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An examination of study habits and attitudes of undergraduate agricultural education majorsLewis, Lance Brian. January 1986 (has links)
Call number: LD2668 .T4 1986 L485 / Master of Science / Education
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An evaluation of the student ethics management model at the University of Johannesburg31 July 2012 (has links)
M.A. / The development of ethics management models for university students is a way of encouraging and promoting ethical conduct for students at higher education institutions. The development and promotion of such models at universities will enhance the sound and proper management of higher education institutions. It will also assist in their effective and efficient administration and management. These student ethics management models provide guidelines that enhance ethical conduct at such institutions. It is a crucial stage or part of primary, secondary and higher education, as well as for the social, family and work environment in terms of character development. This chapter outlines the research design that will provide the background and rationale for the problem statement, in relation to the terms of reference for this study. It will include the research problem, background and rationale of the study and the research question, as well as the research objectives, the research methodology and the data collection methods. It will also outline the definitions of terms.
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Assessing and Influencing the Attitude and Knowledge of Selected Post-Secondary Students Concerning Body LanguageLester, E. W. Bud 08 1900 (has links)
This investigation, which was conducted on the post-secondary level and included vocational and academic students, was undertaken to develop an instrument to assess the attitude and knowledge of students concerning body language and to develop a module of instruction in body language to favorably influence their attitude and knowledge concerning body language. Hypotheses were formulated related to the differences in mean effective and cognitive scores of the experimental group who were taught body language and the control group. Additional hypotheses were formulated related to mean differences in the scores of students differing in age, sex, business experience, and prior exposure to body language. The findings of this study included first, the testing of the instrument; second, the testing of the validity of the research design and third, the testing of the hypotheses. The following conclusions are based on the findings of the study: the instrument seems to be acceptable for assessing the attitude and knowledge of post—secondary students concerning body language, the module of instruction in body language seems to be acceptable as a basis for influencing the attitude and knowledge of post—secondary students concerning body language, the mid-management and speech students were comparable in attitude and knowledge concerning body language before and after being taught the module, any prior exposure to the principles of body language seemed to favorably influence student's attitude and knowledge concerning body language both before and after they were taught, the age and business experience of students produced no apparent influence on student attitude and knowledge of body language, the sex of the student seemed to produce no apparent influence on student attitude and knowledge of body language.
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Traditional College-Age Students' Attitudes Toward Arnold's Seven Building Blocks Decision-Making StrategyWernow, Mary Ellen 01 January 1989 (has links)
The purpose of this study was to learn more about the attitudes of traditional college-age students toward Arnold's Seven Building Blocks decision-making strategy (John D. Arnold, 1978. The Art of Decision Making. New York: Amacom). to identify student characteristics which could predict those students who are most likely to respond in a positive manner to the strategy and to determine which of the steps in the strategy students perceive as being helpful. The sample population consisted of 62 traditional college-age students currently enrolled in four Oregon educational institutions. Data was gathered through the Decision Making Inventory (Johnson, Coscarelli, and Johnson. 1983) and two questionnaires designed for this study. An attitude score regarding the Seven Building Blocks was constructed for each subject by adding together the scores from the two questions which specifically related to student feelings about using the strategy. This resulted in scores ranging from a low of 2 to a high of 7. Statistical analyses involving chi-square tests implemented by contingency tables were used to ascertain the level of association among variables. The results showed no significant difference in attitude based on the internal or external dimensions of decision-making styles. Age, gender, life responsibility status, or type of decision situation. Statistically significant results (p < .05) were shown for the remaining variables. Thus, for this population, characteristics associated with high attitude scores toward the Seven Building Blocks included systematic rather than spontaneous, decision-making styles; at least two years of college education; and high or very high importance attached to being a good decision maker. Building Block 4. "Establish Your Priorities," was overwhelmingly seen as being the most helpful step, followed by Block 3. "Set Your Criteria." Block 6. 'Test the Alternatives." was third, and Block 2. "State Your Purpose." was fourth. Block 5. "Search for Solutions," and Block 7. 'Troubleshoot Your Decision." tied for fifth place. Block I, "Smoke Out the Issues." was seen as being the least helpful. Information obtained from this study will assist educational counselors, advisors and teachers in understanding student attitudes toward decision making and in predicting which students are most likely to respond positively to learning and using this type of decision-making strategy. It is recommended that further study done in this area include investigation regarding the construction of attitude scores, as well as further corroboration of the predictor variables identified. .
