Journal articles: 'Military Students'

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Cobbold, Peter. "Military students." Nature 366, no. 6455 (December 1993): 504. http://dx.doi.org/10.1038/366504b0.

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Fernandez-Osorio, Andres Eduardo, Edna Jackeline Latorre Rojas, and Nayiver Mayorga Zarta. "The 2018 Colombian Military Academy dataset." Revista Científica General José María Córdova 16, no. 23 (June 30, 2018): 147–62. http://dx.doi.org/10.21830/19006586.345.

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This article presents a data set of the population of military students, resulting from a sociological study completed at the Colombian Military Academy (Escuela Militar de Cadetes General Jose Maria Cordova - ESMIC). By analyzing perceptions and attitudes of ESMIC’s students in six areas, namely, socio-demographic characteristics; professional behavior; social patterns; military values; civil-military relations; and integration of women in the military, this data set aims to provide scientific information to assist in the design, implementation, and effectiveness of the National Army of Colombia’s policies.

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Khasanov, A. T., and G. R. Kurbanov. "Identification Of Forms And Means Of Physical Activity During Military Of Students Of Military Education Faculty." American Journal of Social Science and Education Innovations 03, no. 06 (June 20, 2021): 79–83. http://dx.doi.org/10.37547/tajssei/volume03issue06-13.

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The article highlights the effectivness of the training methodology that is based on expirience and has been developed to enhance the quality of professional training required during the training sessions with the students of the Military Education Faculty.

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Falvey, Sarah E., Samantha L. Hahn, Olivia S. Anderson, Sarah K. Lipson, and Kendrin R. Sonneville. "Diagnosis of Eating Disorders Among College Students: A Comparison of Military and Civilian Students." Military Medicine 186, no. 9-10 (August 28, 2021): 975–83. http://dx.doi.org/10.1093/milmed/usab084.

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ABSTRACT Introduction Eating disorders are often under-detected, which poses a serious threat to the health of individuals with eating disorder symptoms. There is evidence to suggest that the military represents a subpopulation that may be susceptible to high prevalence of eating disorders and vulnerable to their underdiagnosis. Underreporting of eating disorder symptoms in the military could lead to this underdiagnosis of individuals with eating disorder symptoms. The purpose of this study was to examine the association between military affiliation and eating disorder symptoms among college students and the likelihood of eating disorder diagnosis among those with eating disorder symptoms using a large, diverse college-aged sample of both military-involved and civilian students. Materials and Methods Participants for this study were from the 2015-2016, 2016-2017, and 2017-2018 Healthy Minds Study (HMS). Healthy Minds Study is a large, cross-sectional cohort study of both undergraduate and graduate students from universities and colleges across the United States and Canada. The Healthy Minds Study survey questions include assessment of demographic information, military status, self-reported eating disorder symptoms using the SCOFF questionnaire, and self-reported eating disorder diagnosis. Univariate analysis, chi-square analysis, and logistic regression with an unadjusted and covariate adjusted model were used to examine the association between eating disorder symptoms and military affiliation. These analyses were also used to examine the association between eating disorder diagnosis among those with eating disorder symptoms and military affiliation. All analyses were conducted using SPSS. Results The prevalence of eating disorder symptoms was high among both the civilian (20.4%) and military-involved (14.4%) students. Among females, there was a significantly higher (P value = .041) prevalence of eating disorder symptoms among civilian college students (24.7%) compared to military-involved students (21.3%). Among those with eating disorder symptoms, the prevalence of diagnosis was low in both military and civilian students. Specifically, the prevalence of diagnosis was significantly lower (P value = .032) among military-involved college students (10.8%) compared to civilian college students (16.4%). Differences in sociodemographic characteristics (e.g., gender, race/ethnicity, and age) among military-involved and civilian college students appear to explain this association. Conclusions The underdiagnosis of eating disorders is far too common, and this represents a threat to the health of military and civilian populations alike. Underdiagnosis of eating disorders within military environments may be due to underreporting, particularly among men and racial/ethnic minority groups.

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DuMars, Tyler, Kristin Bolton, Arati Maleku, and Alexa Smith-Osborne. "Training MSSW Students for Military Social Work Practice and Doctoral Students in Military Resilience Research." Journal of Social Work Education 51, sup1 (April 2015): S117—S127. http://dx.doi.org/10.1080/10437797.2015.1001294.

