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Journal articles on the topic 'Student apathy'
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F. Viaznikova, Lubov, Olga M. Osiyanova, V. Saltseva, Maxim S. Fabrikov, Olga N. Belskaya, Anna S. Streltsova, Irina V. Sivova, and Tatyana I. Baklanova. "REASONS OF STUDENT SOCIAL APATHY." Humanities & Social Sciences Reviews 7, no. 4 (October 10, 2019): 1248–54. http://dx.doi.org/10.18510/hssr.2019.74172.
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The purpose of the article: The purpose of this study is to identify the social representations of students about the manifestations of social apathy and its causes. The leading methods for the study of this problem are the method of questioning, which allows conducting a qualitative analysis of students’ social representations about the manifestations of social apathy and its causes; to identify the opinion of students about the manifestations of social apathy in the behavior of young people.
Materials and methods: As the main method of research in this work, the method of questioning is chosen.
Results of the research: Positions of overcoming of social apathy are allocated: social apathy is a personal problem with which the person has to cope independently, nobody can help him with it; the help of collective in the solution of this problem is necessary; participation of professional psychologists is necessary. The point of view of students is revealed that the solution to this problem has to be complex: the person, collective, psychologists, other social institutions. A number of features of social behavior attributed to people subject to social apathy are shown: unsociability, isolation, irresponsibility, passivity, immersion in their own problems, exposure to someone else's influence, and an understated level of claims.
Applications: This research can be used for universities, teachers, and students.
Novelty/Originality: In this research, the model of reasons for student social apathy is presented in a comprehensive and complete manner.
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SHIMOYAMA, Haruhiko. "A REVIEW OF STUDIES ON STUDENT APATHY." Japanese Journal of Educational Psychology 44, no. 3 (1996): 350–63. http://dx.doi.org/10.5926/jjep1953.44.3_350.
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Munekata, Tsuyoshi. "A study of gender difference in student apathy." Japanese journal of psychology 67, no. 6 (1997): 458–63. http://dx.doi.org/10.4992/jjpsy.67.458.
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TETSUSHIMA, Kiyotake. "A STUDY ON APATHY TENDENCY OF UNIVERSITY STUDENT." Japanese Journal of Educational Psychology 41, no. 2 (1993): 200–208. http://dx.doi.org/10.5926/jjep1953.41.2_200.
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Mitchell, Murray. "Teacher Enthusiasm: Seeking Student Learning and Avoiding Apathy." Journal of Physical Education, Recreation & Dance 84, no. 6 (July 2013): 19–24. http://dx.doi.org/10.1080/07303084.2013.779536.
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Daniel Bryan. "Acting Activism: “Introduction to Theatre” Confronts Student Apathy." Theatre Topics 18, no. 2 (2008): 131–45. http://dx.doi.org/10.1353/tt.0.0032.
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Adam, David. "Chemistry caught in crisis catalysed by student apathy." Nature 416, no. 6883 (April 2002): 777. http://dx.doi.org/10.1038/416777b.
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Fox, Jon E. "Missing the Mark: Nationalist Politics and Student Apathy." East European Politics and Societies: and Cultures 18, no. 3 (August 2004): 363–93. http://dx.doi.org/10.1177/0888325404266940.
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Nationalist politics is widely recognized as a key site for the articulation, legitimation, and propagation of a national view of the world. But the effectiveness of nationalist politics in advancing this view ultimately rests upon the uses ordinary people make of it. Popular reception, however, is more often assumed than specified in the literature on nationalism. In this article, I identify the ways in which Romanian and Hungarian university students in the ethnically mixed town of Cluj, Romania, consume and engage—and deflect and ignore—nationalist politics. I examine the ways the students talk (and do not talk) about three hotly contested political matters: the debate over an independent Hungarian university in Cluj, the politics of the city’s ultranationalist Romanian mayor, and the Romanian presidential elections of 2000. I show that the students can reproduce the nationally polarized terms of debate in response to survey questions. In the course of their everyday lives, however, there are few occasions in which they engage such issues. Instead, the students’ apathy and disdain for politics in general precludes meaningful engagement of the issues in national or other terms. Nationalist politics misses its mark.
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Schramer, Kristin M., Carolyn M. Rauti, Arief B. Kartolo, and Catherine T. Kwantes. "Examining burnout in employed university students." Journal of Public Mental Health 19, no. 1 (October 18, 2019): 17–25. http://dx.doi.org/10.1108/jpmh-05-2019-0058.
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Purpose Burnout has been studied by organizational researchers for nearly 50 years (Maslach and Schaufeli, 2017; Schaufeli et al., 2009); however, little attention is given to burnout experienced by employed students who may be prone to the symptoms of burnout as they juggle multiple demanding roles. Burnout in employed students has previously been conceptualized as a bi-factor model consisting of three dimensions: general burnout, apathy and exhaustion (see Rauti et al., 2019 for further information). The purpose of this paper is to develop and validate a novel and theoretically driven tool to assess burnout in employed students. Design/methodology/approach A sample of 239 employed undergraduate students from a university in southwestern Ontario completed an online survey which included the University of Windsor Employed Student Burnout Survey. Participants also completed six additional measures for scale validation purposes. Findings Confirmatory factor analysis supported a four-factor model of the employed student burnout scale: apathy toward employment, exhaustion toward employment, apathy toward academics and exhaustion toward academics. The findings also supported a bi-factor version of the four-factor model. Correlation analyses provided evidence for convergent and divergent validity. Originality/value The experience of burnout for employed students is unique as employed students balance the demands of work and school simultaneously. This research suggests that experiences of burnout from work and burnout from school may be distinct from one another and that burnout is context specific.
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KOEY, XAN XAN. "Youth Apathy: A Class Struggle for Student Political Hegemony in Malaysia." Trends in Undergraduate Research 3, no. 2 (December 29, 2020): h1–15. http://dx.doi.org/10.33736/tur.2644.2020.
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On the 10th December 2018, an unprecedented historic event took place in the lower courthouse of the Malaysia Parliament. After years of repressive and regressive stance on student activism, members of parliament voted unanimously to amend the Universities and University Colleges Act 1975, which finally allows student political participation on campus. However, claims of youth apathy and the portrayal of youth in mass media as “unprepared and inexperienced political actors” pose a detrimental dilemma on the participation front. Intrinsic experiences of the youth community, especially from within the confines of universities have been misunderstood, and in fact, very much alienated. Therefore, the impact of the amendment amongst students is assessed in this research. Through exploring the experiences of youth who are caught up between state autonomy and civil liberties, this study employs qualitative research methods through asynchronous in-depth interviews in understanding youth’s freedom of expression. The findings are analyzed thematically to extract emergent themes from interviews derived from participants’ experiences with bureaucratic structures of the university environment and secondary data on the existing models of polity within the campus. Results show that structural barriers empowered by the existing ideological control provide both perceived positive and negative experiences to the participants. The majority of participants were alienated from the mechanisms of existing democratic institutions and discourses whereas subaltern voices of the youth prevail outside the confines of state-oriented spaces. This study has implications on the Overton Window practices of policymakers in providing true autonomy to students.
