Susan Toft. "Technology and Tertiary Tourism Students". Journal of Teaching in Travel & Tourism 1, n.º 2-3 (17 de agosto de 2001): 63–71. http://dx.doi.org/10.1300/j172v01n02_04.
Texto completo da fonteListon, Colleen. "Students in Transnational Tertiary Education". Higher Education in Europe 24, n.º 3 (janeiro de 1999): 425–37. http://dx.doi.org/10.1080/0379772990240310.
Texto completo da fonteChou, Chun-Mei, Chien-Hua Shen, His-Chi Hsiao, Su-Chang Chen, Hui-Tzu Chang e Chu-Yun Cheng. "Tertiary Students’ Socialization of Entrepreneurial Behavior". Open Journal of Social Sciences 02, n.º 09 (2014): 122–26. http://dx.doi.org/10.4236/jss.2014.29021.
Texto completo da fonteKitching, Chris. "EFFECTIVE TEACHING FOR NEW TERTIARY STUDENTS". PEOPLE: International Journal of Social Sciences 1, n.º 1 (30 de maio de 2017): 01–10. http://dx.doi.org/10.20319/pijss.2015.s21.0110.
Texto completo da fonteFinn, Mark, Karen Farquharson e Ainura Tursunalieva. "Communication compartmentalisation by Australian tertiary students". Communication Research and Practice 3, n.º 2 (2 de agosto de 2016): 155–75. http://dx.doi.org/10.1080/22041451.2016.1209276.
Texto completo da fonteHemmings, Brian, Russell Kay e Doug Hill. "Rural Students Studying in Tertiary Settings". Australian and International Journal of Rural Education 8, n.º 1 (1 de março de 1998): 17–22. http://dx.doi.org/10.47381/aijre.v8i1.426.
Texto completo da fonteTani, Kawtar. "Academic Procrastination and the Effect on Students' Results for ICT Students". International Journal of Cyber Behavior, Psychology and Learning 7, n.º 2 (abril de 2017): 31–35. http://dx.doi.org/10.4018/ijcbpl.2017040103.
Texto completo da fonteMartinez, Elyssa Kay V. "A Corpus-Based Analysis of Tertiary Students’ Communication Strategies". International Journal of Trend in Scientific Research and Development Volume-3, Issue-1 (31 de dezembro de 2018): 760–66. http://dx.doi.org/10.31142/ijtsrd19038.
Texto completo da fonteFitzroy J. Henry, Melissa Nelson e Lisa Reid. "Tertiary student hunger in Jamaica". World Journal of Advanced Research and Reviews 16, n.º 3 (30 de dezembro de 2022): 459–66. http://dx.doi.org/10.30574/wjarr.2022.16.3.1360.
Texto completo da fontePrabawa, Wawa Puja. "SPEAKING STRATEGIES USED BY INDONESIAN TERTIARY STUDENTS". English Review: Journal of English Education 4, n.º 2 (24 de outubro de 2016): 231. http://dx.doi.org/10.25134/erjee.v4i2.337.
Texto completo da fonteTeses / dissertações sobre o assunto "Tertiary students"
Amofah, Kwaku. "Entrepreneurial Intentions among Tertiary Students". Doctoral thesis, Universitat de Lleida, 2021. http://hdl.handle.net/10803/672419.