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Erofeev, Dmitry V. "Business communication cultures of military students." Bulletin of Nizhnevartovsk State University, no. 1 (53) (March 20, 2021): 102–8. http://dx.doi.org/10.36906/2311-4444/21-1/14.

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The business communication culture is an inalienable aspect of the professional activity of military personnel. The analysis of the essence and content of the business communication culture demonstrated by military students revealed some gaps in the development of this academic discipline in the military universities of the Russian Federation. The need to study this problem is acquiring scientific topicality and practical importance. The military service persons are more actively involved into business activities now but their level of preparedness to conduct business communication in the social and service sphere is rather low. Scientific and practical solutions to this contradiction can become an important component in the general program of transformations in the training of military specialists and further research. This research aimed to determine the conditions for the effective functioning of the process of forming a business communication culture among students of military universities. The practical task of the research was to form a business communication culture and to actualize the process of its formation among students of military universities. To solve the task, theoretical methods were used such as analysis of thesis research; comparative analysis of philosophical, sociological, psychological and pedagogical literature; and study and generalization of advanced pedagogical experience. The methodological basis was a set of basic approaches, namely, systemic, activity-based, axiological, and cultural. The study showed that the effectiveness of the process of forming a business communication culture is ensured by the implementation of a framework of pedagogical conditions, which was developed in this study, and is determined by the selected research methodology and the peculiarities of the studied phenomenon, i.e. the business communication culture of military students.

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Hama, Yukihiro, and Shoichi Kusano. "Teaching Radiology to Military Nursing Students." Military Medicine 170, no. 8 (August 2005): 713–14. http://dx.doi.org/10.7205/milmed.170.8.713.

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Jagiełło, Justyna. "Professional Values of Military Academy Students." Annales Universitatis Mariae Curie-Skłodowska, sectio J, Paedagogia-Psychologia 30, no. 2 (November 22, 2017): 191. http://dx.doi.org/10.17951/j.2017.30.2.191.

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Johnson, Gina, and Sara Appel. "Military-Connected Students in Higher Education." Change: The Magazine of Higher Learning 52, no. 1 (January 2, 2020): 30–36. http://dx.doi.org/10.1080/00091383.2020.1693821.

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Sergiyenko, Anatoliy I. "Pedagogic conditions of moral and psychological training of stydents in the educational process of a military higher education institution." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 2 (2019): 141–46. http://dx.doi.org/10.34216/2073-1426-2019-25-2-141-146.

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The article reveals the pedagogic conditions of moral and psychological training of students who are able to improve the efficiency of the educational process in a military higher education institution, to develop students ' military-professional, moral and psychological qualities, stable moral and psychological state necessary for further military service in the ministries and departments of the Russian Federation. These include: the creation of a clear understanding of students about the essence of moral and psychological support; carrying out a number of measures to improve the quality and effectiveness of moral and psychological training; reliance on the historical experience of hostilities; the formation of motivation of future military specialists to active training and service activities in the educational process of military high school; the formation of military students solid, deep and versatile knowledge on the basis of interdisciplinary connections; the activities of commanders (heads of departments) and teaching staff, contributing to the development of the student's positive attitude to self-education and self-upbringing; increasing attention to the upbringing process of young people.

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De Pedro, Kris T., Monica C. Esqueda, Julie A. Cederbaum, and Ron A. Astor. "District, School, and Community Stakeholder Perspectives on the Experiences of Military-Connected Students." Teachers College Record: The Voice of Scholarship in Education 116, no. 4 (April 2014): 1–32. http://dx.doi.org/10.1177/016146811411600404.