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Frahm, Bruce W. "Sharing Teaching Ideas: A$$e$$ing Effort: Earning a Salary." Mathematics Teacher 100, no. 1 (August 2006): 75–77. http://dx.doi.org/10.5951/mt.100.1.0075.
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In low-level mathematics classes, overcoming student apathy is a common challenge. It is difficult to motivate students who have had little or no success in a mathematics class and see no value in putting forth any effort. Using an alternative assessment for effort can cause students to stop and take notice, giving them a reason to achieve.
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Frahm, Bruce W. "Sharing Teaching Ideas: A$$e$$ing Effort: Earning a Salary." Mathematics Teacher 100, no. 1 (August 2006): 75–77. http://dx.doi.org/10.5951/mt.100.1.0075.
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In low-level mathematics classes, overcoming student apathy is a common challenge. It is difficult to motivate students who have had little or no success in a mathematics class and see no value in putting forth any effort. Using an alternative assessment for effort can cause students to stop and take notice, giving them a reason to achieve.
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Walsh, Vonda K., H. Francis Bush, James C. Squire, and Gerald A. Sullivan. "A Multicenter Study Of Students Sensitivity To Screen-Update Delay." Contemporary Issues in Education Research (CIER) 4, no. 6 (May 25, 2011): 7. http://dx.doi.org/10.19030/cier.v4i6.4381.
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In a climate of shrinking educational budgets, online learning courses offer many advantages; however there are several possible problems associated with electronic learning. There may be problems associated with learning style preferences, student apathy, instructional support, accessibility, and problems with technology. This paper examines a technological problem associated with the effects of screen-update-delay and student enjoyment, student self-reported comprehension, and student objective comprehension. In particular, this paper attempts to identify the point at which longer screen updates will be detrimental to the students enjoyment and/or have a significant negative impact on the students self-reported comprehension and retention of material.
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Maxwell-Stuart, Rebecca, and Jeroen Huisman. "An exploratory study of student engagement at transnational education initiatives." International Journal of Educational Management 32, no. 2 (March 12, 2018): 298–309. http://dx.doi.org/10.1108/ijem-03-2017-0059.
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Purpose Although there is increasing insight in student engagement (SE) in higher education, there is limited insight in how students experience SE in a transnational setting. The purpose of this paper is to explore SE perceptions and transnational experiences. A model, derived from the literature, representing four student identities (consumer, partner, co-creator and citizen) guides the empirical analysis. Design/methodology/approach Using a phenomenological approach, 18 in-depth interviews were carried out with students (business and management) enroled in transnational education initiatives of three Scottish universities in India, Singapore and the United Arab Emirates. Findings Students primarily identify the partner and consumer model. Significant levels of apathy were found, not only at the level of the students, but also the staff and the university. Research limitations/implications Although the study was based on a relatively small sample, it does highlight the impact of the context (external commitments part-time students, “fly in” staff from home campus) on levels of SE. Practical implications Stressing again that the study was explorative, the key practical message is that ultimately meaningful dialogue on SE between all stakeholders – inside and outside – needs to take place to forestall a vicious circle of apathy that would be detrimental for quality (assurance). Originality/value This is one of the first papers on SE in a transnational context and offers a solid point of departure for follow-up research.
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Funes, Virginia-Silvina. "Spectators, the XXI student." Comunicar 12, no. 24 (March 1, 2005): 105–12. http://dx.doi.org/10.3916/c24-2005-16.
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Nowadays, teachers often face apathethic and demotivated pupils. Nevertheless, these students do not show either apathy or demotivation when they stop being students and become spectators: of television, of cinema, of new technologies, of PC displays. If in the 19th century we had citizens and in the 20th century we had speakers, in 21th century we have the figure of the spectator, whose main social experience is the multiplicity of connections with the flow of information. If school was created to learn reading and writing, what do we have to learn watching? It seems that the media youngsters should teach us the way to. Cotidianamente los profesores de los centros educativos se enfrentan con un alumnado apático y desmotivado. Sin embargo, ni apatía ni desmotivación es lo que demuestran cuando dejan de ser alumnos y se convierten en espectadores de televisión, de cine, de las tecnologías, de las pantallas del PC. Si en el siglo XIX tenemos al ciudadano, y en el XX tenemos al parlante, en el siglo XXI tenemos la figura del espectador, cuya experiencia social fundamental es la experiencia de la multiplicidad de conexiones con el flujo de la información. Si para aprender a leer y a escribir inventamos la escuela, ¿qué dispositivos tenemos para aprender a mirar? Parece que tenemos que aprender nosotros de los jóvenes mediáticos.
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Rajaguru, Rajesh, Roshni Narendran, and Gayathri Rajesh. "Social loafing in group-based learning: student-created and instructor-created group perspectives." Education + Training 62, no. 4 (April 4, 2020): 483–501. http://dx.doi.org/10.1108/et-01-2019-0018.
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PurposeSocial loafing is a key inhibitor in group-based student learning and is a key challenge in administering group-based assessments in higher education. This study examines differences in the effects of antecedents of social loafing (disruptive behaviour, social disconnectedness and apathy) on work quality by comparing student-created and instructor-created groups. The study also investigates how group members' efforts to “pick up the slack” of social loafers in the two kinds of groups moderate the effect of antecedents of social loafing on work quality.Design/methodology/approachPost-graduate students from two different sessions of the Marketing Management unit participated in the study: 95 students from session 1 and 90 students from session 2. One session represented student-created groups and the other session represented instructor-created groups. Each group consisted of five students. Partial Least Square (PLS) estimation using SmartPLS was used to assess the direct and interaction effects.FindingsThe results indicate differences in the effects of the antecedents of social loafing such as apathy and disruptive behaviour on work quality for both student-created and instructor-created groups. Social disconnectedness was found to have no significant effect on work quality. Interestingly, the study found significant differences in the effects of “pick up the slack” on the work quality of student-created and instructor-created groups. Members of student-created groups who picked up the slack of social loafers improved the work quality for unit assessment. This effect was not significant for instructor-created groups.Originality/valueExtant literature on social loafing predominantly focusses on its effect on students' work quality and educational achievement. This study contributes to the literature by investigating how the student-created and instructor-created group members' efforts to pick up the slack of social loafers moderate the effects of the antecedents of social loafing on work quality.