Texto completo da fonteEsta tesis examina la intención emprendedora entre los estudiantes de educación terciaria, lo que llevó a la producción de cuatro artículos empíricos. El primer artículo investiga la influencia del control conductual percibido, la norma subjetiva y la actitud hacia el espíritu empresarial, en la intención empresarial utilizando el modelo de ecuación estructural (SEM) - enfoque de mínimos cuadrados parciales inteligentes (PLS). Los hallazgos sugieren que TPB es una herramienta importante para predecir las intenciones empresariales. Por lo tanto, los hallazgos respaldan el TPB para la IE en Ghana. Dos factores motivacionales (actitud hacia el emprendimiento y control conductual percibido) relacionados con la IE, pero el SN mostró una asociación no significativa con la IE. Este estudio también encontró que la SN afecta positivamente la actitud hacia el espíritu empresarial y el control conductual percibido. Sin embargo, solo una (relación PSE-SN) de las hipótesis demográficas fue significativa. El segundo artículo examina el efecto de la actitud hacia el espíritu empresarial, la norma subjetiva, el locus de control, la autoeficacia empresarial y el apoyo ambiental sobre la intención empresarial de 159 estudiantes de MBA de dos universidades privadas de Ghana. El estudio utiliza modelos de ecuaciones estructurales (SEM) para analizar los datos obtenidos de los participantes. Los resultados muestran que todos los factores, excepto la autoeficacia empresarial, afectan significativamente las intenciones empresariales de los estudiantes. El tercer artículo examina cómo el trabajo por cuenta propia de los padres / modelos a seguir modera (utilizando el análisis multigrupo) la relación entre los antecedentes de la intención empresarial y la valoración social, la valoración más cercana, las habilidades emprendedoras y el apoyo ambiental. Los datos de trescientos diecinueve encuestados se analizaron mediante modelos de ecuaciones estructurales (SEM). Se utilizó el análisis multigrupo para probar el papel moderador del trabajo por cuenta propia de los padres (PSE) para determinar si existe una relación significativa entre los encuestados con PSE y los encuestados sin PSE. De acuerdo con estudios anteriores, ATE y PBC tienen un efecto positivo sobre la IE. Los resultados demuestran que las habilidades emprendedoras influyen en ATE, PBC y SN. En cuanto a la influencia del conocimiento ambiental percibido (ENSUP) y ATE, la relación fue insignificante, aunque el impacto de ENSUP en PBC y SN fue significativo. Con respecto a las correlaciones entre SV y CV y los antecedentes de TPB respectivamente, se aceptaron todas las hipótesis excepto CV → ATE y SV → PBC. Este estudio reveló que los encuestados con autoempleo de los padres perciben una mayor actitud hacia el emprendimiento, PBC, habilidades emprendedoras, apoyo emprendedor e intención emprendedora que aquellos sin PSE. Sin embargo, la MGA estableció que la formación de intenciones empresariales es similar para los encuestados con trabajo por cuenta propia de los padres y los encuestados sin PSE. Por lo tanto, no hubo una relación significativa entre los encuestados con PSE y los encuestados sin PSE. Por último, el cuarto artículo investiga la intención empresarial aplicando la Teoría del Comportamiento Planificado de Ajzen (1991). Examinamos específicamente el papel del género en la educación empresarial y los modelos a seguir o el autoempleo de los padres, mediante la realización de un análisis multigrupo. Utilizamos un cuestionario basado en la web para recopilar información de 216 estudiantes de una universidad española. Los datos se analizaron con la ayuda de Structural Equation Modeling (SEM) - Partial Least Square (PLS). Realizamos un análisis tripartito sobre modelos completos, masculinos y femeninos. En cuanto a los modelos completo y masculino, se aceptaron todas las hipótesis principales, frente a cuatro para el modelo femenino. Aunque este estudio ha confirmado la aplicabilidad del modelo TPB a la intención empresarial, no encontramos una relación significativa entre hombres y mujeres sobre sus intenciones empresariales para algunas relaciones. Pero este estudio sugiere que la relación entre PSE y PBC es más fuerte para los hombres que para las mujeres. En general, la tesis proporciona nuevos conocimientos sobre el modelo de intención empresarial, adaptado del TPB. Esta tesis ha desenterrado algunas revelaciones sobre las intenciones emprendedoras entre los estudiantes españoles y ghaneses. Además del novedoso avance teórico, la tesis ofrece implicaciones relevantes para estudiantes, educadores, responsables políticos y partes interesadas en el campo empresarial.
This thesis examines the entrepreneurial intention (EI) among tertiary students, which led to the production of four empirical papers. The first paper investigates the influence of Perceived Behavioural Control (PBC), Subjective Norm (SN) and Attitude towards Entrepreneurship (ATE), on Entrepreneurial Intention using Structural Equation Modelling (SEM) – Smart Partial Least Square (PLS) approach. The findings suggest that Theory of Planned Behaviour (TPB) is an important tool for predicting entrepreneurial intentions. Thus, the findings support the TPB for EI in Ghana. Two motivational factors (attitude towards entrepreneurship and perceived behavioural control) related to EI, but SN showed a non-significant association with EI. This study also found SN positively affecting attitude toward entrepreneurship and perceived behavioural control. However, only one (PSE-SN relationship) of the demographic-based hypotheses was significant. The second paper examines the effect of attitude towards entrepreneurship, subjective norm, locus of control, entrepreneurial self-efficacy, and environmental support on entrepreneurial