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Background/Context The children of military service members experience numerous military-related stressors (e.g., deployment of a parent), resulting in negative psychological outcomes. About 90% of military-connected students are educated in civilian public schools. A few recent studies in disciplines outside education research suggest that civilian public schools lack awareness of the needs of military-connected students. Purpose The purpose of this study is to provide a foundation and context for the development of future research, policy initiatives, and school-based interventions by exploring the perspectives of district, school, and community stakeholders (i.e., school administrators, superintendents, community-based military educators, and education researchers). To this end, this study examined the schooling experiences of military-connected students and their strengths and challenges in civilian public schools and identified school-based strategies that promote emotional, psychological, and academic outcomes among military-connected students. Participants The research team targeted participants from diverse professional roles and from different educational contexts serving military-connected students (e.g. school, community, neighborhood, and military contexts). Thirty-one stakeholders who worked closely with military-connected students or military-connected public schools were purposively selected. Research Design In this qualitative study, interviews were conducted with participants in the fall of 2010. The interviewer was a former military child and collaborated with the research team to create a semistructured interview protocol. The interviewer asked participants to discuss their perspectives of the unique issues of military-connected students, how military-connected schools have responded to those issues, and their recommendations for future education reform targeting military-connected students. Findings/Results The findings revealed the following stakeholder perceptions: (a) military-connected students have unique cultural needs and challenges that necessitate school intervention, (b) some schools utilize homegrown practices to address these needs of military-connected students, (c) stakeholders feel that public schools have responded poorly to the issues and challenges of military-connected students, and (d) stakeholders believe that public schools should be places of stability for military-connected students. Conclusions/Recommendations The education stakeholders in this study were well aware of the unique challenges and strengths of military children and homegrown practices developed locally by military-connected schools. They offered recommendations at the school, district, and community levels on how to improve school responsiveness, including a data identification system and continued staff training. Future research should include the perspectives of teachers and students with regard to how military-connected students cope with military life stressors in the classroom. Overall, this study uncovers the issues of a population of students who have a significant presence in over 200 public school districts throughout the United States and provides a foundation for future education reform and research on military-connected students.

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PAŞCA, Maria-Dorina, Elena VIŢELARU, Maria-Victoriţa TĂNĂSELEA, and Ionela-Anca SIMON-PINTEA. "THE PREVALENCE OF CURRENT PATHOLOGIES AMONG MILITARY STUDENTS AND PROPHYLACTIC METHODS." Review of the Air Force Academy 15, no. 1 (May 22, 2017): 173–82. http://dx.doi.org/10.19062/1842-9238.2017.15.1.23.

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Raetskaya, O. V. "FORMATION OF DIGITAL CULTURE OF MILITARY UNIVERSITY STUDENTS." Vestnik Altaiskogo Gosudarstvennogo Pedagogiceskogo Universiteta, no. 47 (June 3, 2021): 41–46. http://dx.doi.org/10.37386/2413-4481-2021-2-41-46.

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The article considers the problem of introducing new digital technologies which is relevant for the Armed Forces of Russia. Military university students are required to receive training in working with high-tech equipment, monitoring the work of computerized military equipment, and comply with regulations for the professional information protection. The training of competent military professionals requires the synthesis of theoretical and practical training implemented through digital technologies. Components of students’ digital proficiency and approaches to their formation are considered. The results of surveys of digital proficiency formation among students and teachers of a military educational institution are presented. The hypothesis is confirmed that the introduction of FSES 3++ will provide for the training of competent military professionals with digital proficiency.

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Sivak, Aleksandr N., and Ol'ga B. Polushina. "The problem of conflict of military students." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 4 (2019): 150–54. http://dx.doi.org/10.34216/2073-1426-2019-25-4-150-154.

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The article reveals of the concepts of "conflict" and "proneness to conflict". Proneness to conflict of the person manifests in the process of conflict, but does not reduce that to it. The article highlights characterics of military personnel, that provoke the formation of conflict. First of all, they include: homogeneity on the basis of gender status, social isolation, a high degree of interpersonal rivalry. Military students have psycho-emotional fixation, depending on the kind of conflict (horizontally or vertically); that changes the initiative of the opponents in the conflict. They are reluctant to hostility and aggression, have a fairly high level of vertical subordination. At the same time, they have positive aggression. Based on the results of the study, the main activities in the military institute are presented with the aim of preventing and correction of military students: legislative block, psychosocial block and educative block.

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Kovalenko, A. B., E. Yu Hryshchuk, and N. I. Rohal. "FACTORS OF MILITARY STUDENTS’ PSYCHOLOGICAL WELL-BEING." Ukrainian Psychological Journal, no. 1 (13) (2020): 85–104. http://dx.doi.org/10.17721/upj.2020.1(13).6.