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Hayashi, Masako. "Examination of the apathy of the university student by different friendship." Proceedings of the Annual Convention of the Japanese Psychological Association 82 (September 25, 2018): 3AM—109–3AM—109. http://dx.doi.org/10.4992/pacjpa.82.0_3am-109.
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Shoreman-Ouimet, Eleanor. "It’s time to (climate) change the way we teach." Learning and Teaching 14, no. 2 (June 1, 2021): 76–86. http://dx.doi.org/10.3167/latiss.2021.140205.
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This article outlines pedagogical practices and methodologies for increasing student engagement in the classroom and in the broader community on the topic of climate change. The emphases are placed on (1) preliminary assessments of student understanding and emotional responses to the topic of climate change, (2) assignments that enable student groups to assess and increase campus-wide awareness of various aspects of climate change, and (3) public engagement and service-learning opportunities that allow students to expand their impact beyond the local campus and into their broader community. These practices have proven effective, for large format lecture courses as well as smaller seminar-style courses, in encouraging student participation, overcoming apathy and motivating student effort and action far beyond what can be stimulated by traditional classroom assignments and assessments.
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Zvizdić, Sibela, and Amela Dautbegović. "PREOPTEREĆENOST UČENIKA ŠKOLSKIM OBAVEZAMA / STUDENTS OVERLOAD WITH SCHOOL DUTIES." Journal of the Faculty of Philosophy in Sarajevo / Radovi Filozofskog fakulteta u Sarajevu, ISSN 2303-6990 on-line, no. 23 (November 10, 2020): 105–16. http://dx.doi.org/10.46352/23036990.2020.105.
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School in the modern society should provide an environment for students to feel safe and motivated for learning. There should be an optimal student workload with the schoolwork as well as with the homework. Unfortunately, student overload at all levels of education has been evident. Their overloaded schedule presents a significant challenge and may cause fatigue, exhaustion, distraction, mope, high levels of stress, apathy, superficially and campaign learning, and general lack of motivation. Due to the topicality of the issue, the authors of this paper have tried to offer a review of the sources of the student overload. Different sources, as well as negative consequences of student overload have been determined based on a significant number of empirical works so far. The article also suggests measures to relieve students. Psychologists, in cooperation with the students’ parents and experts from other branches of the education sector, can contribute in finding a way to prevent and reduce consequences of the overload. Empirical studies about sources of student overload are also necessary to determine evidence based guidelines for the education reform.
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Surette, Tanya. "Too Scared to Teach: Secondary Students’ Insights into Educators Silencing and Stigmatization of Gender and Sexual Diversity in Public Schools in Alberta, Canada." Journal of Contemporary Issues in Education 14, no. 2 (December 10, 2019): 33–49. http://dx.doi.org/10.20355/jcie29367.
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Despite a growing awareness of the disparities experienced by gender and sexual minority students related to academic attainment and well-being, some teachers continue to avoid discussing gender and sexual diversity. Through the use of narrative inquiry, this study captured the experiences of six secondary students pertaining to the general absence of discussions of gender and sexual diversity and the misinformed way this controversial topic was being handled at school. These students attributed their teachers’ silence to fear, being uneducated, and apathy. Through encountering the student narratives, implications for teachers aspiring to create inclusive learning spaces for this population are shared.
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KASAI, Takahisa, Kenji MURAMATSU, Toru HOSAKA, and Kanae MIURA. "CHARACTARISTICS OF APATHY WITHIN PRIMARY AND SECONDARY SCHOOL STUDENT AND ITS CORRELATED FACTORS." Japanese Journal of Educational Psychology 43, no. 4 (1995): 424–35. http://dx.doi.org/10.5926/jjep1953.43.4_424.
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Homma, Satomi, and Eiko Matsuda. "The effects of daily stressor and received social support on student apathy: A longitudinal study of university students." Stress Science Research 27 (2012): 64–70. http://dx.doi.org/10.5058/stresskagakukenkyu.27.64.
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Stelzer, Leigh, and Joan Coll-Reilly. "Collaborative Team Testing To Support Individual Learning: Can Teamwork Motivate Learning?" Contemporary Issues in Education Research (CIER) 3, no. 12 (January 6, 2011): 7. http://dx.doi.org/10.19030/cier.v3i12.918.
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A challenge in the contemporary classroom is that many students do not prepare for class. While technology is a boon in the classroom it can often be an apathy-fostering distraction. To encourage greater student preparation a course was designed with 4 quizzes to be taken first as individuals and then as members of predetermined teams. We reasoned that students knowing they would be quizzed on the chapter material would be motivated to prepare for the quiz on the assigned day. It was hypothesized that team spirit would lead students to higher levels of performance. We reasoned that students, believing other members of the team were depending on them, would be motivated to prepare for the quiz. While a majority showed no improvement, a minority who expressed team spirit did show gains.
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Morris, Sam, and Jim King. "Teacher Frustration and Emotion Regulation in University Language Teaching." Chinese Journal of Applied Linguistics 41, no. 4 (November 27, 2018): 433–52. http://dx.doi.org/10.1515/cjal-2018-0032.
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Abstract Few jobs come without irritations, and foreign language instruction comes with its own particular set of frustrations which, when accumulated, can lead to stress and eventual burnout for teachers. One mechanism for reducing such frustrations is that of emotion regulation, the cognitive and behavioral strategies individuals employ to manage the emotions they experience or display. To date, no known studies have reported specifically on the in-class frustration experienced by language teachers, or on how teachers regulate their feelings of frustration. Herein, the authors discuss the experiences of seven EFL teachers at a university in Japan obtained through a series of semistructured interviews, classroom observations and corresponding stimulated-recall sessions. The authors discuss four salient thematic frustrations: student apathy, classroom silence, misbehavior in the context of relational strain, and working conditions. The results reveal that participants applied contextually-dependent emotion regulation behaviors, the success of which was often contingent on the participants’ levels of confidence and control over the stressors. Thus, participants showed more success in managing pervasive low-level stressors such as apathy and silence, and more support would be welcome to aid them to manage more debilitating stressors such as student misbehavior. The authors offer suggestions for teachers, trainers and institutions on reducing frustration.