intention of 159 MBA students from two private universities in Ghana. The study uses structural equation modelling (SEM) to analyze the data obtained from the participants. The results show that all the factors but entrepreneurial self-efficacy significantly affects students’ entrepreneurial intentions. The third paper examines how parental self-employment/role models moderates (using Multi-Group Analysis) the relationship between the antecedents of entrepreneurial intention and Social Valuation (SV), Closer Valuation (CV), Entrepreneurial Skills (ES), and Environmental Support. The data of three hundred and nineteen respondents were analysed by structural equation modelling (SEM). Multi-Group Analysis was used to test the moderating role of parental self-employment (PSE) to determine whether there is a significant relationship between respondents with PSE and respondents without PSE. Consistent with prior studies, Attitude towards entrepreneurship (ATE) and Perceived Behavioural Control (PBC) have a positive effect on EI. The results prove that entrepreneurial skills influence ATE, PBC, and Subjective Norm (SN). Regarding the influence of perceived environmental knowledge (ENSUP) and ATE, the relationship was insignificant, though the impact of ENSUP on PBC and SN was significant. With respect to the correlations between SV and CV and the antecedents of TPB respectively, all the hypotheses were accepted except CV→ATE and SV→PBC relationships. This study revealed that respondents with parental self-employment perceive a higher attitude towards entrepreneurship, PBC, entrepreneurial skills, entrepreneurial support, and entrepreneurial intention than those without PSE. However, the MGA established that the formation of entrepreneurial intentions is similar for respondents with parental self-employment and respondents without PSE. Thus, there was no significant relationship between respondents with PSE and respondents without PSE. Lastly, the fourth paper investigates entrepreneurial intention by applying the Theory of Planned Behavior by Ajzen (1991). We specifically examined the role of gender on entrepreneurial education and role models or parental self-employment, by carrying out a Multi-Group Analysis. We used a web-based questionnaire to collect information from 216 students at a Spanish university. Data were analysed with the help of Structural Equation Modelling (SEM) – Partial Least Square (PLS). We conducted a tripartite analysis on Complete, Male, and Female Models. Regarding the Complete and Male Models, all the primary hypotheses were accepted, compared with four for the Female Model. Though this study has confirmed the applicability of the TPB model to entrepreneurial intention, we did not find a significant relationship between Males and Females about their entrepreneurial intentions for some relationships. But this study suggests that the relationship between PSE and PBC is stronger for Males than Females. Generally, the thesis provides new insights into the entrepreneurial intention model, adapted from the TPB. This thesis has unearthed some revelations about entrepreneurial intentions among Spanish and Ghanaian students. In addition to the novel theoretical advancement, the thesis offers relevant implications for students, educators, policy-makers and stakeholders in the entrepreneurial field.
Agherdien, Nuraan. "Investigating student readiness for tertiary education". Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1020593.
Texto completo da fonteYoung, Patricia. "Tertiary student connectedness : Intervention influence on student connectedness as measured in health and academic behaviours of regional tertiary students". Thesis, Federation University Australia, 2018. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/166535.
Texto completo da fonteDoctor of Philosophy
Richards, Ian J. "Marijuana use among tertiary students in Adelaide /". Title page, table of contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09MPM/09mpmr515.pdf.
Texto completo da fonteVan, Dijk Peter. "Spontaneous religious attributions of Christian tertiary students". Thesis, University of Canterbury. Psychology, 1988. http://hdl.handle.net/10092/9019.
Texto completo da fonteRichards, James Desmond. "Worry Domains, Perceived Stress and Social Anxiety Among Tertiary-Level Students in New Zealand". The University of Waikato, 2008. http://hdl.handle.net/10289/2466.
Texto completo da fonteHoang, Tat Truong, e n/a. "Towards teaching English vocabulary to Vietnamese tertiary students". University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20061109.155600.
Texto completo da fonteRichardson, Jessica Jane. "Term-time Employment and Tertiary Students' Academic Success". Thesis, University of Canterbury. Psychology, 2011. http://hdl.handle.net/10092/5121.
Texto completo da fonteBamfield, Vincent Mark. "Chinese tertiary students' willingness to communicate in English". Thesis, De Montfort University, 2014. http://hdl.handle.net/2086/10125.
Texto completo da fonteDrotsky, GAP, van Rensburg B. Janse e Jager JW de. "Influence of income on tertiary students acquisition of cellular products". Acta Commercii, 2007. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001431.
Texto completo da fonteLivros sobre o assunto "Tertiary students"
Ferron, O. M. Guidance and counselling for tertiary students. Durban [South Africa]: Butterworths, 1990.
Encontre o texto completo da fonteCox, Graham. Tertiary college students working in primary schools. (U.K.): (s.n.), 1988.
Encontre o texto completo da fonteAbrefa-Gyan, Kwame. Business law for professional and tertiary students. Accra, Ghana: Methodist Book Depot, 2008.
Encontre o texto completo da fontePerbi, Yaw. A++: Maximising your tertiary education-- and loving it! Accra-North, Ghana: HuD Group, 2004.
