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1
Li, Jinjin. "Chinese Students at Uppsala University: “Yesterday, Today and Tomorrow” : A sociological analysis of ten students’ trajectories." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-372136.
Full textAbstract:
The idea of knowledge economy initiated by the World Bank, the increasing importance of English proficiency in the global labour market, and the expansion of Chinese higher education, all leads to the phenomenon of Chinese student migration to western countries for getting advantageous educational experiences and credentials. Through a qualitative, interview-based method and Bourdieusian sociological perspective focusing on species of capital (cultural, economic, social and symbolic capital), habitus and mode of reproduction, this study focuses on the analysis of the relation between social background of Chinese students and their adoption of a western education system and perception of future career through the trajectories of ten Chinese students at Uppsala University, one of the most renowned universities in Sweden. The study examines the role of various assets in the family of origin, as well as the importance of the students’ long journey in the Chinese education system. The findings indicate that the students came from a fairly well off Chinese middle class that had established itself in the parent generation through an upward mobility. Both inherited and acquired assets through family origin and the educational trajectory were important factors that affected the Chinese students’ decision of studying abroad. Among the three species of assets originated from the family, the economic asset played a particularly significant role in the Chinese students’ educational trajectory, irrespective of the composition of families’ capital resources. Family economic assets became increasingly crucial while students moved up to higher educational levels. It also investigates the students’ encounter with the “Western” world represented by an academic and international student environment. While most of the students said they appreciated what Uppsala University had offered in terms of academic life and cultural experiences, they somewhat contradictory kept a distance to both the new forms of academic culture they met and students from other countries. The habitus valued in their previous educational trajectory in China did not fit the criteria for academic performance in the western higher educational institution. It was instead partly contested. With regard to the future, the interviewed students expressed concerns as to the value of their experience and diploma on the Chinese academic and job markets due to the absence from Chinese contact and the culture rooted in social connection. A hypothesis emerging from the interview data is that the family-based social reproduction strategy expressed in the strong family investments in education leading up to the studies abroad potentially has as effect that the offspring, the students, become less dependent on this family-based reproduction. Instead, they regarded themselves as being entitled, by merit, to decide on their own future.
2
GOMES, ADRIANA DE ANDRADE. "MEMORIES AND TRAJECTORIES OF STUDENTS OF PEDAGOGY IN THE ESTÁCIO DE SÁ UNIVERSITY." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2005. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=6601@1.
Full textAbstract:
CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO<br>Esta pesquisa investiga as memórias e as trajetórias dos
estudantes de
Pedagogia da Universidade Estácio de Sá. A partir de vinte
entrevistas semiestruturadas,
procurou-se conhecer os fatores que contribuíram para que
alcançassem o ensino superior, tendo em vista que a maior
parte dos entrevistados
é oriunda de segmentos populares. Para fazê-lo, trabalhou-
se basicamente com os
conceitos de Bourdieu de habitus e de capital social e
cultural bem como com as
noções de herdeiro e de herança. Observou-se que a
caminhada dos estudantes
vincula-se a uma multiplicidade de fatores, que se
interpenetram favorecendo o
avanço nos estudos, não sendo possível destacar apenas um.
Entre estes fatores
está a maneira complexa e ambivalente com que se apropriam
das formas de
pensar e agir aprendidas em família e socialmente.
Refletindo uma sociedade e
uma cultura em transformação, assinala-se que a chegada à
universidade
relaciona-se ao contraditório processo de aquisição da
herança e formas de
herdar, que se faz, amiúde, parcialmente. Herdar ou não a
história e a memória
paternas associam-se, pois, às próprias relações
familiares, mas a elas não se
reduzem, uma vez que as atuais transformações culturais
contribuem para
modificar as formas de pensar, representar e agir no mundo.
Afastando-se e
recuperando a história paterna, constroem os estudantes
suas próprias trajetórias.<br>This research investigates the memories and trajectories of
students of
Pedagogy in the Estácio de Sá University. Having twenty
semi-structured
interviews as starting points, we have tried to reveal the
factors that have
contributed to their ascent to a higher education, having
in mind that most part of
the interviewed ones come from popular sections of society.
In order to do so, we
have worked basically with the concepts of Bordieu
of habitus and social capital
as well as the notions of heir and inheritance. We have
observed that the route
taken by students is linked with a multiplicity of factors,
that are intertwined in a
way that makes it possible for them to advance in their
studies. For that reason, it
seems impossible to highlight only one. Among these factors
is the complex and
ambiguous way in which they assume the ways of thinking and
acting learned in
their families and in social contacts. Reflecting a society
and a culture in a
process of an accelerated transformation, we can affirm
that getting into university
is connected with the contradictory process of acquisition
of inheritance and the
ways of inheriting, which is frequently done partially.
To inherit or not the
history and fatherly memories is connected, therefore, to
the familiar
relationships themselves, but they are not reduced to them,
since the cultural
transformations that happen nowadays contribute to change
the ways of thinking,
representing and acting in the world. Getting away and
recovering the parental
histories is how the students build their own trajectories.