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Eastman, Jacqueline K., Maria Aviles, and Mark Hanna. "Effectively Serving The Needs Of Todays Business Student: The Product Life Cycle Approach To Class Organization." American Journal of Business Education (AJBE) 5, no. 3 (May 1, 2012): 293–302. http://dx.doi.org/10.19030/ajbe.v5i3.7000.
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We illustrate a class organization process utilizing the concept of the Product Life Cycle to meet the needs of todays millennial student. In the Introduction stage of a business course, professors need to build structure to encourage commitment. In the Growth stage, professors need to promote the structure through multiple, brief activities that can keep the attention of business students. In the Mature stage, professors need to use the structure to stabilize engagement levels and learning rates but be willing to make adjustments to prevent apathy in the course. Finally, in the Decline stage, professors need to dismantle the structure while allowing opportunities for utilizing materials for future business courses and addressing todays millennial students need for achievement and sense of entitlement with the course grades. The value is that this paper illustrates an approach to aid professors in organizing business courses that can be utilized in a variety of courses to better serve millennial students.
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Clark, Thomas. "Teaching Students to Enhance the Ecology of Small Group Meetings." Business Communication Quarterly 61, no. 4 (December 1998): 40–52. http://dx.doi.org/10.1177/108056999806100406.
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Students need to understand how the interplay of ideas, personalities, and environment-the ecology-of a meeting contributes to productivity and satis faction in group process. Only when the ecology is right can the meeting work. To address that ecology explicitly, instructors should help students assess their prior experience in small groups. In a classroom exercise, student teams answer one of a set of questions about meetings: 1. How participants know when a meeting is productive (or not); 2. How they know when warm hospi tality has been extended (or not); 3. What happens before, during, and after meetings that generates broad enthusiasm—or produces apathy. A class period spent on such discussion helps convince students of the need to proactively apply effective meeting management principles in their own workplace. Key words: Group process, meetings, participation, hospitality, enthusiasm
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Stella, Florindo, Jerson Laks, José Sílvio Govone, Kate de Medeiros, and Orestes Vicente Forlenza. "Association of neuropsychiatric syndromes with global clinical deterioration in Alzheimer's disease patients." International Psychogeriatrics 28, no. 5 (December 17, 2015): 779–86. http://dx.doi.org/10.1017/s1041610215002069.
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ABSTRACTBackground:Data on the relationship between behavioral disturbances in Alzheimer's disease (AD) and global clinical deterioration is still controversial. The purpose of this study was to explore potential correlations of neuropsychiatric syndromes with global clinical deterioration in patients with AD, with particular consideration on severity levels of dementia.Methods:AD patients (n = 156) aged 76.7 years from Brazilian clinical centers were assessed to diagnose the five neuropsychiatric syndromes measured by the Neuropsychiatric Inventory-Clinician rating scale (NPI-C): psychosis, agitation, affective, apathy, and sleep. These syndromes were then analyzed for their correlation with the Global Deterioration Scale (GDS). To analyze the association of neuropsychiatric syndromes with the GDS, considering the total sample and patients grouped by dementia severity levels, we applied the coefficient of multiple correlation (Ryy), adjusted multiple linear regression, and the coefficient of determination (R2yx). We tested the significance of correlation coefficients using the Student t-test for simple correlations (a single independent variable) and analysis of variance (ANOVA) for multiple correlations. ANOVA was also used to compare means of demographic and some clinical variables at different levels of dementia.Results:For the total sample, apathy and agitation syndromes were most strongly correlated (0.74; 0.72, respectively) with clinical deterioration according to the GDS, followed by psychosis (0.59), affective (0.45), and sleep syndromes (0.34). Agitation significantly correlated with mild and moderate dementia (CDR 1: 0.45; and CDR 2: 0.69, respectively). At CDR 2, agitation and affective syndromes were most strongly correlated (0.69; 0.59, respectively) with clinical deterioration while at CDR 3, the apathy syndrome was most strongly correlated with clinical deterioration (0.52).Conclusions:Agitation, apathy, and affective disorders were the syndromes most strongly correlated with global deterioration in AD patients, becoming more evident at severe stages of dementia.
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Okada, Fumihiko. "Student Apathy: A Footnote in the History of Psychiatry or a Disorder Unique to Post-Adolescence?" Canadian Journal of Psychiatry 39, no. 10 (December 1994): 635. http://dx.doi.org/10.1177/070674379403901012.
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Okada, Fumihiko. "Student Apathy: A Footnote in the History of Psychiatry or a Disorder Unique to Post-Adolescence." Canadian Journal of Psychiatry 40, no. 1 (February 1995): 51–52. http://dx.doi.org/10.1177/070674379504000119.
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Yacek, Douglas W., and Mark E. Jonas. "The Problem of Student Disengagement: Struggle, Escapism and Nietzsche’s Birth of Tragedy." Philosophical Inquiry in Education 26, no. 1 (September 14, 2020): 64–87. http://dx.doi.org/10.7202/1071421ar.
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Numerous studies have shown that secondary and college students are increasingly apathetic and disengaged from their schooling. The problem of student disengagement is not confined to under-represented socioeconomic groups; it is found across the country—in cities, suburbs, and rural communities; in wealthy schools and poor schools; in public schools and charter schools; in majority white schools and those composed largely of students of color. In this essay, we argue that Friedrich Nietzsche’s Birth of Tragedy contains crucial pedagogical and conceptual resources for responding to this widespread problem. The conception of “Dionysian pessimism” Nietzsche advances in this early work and its relationship to the escapist, “Alexandrianism” he observes in late 19th century German education are relevant to the contemporary problem of student disengagement, we argue, because they address head on the reality of struggle in students’ academic experiences and can potentially explain the disengagement they experience when they fail to acknowledge, accept and even embrace the struggle of education. When struggle is seen as something to be avoided and endured only for the sake of later academic and career success, as it often is, Nietzsche argues that apathy, disengagement and even resentment can result. Thus, while Nietzsche’s diagnosis is rooted in an analysis of his own culture and time, this essay hopes to show that it has the potential to speak to important practical issues in contemporary education.
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Uberoi, N. K. "What Are The Management Schools Doing." Paradigm 2, no. 1 (July 1998): 72–78. http://dx.doi.org/10.1177/0971890719980110.
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The management institutions in India are lagging behind in so far as teaching EMS is concerned. The reasons for this are analysed. These include Government inertia, insensitivity of business and industry and chambers of commerce, scarcity of faculty and teaching materials and apathy of public. Case Study of IMT is cited in support of the some of the reasons. Students - managers if offered course(s) in EMS can acquire necessary skills that would help them in decision making process. It has been pointed out that industry has a major share in causing damage to environment, therefore it must be involved in formulating curriculum in EMS and should sponsor environment related courses. Environmental and resource management consultancy is another virgin area for the purpose of employment of student-managers.