Encontre o texto completo da fonteOkpara, Okpara. Orientation guidebook for students in tertiary institutions in Nigeria. Abakaliki: Publicom International, 2004.
Encontre o texto completo da fonteCompany and partnership law for professional and tertiary students. Accra, Ghana: K.N. AB Agencies Ltd., 2006.
Encontre o texto completo da fonteBriefcase on company law for professional and tertiary students. Accra, Ghana: Methodist Book Depot Limited, 2009.
Encontre o texto completo da fonteOffiong, Daniel A. Secret cults in Nigerian tertiary institutions. Enugu, Nigeria: Fourth Dimension Publishers, 2003.
Encontre o texto completo da fonteOrganisation for Economic Co-operation and Development, ed. Inclusion of students with disabilities in tertiary education and employment. Paris: OECD, 2011.
Encontre o texto completo da fonteRichardson, Mary F. Identity in the Jamaican context: Personality and attitudes of tertiary students. Mona, Kingston, Jamaica: Faculty of Education, University of the West Indies, Mona, 1992.
Encontre o texto completo da fonteCapítulos de livros sobre o assunto "Tertiary students"
Harding, Ansie. "Storytelling for Tertiary Mathematics Students". In Invited Lectures from the 13th International Congress on Mathematical Education, 195–207. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72170-5_12.
Texto completo da fonteLan, Lam Hong, e Belinda Kennedy. "Engaging Students in a Multicultural Class Through Scaffolded Learning Innovation". In Transformations in Tertiary Education, 135–43. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9957-2_11.
Texto completo da fonteMartinovic, Marietta, e Marg Liddell. "Enhancing Diversity and Inclusion Through Students’ Transformative Experiences in Prison". In Transformations in Tertiary Education, 43–53. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9957-2_4.
Texto completo da fonteAmoah, C., E. Bamfo-Agyei e F. Simpeh. "Tertiary Students’ Accommodation Affordability in Ghana". In Sustainable Education and Development – Sustainable Industrialization and Innovation, 689–97. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-25998-2_53.
Texto completo da fonteAdam, Emily. "No Student is an Island—Students’ Perspectives of Sense of Community in Online Higher Education". In Tertiary Online Teaching and Learning, 199–205. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8928-7_18.
Texto completo da fonteLeone, Grace, e Jan van Schaik. "State Library of Victoria Becomes a Giant Canvas for RMIT Students". In Transformations in Tertiary Education, 187–97. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9957-2_15.
Texto completo da fonteDu Plessis, J., F. Simpeh e C. Amoah. "Students Housing Occupancy Satisfaction: Perception of Tertiary Students in Bloemfontein". In Sustainable Education and Development – Making Cities and Human Settlements Inclusive, Safe, Resilient, and Sustainable, 15–27. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-90973-4_2.
Texto completo da fonteTatnell, Ruth. "Research Supervision for Online Students—What Makes a Good Online Research Relationship?" In Tertiary Online Teaching and Learning, 277–84. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8928-7_27.
Texto completo da fonteIchii, Reina, Aya Ono e Junny Ebenhaezer. "Reflective Writing as a Learning Tool: Assisting Undergraduate Business Students from Diverse Backgrounds to Participate in a Globalised Marketplace". In Transformations in Tertiary Education, 101–17. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9957-2_9.
Texto completo da fonteSchweinsberg, Ashleigh, e Filia Garivaldis. "Ready or not, Here I Come—Preparing Online Students for the Real Working World". In Tertiary Online Teaching and Learning, 187–97. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8928-7_17.
Texto completo da fonteTrabalhos de conferências sobre o assunto "Tertiary students"
Florou, Giannoula, Sofia Anastasiadou e Stavros Valsamidis. "E-LEARNING AND TERTIARY EDUCATION STUDENTS". In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1982.
Texto completo da fonteNguyen, Uyen Tran Tu, Yen Hoang Pham e Thanh Thanh To. "Factors Influencing Non-English Major Tertiary Students’ Engagement in Vietnamese EFL Classes: An Investigation". In The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.8.
Texto completo da fonteJohnson, Carol, e Alana Blackburn. "Video feedback in tertiary music performance classes". In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0114.
Texto completo da fonteShih, Ching-Chun, e Sherrie Wei. "Lecturer-Led Online-Assisted Learning among Tertiary Students". In 2012 International Symposium on Computer, Consumer and Control (IS3C). IEEE, 2012. http://dx.doi.org/10.1109/is3c.2012.245.