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The article considers the factors of military students’ psychological well-being. The examined military students had average levels for all scales of psychological well-being. They can be mainly characterized as independent people, not afraid to express their opinions contrary to the majority opinion, as open to communication and new experience mastering, capable to achieve the desired and overcome life difficulties. The indicators of psychological well-being of male and female military students were almost indistinguishable according to all studied scales, except for “self-acceptance”, “positive relations with others”, and “good relations with loved ones”. In particular, men, compared to women, had higher self-acceptance, which was manifested in a more positive assessment of themselves and their lives. Women had better relationships with their social environment and loved ones, expressing themselves in a more trusting, friendly relationship, openness to communication, compassion and empathy. The performed factor analysis revealed two structural components of the military students’ psychological well-being, namely: purposefulness/ independence (clarity and stability of the intended goal vector, striving for independence and self-dependence, responsibility and ability to make important decisions); approval by the social environment (subjective awareness of life satisfaction because of positive evaluation of existing social contacts and the approval and recognition of one’s image by his/her the social environment). The factors of psychological well-being of male and female military students were determined. In particular, there were for men: autonomy, environmental management, personal growth, purpose in life, short social distance, and subjective psychological well-being. There were for girls: positive relationships, autonomy, self-acceptance, social approval, positive attitude, subjective psychological well-being.

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Rapakova, Tat'yana Borisovna. "Methodology to Develop Military Students’ Infographic Competence." Pedagogika. Voprosy teorii i praktiki, no. 4 (August 2020): 499–505. http://dx.doi.org/10.30853/ped200113.

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Murphy, Lyn Stankiewicz, George A. Zangaro, and Ellarwee Gadsden. "Students’ Experiences With Military Nurses as Faculty." Journal of Nursing Education 51, no. 4 (February 24, 2012): 204–11. http://dx.doi.org/10.3928/01484834-20120224-02.

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FINN, ROBERT. "Medical Students Ignorant Of Military Medical Ethics." Clinical Psychiatry News 35, no. 12 (December 2007): 35. http://dx.doi.org/10.1016/s0270-6644(07)70779-8.

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Fishback, Sarah Jane. "Military Students and Contexts in Adult Education." Adult Learning 26, no. 3 (June 24, 2015): 91–92. http://dx.doi.org/10.1177/1045159515585124.

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FINN, ROBERT. "Med Students Ignorant of Military Medical Ethics." Skin & Allergy News 38, no. 12 (December 2007): 56. http://dx.doi.org/10.1016/s0037-6337(07)70980-4.

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Sikes, Deborah L., Margret G. Duran, and Myrna L. Armstrong. "Shared Lessons from Serving Military-Connected Students." College Student Affairs Journal 38, no. 2 (2020): 186–97. http://dx.doi.org/10.1353/csj.2020.0013.

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Poliakov, R. Iu. "The Barracks Subculture of Military School Students." Russian Education & Society 53, no. 2 (February 2011): 3–11. http://dx.doi.org/10.2753/res1060-9393530201.

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De Pedro, Kris Tunac, Ron Avi Astor, Tamika D. Gilreath, Rami Benbenishty, and Ruth Berkowitz. "School Climate, Deployment, and Mental Health Among Students in Military-Connected Schools." Youth & Society 50, no. 1 (June 30, 2015): 93–115. http://dx.doi.org/10.1177/0044118x15592296.

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Research has found that when compared with civilian students, military-connected students in the United States have more negative mental health outcomes, stemming from the stress of military life events (i.e., deployment). To date, studies on military-connected youth have not examined the role of protective factors within the school environment, such as school climate, in the mental health and well-being of military-connected adolescents. Given this gap in the research on military adolescents, this study draws from a large sample of military and non-military secondary adolescents in military-connected schools ( N = 14,943) and examines associations between school climate, military connection, deployment, and mental health. Findings show that multiple components of school climate are associated with a lower likelihood of depressive symptoms and suicidal ideation and increased likelihood of well-being among students in military-connected schools, after controlling for student demographics, military connection, and deployments. The authors conclude with a discussion of school climate interventions for military-connected youth.

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Dorofeeva, K. V. "ON THE QUESTION OF THE ATTITUDE OF STUDENTS TO MILITARY SERVICE. TYPOLOGY OF STUDENT YOUTH IN THE RUSSIAN FEDERATION." KAZAN SOCIALLY-HUMANITARIAN BULLETIN 11, no. 4 (August 2020): 4–10. http://dx.doi.org/10.24153/2079-5912-2020-11-4-4-10.