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Ardila, Rahmawati. "Gaya Kepemimpinan Dalam Novel Sang Guru Karya Kahlil Gibran." Wacana Didaktika 6, no. 01 (June 30, 2018): 41–50. http://dx.doi.org/10.31102/wacanadidaktika.6.01.41-50.
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Leadership style in the novel of Sang Guru by Kahlil Gibran as understanding about the character and development of the community or of the literary works of the critics and historians especially reveals about the author who is influenced by the status of society where it originated, and social, political ideology, economic conditions as well as its target audience. With sociology of literature, the researcher wants to see the extent to which the literary work has a style of leadership. Here some leadership style found (1) Supportive Leadership, for example: the behavior of the teacher figure who always motivate the student, being friendly to the student, being good example, making himself as role model. (2) Participate Leadership, the involvement of the teacher in pursuing the success of the student, solving problems faced by the pupil, not apathy in dealing with the student.
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Gaya Kepemimpinan dalam Novel Sang Guru Karya Kahlil Gibran merupakan pengetahuan tentang sifat dan perkembangan masyarakat dari mengenai karya sastra para kritikus dan sejarawan yang terutama mengungkapkan pengarang yang dipengaruhi oleh status lapisan masyarakat tempat ia berasal, ideologi politik dan sosialnya, kondisi ekonimi serta khalayak yang ditujunya. Dengan pendekatan sosiologi sastra, peneliti hendak melihat sejauh mana karya sastra itu memiliki Gaya kepemimpinan. Adapun kategori gaya kepemimpinan (1) Supportive Leadership, misalnya: perilaku tokoh sang guru yang selalu memberi motivasi kepada sang murid, bersikap ramah terhadap sang murid, memberi contoh yang baik, menjadikan dirinya sebagai teladan. (2)Participate Leadership.adanya keterlibatan sang guru secara aktif dalam mengupayakan kesuksesan sang murid, ikut memecahkan masalah yang dihadapi sang murid, tidak apatis dalam menyikapi respon balik sang murid.
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Berryhill, Katie J., and Timothy F. Slater. "Opportunity to Learn: Investigating Possible Predictors for Pre-Course Test Of Astronomy STandards TOAST Scores." Journal of Astronomy & Earth Sciences Education (JAESE) 4, no. 2 (February 15, 2018): 95–108. http://dx.doi.org/10.19030/jaese.v4i2.10127.
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As discipline-based astronomy education researchers become more interested in experimentally testing innovative teaching strategies to enhance learning in undergraduate introductory astronomy survey courses ("ASTRO 101”), scholars are placing increased attention toward better understanding factors impacting student gain scores on the widely used Test Of Astronomy STandards (TOAST). Usually used in a pre-test and post-test study design, college faculty might naturally assume that the pre-course differences observed between high- and low-scoring college students might be due in large part to their pre-existing motivation, interest, experience in science, and attitudes about astronomy. To explore this notion, 11 non-science majoring undergraduates taking ASTRO 101 at west coast community colleges were interviewed in the first few weeks of the course after taking the TOAST as a pre-test to better understand students' pre-existing affect toward learning astronomy with an eye toward predicting student success. The goal is to contribute to a better understanding of the incoming knowledge of students taking undergraduate introductory astronomy classes and provide guidance for how faculty can best meet those students’ needs and assist them in greater achievement. Perhaps surprisingly, there was only weak correlation between students' motivation toward learning astronomy and their pre-test scores. Instead, the most fruitful predictor of TOAST pre-test scores was the quantity of pre-existing, informal, self-directed astronomy learning experiences, sometimes occurring many years before course enrollment. This data suggests that professors should be wary of correlating low incoming pre-course scores with student apathy toward their subject.
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Keshishian, Flora. "Using Freewriting in Public Speaking Courses to Remedy Student Apathy: An Unconventional Solution to a Common Problem." Journal of Communication Pedagogy 1, no. 1 (June 13, 2018): 64–69. http://dx.doi.org/10.31446/jcp.2018.12.
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Ciampa, Mark, and Ray Blankenship. "Do Students and Instructors See Cybersecurity the Same? A Comparison of Perceptions About Selected Cybersecurity Topics." International Journal for Innovation Education and Research 7, no. 1 (January 31, 2019): 121–35. http://dx.doi.org/10.31686/ijier.vol7.iss1.1291.
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Cybersecurity attacks continue to increase. This is particularly true for attacks based on social engineering or relying on the weaknesses of individuals as a means of gathering information or crafting an attack. Along with an increase in attacks there is likewise an increase in the number of calls for educating users about attacks and equipping them with the knowledge and skills for warding off attacks. Many entities advocate that institutions of higher education should be responsible for providing practical, applied security awareness instruction. This study compared student and instructor attitudes towards security to determine if there is an apathy on the part of students regarding security or if they are concerned about selected security topics, and if instructors perceive that practical, applied security instruction is a necessary component to their courses, or if security instruction belongs elsewhere. The relationship of student attitudes towards security was compared with those of instructors over six current security topics. When comparing students to instructors to students there was no significant difference between them on the topics of using anti-virus software, using a firewall, securing wireless networks, and using spam filters. The results seem to indicate that there is a significant difference between the perceptions of students and instructors regarding the security topics of protection from phishing and how to create a strong password.
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İnel Manav, Ayşe, and Nuray Simsek. "The Effect of Reminiscence Therapy With Internet-Based Videos on Cognitive Status and Apathy of Older People With Mild Dementia." Journal of Geriatric Psychiatry and Neurology 32, no. 2 (January 6, 2019): 104–13. http://dx.doi.org/10.1177/0891988718819864.
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This study was carried out to assess the effects of reminiscence therapy that was supported with internet-based videos on the cognitive condition and apathy levels of older people with mild dementia living in nursing homes. This randomized controlled experimental study was conducted between May 15, 2016, and August 25, 2016, in two nursing homes in Adana, Turkey. A total of 32 people participated in this study, 16 individuals were in the intervention group and 16 individuals were in the control group. The data were collected using a Personal Information Form, the Standardized Mini-Mental State Examination (SMMSE) test, and the Apathy Rating Scale (ARS) Self-assessment Form. The individuals in the intervention group received group reminiscence therapy involving internet-based videos for 60 minutes once a week for 3 months. During this period, 25 to 30 minutes of unstructured interviews were carried out with individuals in the control group. The data were analyzed using descriptive statistics, Student t test, the Mann-Whitney U test, and Wilcoxon signed rank test. In this study, a significant difference was found between experimental and control groups’ posttest mean scores on the SMMSE test and ARS ( P < .01). The experimental group’s SMMSE test and ARS posttest mean scores were higher than those of the control group ( P < .01). This study found that group reminiscence therapy using internet-based videos improved the cognitive functions and apathy levels of older people with mild dementia of the Alzheimer type. It is recommended that group reminiscence therapy studies with Internet-based videos be conducted in care institutions that are responsible for managing older people with mild dementia of the Alzheimer type.