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"My Teacher Says I'm an Overachiever, but I Think He's an Overexpecter" : Teacher Expectations, Self-Concept, and Academic SuccessCampbell, Jennifer Lea 30 August 2018 (has links)
This study explores the relationship between student judgments of teacher expectations and academic success, student self-concept and academic success, and student judgments of discrimination experiences and academic success. In the winter of 2018, a sample of 176 communication students at a northwestern university completed revised versions of the Teacher Treatment Inventory (TTI) and the Self-Description Questionnaire III (SDQ III), as well as the original Everyday Discrimination Scale (EDS). College-age students found the TTI confusing, and many participants said they did not have a relationship with their college professors. The hypothesis that suggested student judgments of teacher expectations would positively correlate with anticipated course grade was not supported, and no significant differences were found between male and female students' judgments of teacher expectations, as well as no significant differences among students of different races on judgments of teacher expectations. The hypothesis that student self-concept would positively correlate with anticipated course grades was partially supported. While some participants did judge themselves to have experienced forms of discrimination, those discriminatory experiences did not result in a significantly negative correlation with anticipated course grades. Implications for understanding expectancy effects and student self-concept as a pedagogical tool for increasing academic success are discussed.
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Effectiveness of applying the transtheoretical model to improve physical activity behavior of university studentsBoonchuaykuakul, Jinda 02 December 2005 (has links)
This study was divided into three stages. The first phase of the study aimed to examine
factors influencing the students' participation in physical activity. Eight female and male
university students participated in the focus group. It was found that the participants'
perceived benefits of physical activity were physical, psychological and social. Their
perceived barriers to physical activity included both internal and external factors. Peer
groups and family were found to be influential factors in the participants' decision to
engage in physical activity. The second phase was designed to investigate 1,464 Thai
university students' stages of change based on the Transtheoretical model (TTM) in
relation to physical activity behavior. Regarding the stages of change, 19.6% of the
participants were in the Precontemplation stage, 21.8% in the Contemplation stage,
44.2% in the Preparation stage, 8.9% in the Action stage, and 5.5% in the Maintenance
stage. The majority of participants' BMI statuses were normal. There were significant
differences in response according to gender and BMI status, gender and stages of change,
and BMI status and stages of change. The third study used a pre-post randomized control
group design to determine the effectiveness of the TTM-based intervention in improving
physical activity behavior among university students. 210 freshman students, who
classified in Precontemplation, Contemplation and Preparation stages, were randomly
assigned to either experiment or control groups in each stage. The students in the
experimental group received an eight-week stage-matched intervention, while the
students in the control group participated in physical education activity classes. At the
follow-up stage, the students in the experiment group significantly improved their scores
compared to the baseline in all of the study variables (Stages of Change, Self-Efficacy,
Pros, Cons, and Experiential and Behavioral Processes of Change). It was also found that
students in the experimental group had higher improvement in Stages of Change, Self-
Efficacy, Pros, Experiential and Behavioral Processes of Change, and perceived fewer
Cons to physical activity. There were significant differences found in Processes of
Change and Physical Activity Levels across Stages of Change, but not in other variables.
The results of this study indicated that stage-matched intervention can be an effective
means of increasing participation in physical activity among university students. / Graduation date: 2006
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A qualitative study of successful Hispanic transfer students at a community collegeGutierrez, Roberto 21 January 2003 (has links)
Graduation date: 2003
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A comparative study of Chinese and American youth cultureLuo, Laiou 26 February 2003 (has links)
The purpose of this study was to explore American and Chinese college student
underlying cultural assumptions, which influence their perceptions and behaviors in various
domains of life. The objectives of this study were to: (a) To generate timely knowledge of
Chinese and American youth's cultural images, meanings, and frame of reference. (b) To
evaluate the extent and nature of psycho-cultural difference between American and Chinese
population samples. (c) To increase the cross-cultural awareness of both cultural groups and
offer deeper insights of perceptions and belief system of their contemporaries. (d) To
examine how the economic, social and political changes affect people's images and cultural
frame of reference. (e) To provide a better tool to prepare future study abroad students.
The methodology employed in this research includes Associate Group Analysis (AGA),
focus groups, and participant observation. The data derived from 73 returned surveys on 25
stimulus words (42 from Chinese respondents and 31 from American respondents). These
were analyzed using AGA. Focus groups and participant observation were used as follow-up
research methods to clarify, extend, and qualify findings on the topics explored in the
analysis.