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The Armed Forces are one of the main political institutions of modern Russian society. This article deals with the problem of the contradiction between the growth of the prestige of military service and the slow process of forming a positive attitude of students to it. The relevance of the research is determined by the objective need for military support of the state. As you know, the period of military age covers the category of youth (including students), which means the potential involvement of students in military service, therefore, the study of the characteristics of the relationship of this category to military service is especially important. The goal is to develop the author's typology of student youth by the nature of their attitude to military service, as well as to apply the method of calculating the aggregated index of student youth's attitude to military service. The article reveals the concept of the attitude of students to military service, analyses the level of prestige of military service among students by using the measure of Central tendency, the arithmetic mean. As a result, the types of student youth ("Patriot", "Sofa warrior", "Indifferent", "Negativist") are identified and characterised by the nature of their attitude to military service. Based on the study of this problem, the presence of a negative attitude of students to military service is established. Military service rather does not have a significant prestige among students. The findings of the study apply to students through-out Russia (which is explained by the selective method of selecting units). Thus, students from such cities as Moscow, Saint Petersburg, Kazan, Volgograd, Kaluga, Ufa, and small cities of the Moscow region participated in the study.

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Karpov, Anatolij V., Yuliya M. Perevozkina, Mikhail I. Fedorishin, and Liudmila V. Zinoveva. "Role of metacognitive strategies in professional activities among military students." Perspectives of Science and Education 53, no. 5 (November 1, 2021): 354–66. http://dx.doi.org/10.32744/pse.2021.5.24.

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Introduction. Metacognition is a complex social cognitive model and scholars tend to agree that it is important to study the various aspects of the phenomenon, including self-regulation processes. Capacity to acquire new abilities or skills, or modifying behaviour by accepting the riskiness associated with duties is significant for military students. In forging their self-regulation, individuals contribute to social competence and social navigation that are important for military professions. Specifically, military leaders must deal with the added complexity of strategy and have a low degree of autonomy. The aim of the current study is to analyse relations between metacognitive indicators and self-regulation among military students. Materials and methods. 180 male students between the ages of 19 and 24 were recruited from a military institution (Russia). The research design included two steps. Firstly, the impact of metacognitive strategies on self-regulation among military students was studied by using multiple regression analysis. Secondly, the study involved two comparable groups of participants with high and middle levels of self-regulation (Type of Self-Regulatory Behaviours Test). In order to measure metacognitive strategies among military students, a number of diagnostic methods were applied: Individual Reflexivity Measure, Metacognitive Awareness Inventory, Self-report of Metacognitive Knowledge and Activity. Correlations between metacognitive parameters were calculated within each group of participants. Results. The study found multiple correlations between metacognitive strategies and self-regulation. Four primary metacognitive strategies were identified which contribute to self-regulation behaviour among military students. Specifically, the only parameter of metacognitive awareness of activity correlated positively with self-regulation variations (0,46), while the reflexivity component had the most negative contribution (-0,61). Scores for structure organization increased with the level of self-regulation among military students (p<0,05). Discussion and conclusion. One of the most important competencies for military education is self-regulation, which promotes externally oriented behaviour in military students. Acquiring new abilities or skills, or modifying habits by accepting the social complexity becomes progressively more significant for man in military professions. The current study sought to obtain a deeper understanding of the impact of metacognitive strategies on self-regulation in order to integrate metacognition components into an educational environment. The relationship between metacognitive strategies and the self-regulation scale among military students has an organized structure, which generally indicates the integration of this process during their study at military institutions.

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Cosentino, Alejandro C., and Alejandro Castro Solano. "Character Strengths: A Study of Argentinean Soldiers." Spanish journal of psychology 15, no. 1 (March 2012): 199–215. http://dx.doi.org/10.5209/rev_sjop.2012.v15.n1.37310.