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Doughty, Howard A. "A Rational Society?" International Journal of Adult Education and Technology 11, no. 1 (January 2020): 1–23. http://dx.doi.org/10.4018/ijaet.2020010101.
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Within the past century in North America, Europe, and elsewhere, brief episodes of student political activism and protest have alternated with much longer periods of apparent apathy and social conformity (fringe elements of artistic bohemianism notwithstanding). This article looks to the ideological origins of student protest in the Marxist tradition and to the relationship among generational protest, critical theory and the influence of Jürgen Habermas on the evolving issues of democracy, social justice, and environmental sustainability. While Marx remains central to the critique of capitalist economics and the exploitation of workers under capitalism, Habermas opens the path to a more expansive, communication-based understanding of domination with implications for transformative education that will contribute to a social change based on a wider platform than social class, including issues of ecology and social justice in a comprehensive approach to human emancipation.
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Channaveer, R. M. "Social and economic perspectives of student unrest." Journal of Global Economy 6, no. 2 (June 30, 2010): 149–59. http://dx.doi.org/10.1956/jge.v6i2.55.
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Student unrest has been a grave phenomenon and syndrome to educational system in India and world as such. Time and again student organizations give call for agitations to protest their dissent which is either just or unjust, causing violence and civic disturbance. Social anomaly of Indian society and politicization of student folk has further made the educational institutions more vibrant and dynamic organizations. The recent outburst of upper strata to dissent the OBC reservation in the elite higher educational institutions and that of Gujjar community to claim ST status ended in violence towards self and society. Any protest if it is ideology-based is activism; if it fosters violence-ideology it is unrest. Phenomenon of this nature brings to fore challenging issues related to democratic system. Whether means justify end or else it is conviction that the democratic institutions and political leadership respond to violence ideology. Or else is it social insensitivity that the Indian society is prone, which indicates apathy to peaceful means that do not yield any just benefits. Any restive outburst all over the world involves youth force especially from the institutions of higher education. Emerging postmodernism with changing socio-cultural context in the wake of neo-liberalism is a great challenge to the higher education. Indian society in post-independence period is passing through varied transitions in every decade. Green revolution, white revolution, grey revolution and social movements have changed the face of Indian society from time to time. Technological innovations and social constructivism have strengthened the democratic fabric. However, the collectivism of violence ideology to bring drastic changes has endangered the Indian society. Therefore, sociologists, economists and social work scholars have harped upon this phenomenon and attempted to explain it from different perspectives. The paper attempted to scan the social science literature to organize the perspectives proposed by social science scholars in order to develop holistic understanding about the phenomenon.
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Burrack, Frederick, and Dorothy Thompson. "Canvas (LMS) as a means for effective student learning assessment across an institution of higher education." Journal of Assessment in Higher Education 2, no. 1 (January 18, 2021): 1–19. http://dx.doi.org/10.32473/jahe.v2i1.125129.
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Programmatic and institutional assessment initiatives have emerged and continuously evolved across higher education institutions through the early part of the twenty-first century. These initiatives have stemmed from a growing emphasis on assessing the quality of learning that occurs throughout the collegiate education. An assessment process that involves faculty and staff collecting, analyzing and discussing the data over time to guide improvement decisions sounds like a reasonable pursuit. Unfortunately, such a process sometimes results in apathy and dissention. Technology has provided solutions that can remove the tedium and time-consumption from student learning assessment. The purpose of this article is to provide a thorough understanding of the assessment capabilities and data-collecting automaticity processes of Canvas. Provided are examples of ways to extract and disseminate Canvas data to be used for decisions making. The article includes (a) the structure of Canvas, (b) steps for how to set up Canvas for collecting student achievement data directly from coursework and sortable by outcomes and associated criteria, (c) strategies to export data from Canvas, and (d) ideas for visualizing outcome data.
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Soyez, Katja, Stefan Hoffmann, Stefan Wünschmann, and Katja Gelbrich. "Proenvironmental Value Orientation Across Cultures." Social Psychology 40, no. 4 (January 2009): 222–33. http://dx.doi.org/10.1027/1864-9335.40.4.222.
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The present study develops and validates a German and Russian scale of proenvironmental value orientation. Proenvironmental value orientation is conceptualized as a four-dimensional construct, entailing egocentric, ecocentric, and anthropocentric value orientations as well as environmental apathy. The first stage of the research is an expert test of indicator content validity. In a subsequent step, the authors provide evidence of internal consistency for a student sample (N = 223) and for the structural equivalence and criterion validity for a representative sample (N = 430). The structure of proenvironmental value orientation appears to be largely equivalent in both cultures, though the behavioral relevance of the dimensions differs. In the Russian sample, proenvironmental behavioral intention correlates with any of the four dimensions, whereas in Germany, anthropocentric value orientation does not relate to behavioral intention.
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Pitulei, Viktoria V. "PECULIARITIES OF THE INFLUENCE OF DISTANCE LEARNING ON THE PSYCHOLOGY OF THE STUDENT AND TEACHER." Scientific Notes of Ostroh Academy National University: Psychology Series 1 (January 28, 2021): 64–68. http://dx.doi.org/10.25264/2415-7384-2021-12-64-68.