The findings revealed that American self-image and their attitudes towards family,
education, values, conscience and other domains of life showed strong individualistic traits
with an emphasis placed on self-reliance. Compared to American students, Chinese
students' cultural assumptions are related to broad cultural factors derived from Chinese
traditional beliefs about self-control and group harmony. Under the influence of western
culture, Chinese youth have undergone certain changes in their perceptions and practices.
They are experimenting with independent thinking and more concerned with developing
their interests and potentials. They readily visualize their material goals and struggle for
more personal freedom. However, in spite of the strong pull of western culture and
materialism, Chinese students still hold the traditional aspirations of "group harmony,"
"reciprocity," "mutual obligation" and "self-cultivation," reflecting the stability of
community norms over time. / Graduation date: 2003
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Student involvement and study abroad : exploring Astin's Theory in an overseas program in FranceCrust, Susan L. 02 November 1998 (has links)
The purpose of this study was to determine whether Alexander Astin's
Theory of Student Involvement could be applied to an academic experience in an
overseas setting. Using data collected from the program evaluations of 79 students
who had participated in the Oregon University System exchange program in Lyon,
France during a five year period, 14 research questions were formulated and their
attendant hypotheses were tested. These questions asked about the relationships
that existed between pairs of variables from the following list of six: extracurricular
involvement, overall program satisfaction, housing satisfaction, residence hall
satisfaction, academic achievement, and language level. The hypotheses for
variable dyads, which had academic achievement as one of the components, were
tested using regression analysis. All other hypotheses were analyzed using the
Pearson's chi-square test. A P-value of .05 or less indicated a significant
relationship between the two variables of interest.
Only one significant finding, that the relationship between extracurricular involvement and language level is not independent, was proven in this study. The cross-tab display associated with the chi-square test for this hypothesis indicated that students in the higher language level group (Direct Exchange) were more involved in extracurricular activities than were the lower language level group (Institute) students. Although not statistically significant, three other findings of interest were discovered. These were: the relationship between extracurricular involvement and overall program satisfaction, the relationship between extracurricular involvement and housing satisfaction, and the relationship between overall program satisfaction and housing satisfaction.
Based on this study alone, one could not conclude that Astin's Theory of Student Involvement is applicable in a study abroad program. The researcher suggests several possible reasons for this conclusion and makes recommendations for further research. / Graduation date: 1999
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Culture and identity expression in interiors : an ethnography of sorority study roomsCarter, Bev 09 December 1998 (has links)
This ethnographic study describes the patterns of decorating in the study rooms of
university sorority women. The primary method of data were collection was by means of
interviews with sorority members. Observations and photographs of the study rooms of
these members supplemented the interviews and provided validation for categorization
purposes.
A large body of research exists related to the effects and implications of sorority
membership. Because much of this research is quantitative, it does not allow for the
descriptive type data collected in the context of the culture which may be utilized in a
qualitative study. The purpose of the present study was to document the decorating
patterns of the informants and to identify cultural values and expressions of individual
identity in the decoration of their living spaces.
This study contributes to existing research on college student decorating patterns
by relating the items used for decorations to cultural and individual values. In addition, it
provides a detailed description of how the space in the study rooms is utilized. The data
are also evaluated based on demographic information gathered.
The results of this study indicated that the members of Alpha Beta sorority
expressed certain cultural values by using similar items to decorate their rooms and by exhibiting common ways of using their living space. One of the values expressed by the
members in their decorating was that of comfort, both physical and mental. Comfort was
demonstrated in conditions such as the degree of tidiness of the room, the color scheme,
the photos on display or the level of self expression available to the individual.
Examples of identity expression were also evident in these study rooms. Items
indicating personal accomplishments, items from personal collections and objects used
for hobbies were found in many rooms.
Conclusions drawn from this study were first, that the desire to decorate was
nearly universal among the members of Alpha Beta sorority. Second, the desire for self
expression seemed to be a significant motivation for decorating, although there was
evidence of some peer pressure as well. Third, decorating generally, and decorating using
a theme, appeared to be a behavior members embraced more readily over time.
Interactions over time allowed for the cultural values related to decorating the study room
to be acquired. This process is facilitated by the significance of the social network within
the sorority culture. This study contributes to an understanding of how cultural and
personal values are expressed in the study rooms of sorority women, and by extension,
the values that could be expected in other interior environments. / Graduation date: 1999
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