Texto completo da fonteFatokun Faith, B., Suraya Hamid, Azah Norman, O. Fatokun Johnson e Christopher Ifeanyi Eke. "Relating Factors of Tertiary Institution Students’ Cybersecurity Behavior". In 2020 International Conference in Mathematics, Computer Engineering and Computer Science (ICMCECS). IEEE, 2020. http://dx.doi.org/10.1109/icmcecs47690.2020.246990.
Texto completo da fonteMacgillivray, Helen. "Weaving assessment for student learning in probabilistic reasoning at the introductory tertiary level". In Assessing Student leaning in Statistics. International Association for Statistical Education, 2007. http://dx.doi.org/10.52041/srap.07702.
Texto completo da fonteNina Mohd Nizam, Dinna, Chin Pei Yee, Soffri Yussof, Jetol Belongkikit e Ag Asri Ag Ibrahim. "Gender disparity on blogging awareness among Malaysian tertiary students". In 2011 International Conference on Research and Innovation in Information Systems (ICRIIS). IEEE, 2011. http://dx.doi.org/10.1109/icriis.2011.6125703.
Texto completo da fonteKiseleva, Oxana. "TEACHING TRANSLATION IN TERTIARY EDUCATION: STUDENTS� PERCEPTION AND MOTIVATION". In 6th SWS International Scientific Conference on Social Sciences ISCSS 2019. STEF92 Technology, 2019. http://dx.doi.org/10.5593/sws.iscss.2019.4/s13.067.
Texto completo da fonteRamachandiran, Chandra Reka. "Green ICT practices among tertiary students: A case study". In 2012 IEEE Symposium on Business, Engineering and Industrial Applications (ISBEIA). IEEE, 2012. http://dx.doi.org/10.1109/isbeia.2012.6422868.
Texto completo da fonteOsoaku, F., A. O. Afolabi, D. Ochiba e C. Oleah. "Education stress factors among construction students in tertiary institutions". In TECHNOLOGIES AND MATERIALS FOR RENEWABLE ENERGY, ENVIRONMENT AND SUSTAINABILITY: TMREES21Gr. AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0109289.
Texto completo da fonteRelatórios de organizações sobre o assunto "Tertiary students"
Hobbs, Moira. Tertiary Students’ Numeracy Skills Requirements. Unitec ePress, junho de 2014. http://dx.doi.org/10.34074/ocds.32014.
Texto completo da fonteHobbs, Moira. Tertiary Students’ Numeracy Skills Requirements. Unitec ePress, junho de 2014. http://dx.doi.org/10.34074/ocds.32014.
Texto completo da fonteHammond, Kay, e Catherine Powell. Entry-level tertiary student perceptions of challenges when using a wiki: Trust and peer teaching. Unitec ePress, setembro de 2017. http://dx.doi.org/10.34074/ocds.12017.
Texto completo da fonteSanyal, Madhurima. Caste and Gender Backlash: A Study of the #MeToo Movement in Tertiary Education in Kolkata, India. Institute of Development Studies, janeiro de 2023. http://dx.doi.org/10.19088/backlash.2023.001.
Texto completo da fonteNehring, Natalia, e Simon Dacey. Formative vs Summative Quizzes as Regular Feedback on Moodle in Computer Science Courses: Which do Students Prefer? Unitec ePress, novembro de 2021. http://dx.doi.org/10.34074/ocds.090.
Texto completo da fonteRomova, Zina, e Martin Andrew. Embedding Learning for Future and Imagined Communities in Portfolio Assessment. Unitec ePress, setembro de 2015. http://dx.doi.org/10.34074/rsrp.42015.
Texto completo da fonteCohen, Spencer, Sumathi Chakravarthy, Sindhu Bharathi, Badri Narayanan e Cyn-Young Park. Potential Economic Impact of COVID-19-Related School Closures. Asian Development Bank, maio de 2022. http://dx.doi.org/10.22617/wps220197-2.
Texto completo da fonteDassanayake, Wajira, Gayani Hewagama e Sarah E. Kirk. Asynchronous Instructional Videos During COVID-19 Emergency Remote Teaching: Student Experiences Within a New Zealand ITP. Unitec ePress, agosto de 2021. http://dx.doi.org/10.34074/ocds.088.
Texto completo da fonteCaribbean Tertiary Institutions and the Impact of the COVID-19 Pandemic. Inter-American Development Bank, maio de 2021. http://dx.doi.org/10.18235/0003341.
Texto completo da fonteTeacher Professional Development Case Studies: K-12, TVET, and Tertiary Education. Asian Development Bank, julho de 2021. http://dx.doi.org/10.22617/spr210293.
Texto completo da fonte