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The primary objective of this research was to study the differences in positive traits between military and civilian college students and between cadets in their first and final years at a military academy. Second, the research aimed to study the relations between positive traits and the academic and military performance of cadets in their first and final years, according to the classification of positive traits by Peterson and Seligman (2004). To accomplish these objectives, a sample of university students from a military educational institution and a sample of civilian university students were studied. The instruments used were a 24-item self-report measure of positive traits, a measure of social desirability, and objective scores of academic and military performance. The results generally showed that when age and career stage were held constant, the scores of the military students were higher than the scores of the civilian students across various strengths. Military students reported higher levels of the character strength of spirituality than did civilian students. The relationships between strengths and performance differed for students in their first and final years at the military academy. In particular, cadets with the higher levels of academic or military performance in their last year, i.e., the cadets best adapted to the academy, reported higher levels of the character strength of persistence when compared to low-performing cadets in the same year of study.

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Koonce, Thomas, Zach Moore, and Gary L. Beck Dallaghan. "Medical Students Learning to Take a Complete Military History." Family Medicine 53, no. 9 (October 4, 2021): 800–802. http://dx.doi.org/10.22454/fammed.2021.201979.

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Background and Objectives: Many United States military personnel are not full-time service members. Because of their part-time service, these veterans may not self-report their military service during medical visits. Consequently, past military service can be overlooked when taking a social history. We developed a case to provide preclinical medical students patient interview experience wherein the diagnosis relied on identifying past military service. Our objective was to determine if medical record write-ups included social history details about occupational information after this innovation. Methods: We conducted this case discussion in small groups during year 1 of medical school. We analyzed clinical skills examination write-ups before and after the case discussion to determine if the social history included occupational issues. Results: Initial results showed increased occupational issues as potential diagnoses or contributing factors. Conclusions: This case methodology specifically raised awareness of health issues related to military service and generally increased students’ likelihood of identifying occupational risk factors when conducting the social history. The template for this military case will allow us to develop additional cases focusing on different occupational health issues to complement other organ systems blocks.

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Cox, Catherine Wilson. "Military Students' Strengths and Challenges Based on Their Military Experiences: An Integrative Review." Journal of Nursing Education 58, no. 7 (July 1, 2019): 392–400. http://dx.doi.org/10.3928/01484834-20190614-03.

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Ahmadi, Khodabakhsh, and Ali Fathi-Asht. "Study of Educational Adjustment and Educational Motivation in Military and Non-Military Students." Journal of Social Sciences 4, no. 2 (February 1, 2008): 128–35. http://dx.doi.org/10.3844/jssp.2008.128.135.

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Moeller, Jeremy D., Erica D. Culler, Mallori D. Hamilton, Keith R. Aronson, and Daniel F. Perkins. "The effects of military-connected parental absence on the behavioural and academic functioning of children: a literature review." Journal of Children's Services 10, no. 3 (September 21, 2015): 291–306. http://dx.doi.org/10.1108/jcs-05-2015-0017.

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Purpose – Military-connected students experience a high rate of parental absence due to their parents’ military obligations. Military work-related parental absences can affect school-aged children’s emotional and behavioural health and overall academic functioning. The paper aims to discuss this issue. Design/methodology/approach – The current review identified research studies that explored the effects of military-connected parental absence on school-aged children. Specifically, quantitative and qualitative research studies that examine the impact of military parental absences on dependent variables related to internalising and externalising behaviours and academic functioning were of interest. In all, 26 studies were identified for inclusion in the review. Findings – Overall, military-connected students who experience a parental absence due to military service are more likely to exhibit an increase in problem behaviours and a decrease in academic functioning compared to civilian peers or military-connected peers who were not experiencing parental absence. Originality/value – The current review elucidates parental absence within the military context, highlighting key factors that may contribute to increased and decreased behavioural and academic functioning of military-connected students. Results from the review in relation to risk and protective factors for military-connected students, future research and school programming directions are discussed.

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Scott, Rachel, Sydnie Roberts, and Shelia Gaines. "Collaboration to serve military-affiliated students: A textbooks reserves project at the University of Memphis." College & Research Libraries News 81, no. 7 (July 8, 2020): 350. http://dx.doi.org/10.5860/crln.81.7.350.

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Military-affiliated students are a diverse campus constituency and may encounter a number of obstacles to their academic success. At the University of Memphis (UM), the Veteran and Military Student Services (VMSS) center provides a wide-ranging suite of services to engage and support military-affiliated students. This article describes how two UM departments, the University Libraries and VMSS, collaborated to facilitate the discovery and circulation of an existing collection of textbooks for military-affiliated students.