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The article considers the concept of distance education and its impact on the psyche of students and teachers. The main ways of assessing the quality of distance education are outlined. The psychological and pedagogical features of the relationship between teacher and student in the educational and pedagogical process are revealed. The mechanisms of application of distance learning methods in higher school are analyzed. The positive and negative sides of distance learning are indicated. It was found that significant technical factors in reducing the success of student learning are technical and psychological unwillingness of teachers to work online. Peculiarities of pedagogical control over the efficiency of the educational process are revealed. It is established that distance learning has exacerbated a number of psychological problems, among which the key is the problem of emotional burnout. It is noted that the use of distance education has the advantage of removing psychological barriers to communication, blurs boundaries (the student can study regardless of place of residence). This technology of the educational process is invaluable in the period of quarantine restrictions, as it guarantees the absence of direct contact between people, allows active learning even during illness or self-isolation. It has been established that distance learning has exacerbated a number of psychological problems, not least the problem of emotional burnout. This phenomenon is observed in both students and teachers and manifests itself in a variety of negative physiological reactions of the body, namely: poor sleep, fatigue, drowsiness, psychosomatic diseases and destructive psychological conditions such as stress, bad mood, depression, apathy, high levels of neuroticism, emotional excitability, increased anxiety, fear, predominance of asthenic emotions, irritability. The reason for these reactions is the general negative situation in the country and in the world as a whole, in the forced self-isolation of man, as well as in the unusualness and maladaptation of teachers and students to distance learning conditions. It is pointed out that distance education today helps students to develop such qualities as independence, mobility and responsibility, develops skills of self-education, which is highly valued in the labor market. Unfortunately, distance education also has its downsides. For example, the lack of direct communication between students and teachers. In addition, distance education requires the student to have the necessary technical equipment for constant access to sources of information, as well as a very strong motivation to systematically study independently.
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Gruenwald, Oskar. "The University as Quest for Truth." Journal of Interdisciplinary Studies 23, no. 1 (2011): 1–18. http://dx.doi.org/10.5840/jis2011231/21.
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This essay proposes that the crisis of the contemporary university presents a unique challenge and opportunity to re-imagine the university as a quest for truth, reflecting John Henry Newman's ideal of a "wholeness of vision" and "enlargement of the mind" in educating the whole person. Higher education can become more meaningful and relevant by combining a strong core curriculum in the liberal arts with vocational and career preparation, interdisciplinary engagement, and consilience between Athens and Jerusalem as modeled in the science-ethics-religion dialogue. A rediscovery of natural law and the moral law, universals and absolutes, which guide human aspirations for justice, fairness, and community, can counter the postmodem temptation for subjectivity and disconnection. The most cogent remedy for student boredom and faculty apathy is intellectual diversity for a renewed sense of excitement in exploring insights across the disciplines regarding ourselves and the world. This calls also for superceding the anti-liberal strictures of political correctness, rededicating the university to its essential task of free inquiry.
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Kulmiński, Robert. "Paradygmat czeskiego bohatera narodowego – wokół filmu Roberta Sedláčka Jan Palach." Polish Journal of the Arts and Culture New Series, no. 12 (2/2020) (2020): 41–62. http://dx.doi.org/10.4467/24506249pj.20.008.13447.
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Czech national hero paradigm – around Robert Sedláček’s film Jan Palach In my article, I would like to reflect on the paradigm of Czech heroism based on the film by Robert Sedláček (2018) Jan Palach, which is a fact-based tale of a twenty-year-old student at the Charles University in Prague, who on January 16, 1969 self-immolated in Wenceslas Square in the centre of Prague in protest against aggression of the Warsaw Pact forces on Czechoslovakia and the growing apathy of Czechoslovak society. I will think about how his image is constructed in a film more than fifty years after his death. I will place my considerations in the context of the tradition of presenting the Czech hero in humanistic literature and the activities of official state institutions, as well as in relation to mythological structures, through which I will capture the most important elements of the composition of Robert Sedláček’s film. As a consequence, my fundamental research question will remain not only the question of the very construction of the hero, but also this construction in relation to other ideas of national heroes in contemporary Czech culture. Streszczenie W swoim artykule chciałbym się zastanowić na paradygmatem czeskiego bohaterstwa na podstawie filmu Roberta Sedláčka Jan Palach (2018), będącego opartą na faktach opowieścią o dwudziestojednoletnim studencie Uniwersytetu Karola w Pradze, który 16 stycznia 1969 roku dokonał samospalenia na placu Wacława w centrum Pragi, w proteście przeciwko agresji wojsk Układu Warszawskiego na Czechosłowację i narastającej apatii czechosłowackiego społeczeństwa. Zastanowię się nad tym, w jaki sposób konstruowany jest jego obraz w dziele filmowym niemal pięćdziesiąt lat po jego śmierci. Swoje rozważania umieszczę w kontekście refleksji nad czeskim bohaterem narodowym w literaturze humanistycznej w odniesieniu do działalności oficjalnych instytucji państwowych oraz do struktur mitologicznych, poprzez które uchwycę najistotniejsze elementy kompozycji filmu Roberta Sedláčka. W konsekwencji moim zasadniczym pytaniem badawczym pozostanie nie tylko kwestia samej konstrukcji bohatera, ale również jej relacja do innych wyobrażeń bohaterów narodowych we współczesnej kulturze czeskiej.
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Kato, L., O. Radchuk, and S. Tukaiev. "The Influence of the Emotional Burnout on the Relational Maintenance Strategies." European Psychiatry 41, S1 (April 2017): S706. http://dx.doi.org/10.1016/j.eurpsy.2017.01.1257.
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The syndrome of emotional burnout is developed in people whose profession requires a lot of communication, and the effectiveness of their work depends on its quality. The aim of our study was to determine the influence of burnout on relational maintenance strategies.8 professors of università della Svizzera italiana, Lugano, Switzerland participated in this research. We used Maslach Burnout Inventory and The relational maintenance strategies scale. Moderate level of emotional exhaustion was detected in the majority of the participants. This condition is characterized by the urge towards finding a place to stay alone and get some rest from everything and everybody. It is accompanied by the feeling of emptiness, depression, and apathy. These indicate pronounced tiredness, disappointment, and unwillingness to work among our participants. The high level of Lack of personal accomplishments phase is being developed in all the participants. It indicates the pronounced doubts in the necessity to keep performing the work and in the fact that the work is needed and recognized by other people. We demonstrated that among the professors with burnout such strategies as conflict management, openness, assurances and positivism are the most widespread. Our data indicate that the readiness to work together on certain project or scientific problem (Openness), the willingness to support a student (Advice Giving) and the help to find necessary support outside of current academic environment (Social Networks) decreases with the development of emotional burnout. Understating the level of one's self-appraisal, observed during the development of burnout, ruins effective collaboration between professors and their PhD students, and formalizes their relationships. Thus, burnout is an important mediating variable between interpersonal aspects of work environment.Disclosure of interestThe authors have not supplied their declaration of competing interest.
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VYNNYCHUK, ROKSOLANA. "USING THE AIDA-S MODEL IN PLANNING AND CONDUCTING LECTURES AT UNIVERSITIES FOR GENERATION Z STUDENTS." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy, no. 2 (April 6, 2021): 26–32. http://dx.doi.org/10.25128/2415-3605.20.2.4.