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Simonenkov, V. S., V. A. Simonenkova, S. R. Gilazieva, and N. S. Shumilina. "ECOLOGICAL TOURISM AS MILITARY-PATRIOTIC EDUCATION OF STUDENTS." Vestnik Orenburgskogo gosudarstvennogo universiteta 213, no. 1 (2018): 69–76. http://dx.doi.org/10.25198/1814-6457-213-69.

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Matei, Florentina-Lavinia, and Florentina-Ionela Lincă. "Training Needs of Military Students on Intercultural Competence." Land Forces Academy Review 24, no. 4 (December 1, 2019): 291–96. http://dx.doi.org/10.2478/raft-2019-0036.

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Abstract The present research aims to identify the training needs of military students and their perceptions about the importance and necessity of training the intercultural competence, before participating in an international mobility stage. Their mobility takes place within the international Erasmus Plus program. The questionnaire that was the basis of this research had two dimensions. Following the processing of the results, it was found that the students need to be well trained before interacting with a new culture.

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Stănciulescu, Robert, and Stelian Popescu. "Theoretical and Methodological Aspects on Military Students’ Education." International conference KNOWLEDGE-BASED ORGANIZATION 23, no. 1 (June 20, 2017): 286–91. http://dx.doi.org/10.1515/kbo-2017-0047.

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Abstract The complexity of military actions on the modern battlefield, as well as the increase in high-tech weaponry call for a professional instruction system that requires an optimal organization, in order to be effective. The efforts to achieve this purpose are mainly targeting the didactic strategies. The paper presents a brief exposition of the forms and methods of instruction used in preparing military students, with focus on the major impacting methods used along this complex process.

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Shevtsov, V. V. "School and College Students' Attitudes Toward Military Service." Russian Social Science Review 48, no. 5 (September 2007): 84–90. http://dx.doi.org/10.1080/10611428.2007.11065261.

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Larsen, Rolf P. "Decision Making by Military Students Under Severe Stress." Military Psychology 13, no. 2 (January 2001): 89–98. http://dx.doi.org/10.1207/s15327876mp1302_02.

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Erdman, John. "Post-Secondary Education for Military Students through Contracting." Adult Learning 6, no. 4 (March 1995): 28–30. http://dx.doi.org/10.1177/104515959500600417.

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Lunceford, Christina J., Eric Buetikofer, and Geoff Roberts. "Our Turn to Serve: Assessing Military‐Connected Students." New Directions for Student Services 2020, no. 169 (March 2020): 53–63. http://dx.doi.org/10.1002/ss.20344.

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Pavlik, Amelia. "Recruit, retain military students with portfolio of supports." Recruiting & Retaining Adult Learners 21, no. 12 (August 9, 2019): 12. http://dx.doi.org/10.1002/nsr.30519.

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Semenistaya, M. N. "PROFESSION-ORIENTED LEXICAL MINIMUMS FOR FOREIGN MILITARY STUDENTS." Vektor nauki Tol'yattinskogo gosudarstvennogo universiteta. Seriya Pedagogika i psihologiya, no. 4 (2019): 24–28. http://dx.doi.org/10.18323/2221-5662-2019-4-24-28.

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Chung, Hee Jung, Song Yi Lee, and Kyoung Mi Kim. "Subjectivity Study on Military Awareness of College Students." Asia Counseling and Coaching Review 1, no. 1 (December 2019): 15–33. http://dx.doi.org/10.47018/accr.2019.1.1.15.

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Chung, Hee Jung, Song Yi Lee, and Kyoung Mi Kim. "Subjectivity Study on Military Awareness of College Students." Asia Counseling and Coaching Review 1, no. 1 (June 2020): 15–33. http://dx.doi.org/10.47018/accr.2020.1.1.15.

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Seritan, Andreea L., and Debora A. Paterniti. "Support for Military Medical Students—One School’s Experience." Academic Psychiatry 41, no. 4 (June 2, 2017): 564–66. http://dx.doi.org/10.1007/s40596-017-0729-x.

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Shevtsov, V. V. "School and College Students' Attitudes Toward Military Service." Russian Education & Society 49, no. 7 (July 2007): 92–98. http://dx.doi.org/10.2753/res1060-9393490705.