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The current generation of students has grown and matured in the age of digital devices and total digitalization. By attending classes at the university, they seek to gain useful and practical knowledge that will be applied and will form the necessary skills and abilities. However, at the stage of acquaintance with the teacher and the subject, there is often a loss of interest, apathy and reluctance to attend lectures. Therefore, it is necessary to review the methods and ways of presenting information, look for ways to gain the attention and interest of students, and so on. Today's challenges stimulate participants in the educational process to seek innovative methods for teaching and communicating with students. To do this, we turn to different areas of science and business, looking for ideas that work in marketing, personnel management, psychology, sports, etc. and adapting them to the needs of the educational market. The article proposes to adapt one of such methods, namely the marketing model of AIDA-S to the educational process of students, in particular, its use in lectures. The author focuses on the five stages of this model, including the formation of attention, interest, desire, motivation and satisfaction. The article focuses on interaction with students of Generation Z in the context of all stages of preparation and conduct of lectures, analyzes ways to form the attention of such students, increase their motivation to learn, encourage self-development and additional research, emphasize the practical component of knowledge. For each stage of the model, the author proposes some additional tools, such as micro-learning, the basics of public speaking, setting goals for SMARTER, visualization of materials, gamification and more. An important point is the use of various theories of personal motivation, in particular the theory of self-determination, which is based on three basic human needs - the need to feel a source of self-activity, the need for competence and relationships. The article emphasizes the importance of the practical component as the main requirement of modern students and the relationship between motivating students to further action (more careful study of the material, participation in joint projects, research, etc.) and the applied part of the subject. Finally, to make the student feels comfortable and satisfied, to have a positive climate in the group during classes and more, the study emphasizes the importance of the teacher's emotional intelligence and mastering the methods of effective feedback. In conclusion, the author argues that the model studied in the article AIDA-S can be an effective tool for logical, consistent and relevant planning of lectures.
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ONISHI, KYOKO. "Students’ Perceived Apathy States in Academics." Japanese Journal of Educational Psychology 64, no. 3 (2016): 340–51. http://dx.doi.org/10.5926/jjep.64.340.
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Schmidt, Gordon B., Guihyun Park, Jessica Keeney, and Sonia Ghumman. "Job Apathy." Journal of Career Assessment 25, no. 3 (August 13, 2015): 484–501. http://dx.doi.org/10.1177/1069072715599536.
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Work anecdotes and popular media programs such as Office Space, The Office, and Dilbert suggest that there are a number of workers in the United States who feel a sense of apathy toward their workplace and their job. This article develops these ideas theoretically and provides validity evidence for a scale of job apathy across two studies. Job apathy is defined as a type of selective apathy characterized by diminished motivation and affect toward one’s job. A scale of job apathy was developed and data from a sample of currently or recently employed college students supported two dimensions: apathetic action and apathetic thought. Job apathy was found to be empirically distinct from clinical apathy, negative affectivity, cynicism, and employee engagement. Job apathy was also found to have incremental validity in the prediction of personal initiative, withdrawal, and organizational deviance. Practical implications and future research directions for job apathy are discussed.
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Silvia, Romero Arellano, Chávez Hernández Noemí, and Medina Molina Yearim. "Diagnosis of the Factors Involved in Apathy in Students in Industrial Engineering." International Journal of Trend in Scientific Research and Development Special Issue, Specia Issue ICE (October 24, 2017): P42—P50. http://dx.doi.org/10.31142/ijtsrd5825.
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Bocharova, Yu Yu, A. A. Dyachuk, L. G. Klimatskaya, D. V. Kuzina, and Yu A. Cherkasova. "POSSIBILITIES TO DEVELOP PERSONAL AGENCY IN STUDENTS DEALING WITH A DIFFICULT SITUATION OF SHIFTING TOWARDS DISTANCE LEARNING DURING THE PANDEMIC." Bulletin of Krasnoyarsk State Pedagogical University named after V.P. Astafiev 56, no. 2 (June 30, 2021): 109–22. http://dx.doi.org/10.25146/1995-0861-2021-56-2-277.
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Statement of the problem. The relevance of the problem of studying the phenomena of coping with new situations of forced long-term distance learning that have not been encountered before in student and teaching environment is determined by the search for adequate measures to support students. An increase in the number of dropouts, a decrease in educational motivation and quality of results are observed in the forecasts by specialists. The students’ personal agency is given a significant role in coping with a difficult situation, but there is no sufficient information on the phenomenology of this process. The purpose of the article is to study the phenomenology of a difficult situation perception among students (based on the example of a pedagogical university) during the change towards distance learning; to highlight typical ways of responding to it and opportunities for personal agency development. Research methodology. The authors have analyzed scientific literature on the factors of coping with a difficult situation in the pandemic, the effectiveness of distance learning for students, as well as survey data (n = 412) and content analysis of focus group interviews of students of the Krasnoyarsk State Pedagogical University named after V.P. Astafiev (n = 90), semi-structured interviews with teachers (n = 20). The interdisciplinary research has been carried out on the basis of a dynamic approach to the study of a difficult situation, revealing the assessment of both emotional and behavioral, activity aspects of the students’ coping behavior. Research results. A qualitative analysis of the students’ experiences has revealed differences in the ways of coping with a stress situation caused by epidemic (including being distressed for their close ones, fear of self-isolation, etc.) and the sudden move to a distance learning format: the situation suppresses some students emotionally, reduces their learning motivation and activity, while in others it evokes new skills in planning, self-regulation, and social activity. Positive attitude towards distance learning is demonstrated by both types of students in most cases, however, students who proactively adapt to the situation do not have a depressed mood, apathy, and decreased motivation. The students’ feelings depend on their experience of interacting with a group of teachers on a particular program. Teachers show insufficient empathy for the emotional state of students; however, they admit their own deficiencies in the organization of distance learning, which have made it difficult for students to cope with the situation. Conclusions. The results of the study show that the differences in methods of coping with a difficult situation are demonstrated by the students who differ in self-regulation skills, attitude to time as a resource for self-change, acquisition of new skills, professional and personal self-development. Institutional support for the development of personal agency is based both on the organization of a single educational space by rules and norms common to all subjects (students and teachers), and on psychological support for the development of new ways of personal and activity self-regulation.
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Terao, Mami, and Michiko Sorama. "Self-control and apathy in junior high school students: Relationship between delay discounting and apathy." Proceedings of the Annual Convention of the Japanese Psychological Association 83 (September 11, 2019): 2A—058–2A—058. http://dx.doi.org/10.4992/pacjpa.83.0_2a-058.
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