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De Pedro, Kris Tunac, Ron Avi Astor, Tamika D. Gilreath, Rami Benbenishty, and Monica Christina Esqueda. "School Climate Perceptions Among Students in Military-Connected Schools: A Comparison of Military and Nonmilitary Students in the Same Schools." Military Behavioral Health 2, no. 1 (January 2014): 3–13. http://dx.doi.org/10.1080/21635781.2013.837795.

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OREN, EITAN. "Low Levels of Military Threat and High Demand for Increasing Military Spending: The ‘Puzzle of Chinese Students’ Data in the Asian Student Survey of 2008." Japanese Journal of Political Science 16, no. 3 (August 5, 2015): 248–69. http://dx.doi.org/10.1017/s1468109915000183.

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AbstractThis article examines perceptions of military and defense expenditure as held by Asian students. By using quantitative data from the Asian Student Survey1of 2008 it addresses the following questions: to which areas would Asian students like to see their government allocate more or less resources and, specifically, how supportive of defense and military spending are Asian students. This study finds that data concerning one country have appeared deviant. While designating the strongest will to increase defense and military spending among all countries sampled in the survey, Chinese students from leading universities (N= 800; Pekin and Renmin universities in Beijing; Fudan University and Shanghai Jiao Tong university) also exhibit the lowest levels of perceived military threats. The rest of the paper explores the ‘puzzle’ of Chinese students by generating and testing a null hypothesis. In it, Chinese students' high demand for military spending is associated with an aggressive design, whereby anti-foreign, unilateral, and nationalist sentiments coincide. After refuting the null hypothesis, the paper advances an alternative explanation that links students' inclination with the call to modernize the People's Liberation Army.

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Dnov, K. V., A. I. Kolchev, D. А. Seregin, V. K. Mikhalsky, V. D. Bigunets, and A. N. Yatmanov. "Prediction of Suicidal Behavior in Students at Military Academies." Doctor.Ru 19, no. 9 (2020): 65–70. http://dx.doi.org/10.31550/1727-2378-2020-19-9-65-70.

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Study Objective: To develop a mathematical model for predicting suicide risk in students at military academies. Study Design: This was a comparative prospective study. Materials and Methods: One hundred and thirty-three students at the Naval Polytechnic Institute, a subdivision of the Naval Academy named for the Admiral of the Fleet of the Soviet Union N.G. Kuznetsov, participated in the study. Assessment of the participants was done with the following tools: “The Ratio of Value and Accessibility in Various Areas of Life,” “Self-reflection Test,” “Semantic Differential,” “Military Occupational Aptitude,” and the “Mental Well-being Scale” questionnaire. Discriminative analysis was done to develop a mathematical model for predicting suicide risk. Study Results: Participants at high risk for suicide had scores for their personal emotional attitude towards the concepts “military service” and “ego ideal” that were lower by a statistically significant margin (p<0.05), and higher levels of self-reflection. In addition, more of them had intrapsychic conflict. The combination of these psychological characteristics was a risk factor for suicidal behavior in these military academy students. Conclusion: An informative model for predicting suicide risk in naval academy students was created, using discriminant modelling. Keywords: suicide risk, prediction, officer trainee, semantic differential, military servicemen

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Segal, David R. "Arms and the University: Military Presence and the Civic Education of Non-Military Students." Contemporary Sociology: A Journal of Reviews 43, no. 1 (December 30, 2013): 80–82. http://dx.doi.org/10.1177/0094306113514539k.

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Menk, A., and A. Kaliazhenkov. "RATING ASSESSMENT SYSTEM FOR MILITARY-TECHNICAL COMPETENCIES OF STUDENTS OF THE MILITARY TRAINING DEPARTMENT." Bulletin of the South Ural State University. Series "Education. Educational sciences" 8, no. 3 (2016): 100–111. http://dx.doi.org/10.14529/ped160313.

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Smit, Hennie A. P. "Shaping the Environmental Attitude of Military Geography Students at the South African Military Academy." Journal of Geography in Higher Education 33, no. 2 (May 2009): 225–40. http://dx.doi.org/10.1080/03098260802276805.

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Journal articles on the topic 'Military Students'

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