3
Li, He. "Educational trajectories of rural students in an elite university : English learning experience and beyond." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609105.
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4
Ward, Stephen James. "Variations in Student Development Trajectories in Reading and Mathematics: A Multilevel Growth Mixture Model Approach." NCSU, 2007. http://www.lib.ncsu.edu/theses/available/etd-03132007-100523/.
Full textAbstract:
Lack of student achievement has long been a cause of national concern. The No Child Left Behind (NCLB) act of 2001 represents the latest attempt to both correct past educational inequities and to improve the competitiveness of American education. NCLB mandates that all students must meet proficiency standards by the 2013-14 school year. To determine whether students are on track to meet this goal, NCLB uses the metric of Adequate Yearly Progress (AYP). Presently, AYP appears to be set in terms of what is required to meet the 2013-14 goal with no consideration of how student growth and development actually occurs. Moreover, this type of goal assumes that all students can develop or progress at the same rate, in other word, ?one size fits all.? This study sought to examine this ?one size fits all? assumption through the examination of unobserved heterogeneity in student growth trajectories. Specifically, this study sought to determine whether student growth trajectories in reading and mathematics between grade 3 and grade 8 could be adequately described by either single or multiple classes of growth using a multi-level growth mixture modeling approach. Further, the study examined the effects of gender, socio-economic status, ethnicity, parental education, and Local Educational Area (LEA) funding upon these growth trajectories. In terms of classes of growth trajectories, the results clearly suggest the existence of multiple classes of growth for both reading and mathematics. All individual level covariates influenced either membership in a growth class or the latent growth factors or both class membership and growth factors. In contrast, LEA level funding covariates effects were in general not supported. Relationships, for the most part, were consistent across primary and replication samples. Lastly, implications for educational practice, educational policy, Industrial/Organization psychology, and research are discussed along with the limitations of the present study.
5
Mohamed, Nadiah. "Adjustment to university : predictors, outcomes and trajectories." Thesis, University of Central Lancashire, 2012. http://clok.uclan.ac.uk/6556/.
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The transition to university presents students with considerable academic, social and emotional challenges. This thesis explored adjustment to university life in a UK post-1992 institution. Predictors of adjustment, patterns of adjustment over time and the effects of adjustment on student success were examined, using the Student Adaptation to College Questionnaire (SACQ). A preliminary study indicated that the ‘psychological strength’ variables demonstrated to be important for adjustment in international research (viz., self-esteem, self-efficacy, locus of control, social support and attachment security) also predicted adjustment in the current setting, and that emotional intelligence (EI) may also have something useful to offer as a predictor. Consequently, a follow-up study was undertaken to explore relations between adjustment to university and four disparate measures of EI. Results indicated that the self-report/trait EI measures (viz., the Schutte Emotional Intelligence Scale [SEIS], the Trait Emotional Intelligence Questionnaire - Short Form [TEIQue-SF] and the Emotional Self-Efficacy Scale [ESES]) were more strongly related to university adjustment criteria than the MSCEIT ‘ability’ measure, and that the TEIQue performed substantially better than the SEIS and ESES in this regard. However, the MSCEIT was superior with respect to the prediction of incremental variance in adjustment criteria over and above personality, IQ and other competing predictors. Longitudinal investigations of the course of adjustment over the first two years of university indicated that whilst levels of overall adjustment, personal-emotional adjustment and institutional attachment were relatively stable over time, academic and social adjustment demonstrated decreasing and increasing trends respectively. Moreover the longitudinal analyses indicated that psychosocial variables measured at the start of university predict not only short-term but also long-run patterns of adjustment; the initial adjustment advantage of those who scored higher on psychosocial variables during the second month of university was maintained over the first two years. Finally, relations between SACQ-measured adjustment in month two of university, and student success (i.e., continued enrolment and academic performance) in Years 1 and 2 were assessed. Associations between adjustment and Year 1 persistence were weak, and no relations were evident between adjustment and Year 2 persistence. Some adjustment facets were weakly predictive of Year 1 and Year 2 academic success.
6
Cebi, Esra. "University Students." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610828/index.pdf.
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The main purpose of the present study was to examine the effect of perceived social support, psychological distress, prior help-seeking experience, and gender on attitudes toward seeking psychological help of university students. In addition to the main purpose<br>gender, faculty, living arrangement, and year of study differences in attitudes toward seeking psychological help and students&rsquo<br>knowledge about the psychological counseling services of the METU Health and Guidance Center were investigated.
The sample consisted of 417 (223 female, 194 male) undergraduate students of Middle East Technical University. The data was gathered using the scale of Attitudes Toward Seeking Psychological Help-Shortened (ASPH-S), the Multidimensional Scale of Perceived Social Support (MSPSS), General Health Questionnaire (GHQ-12) and a demographic information form.
It was found that nearly half of the participants (47%) had knowledge about the psychological counseling services of the METU Health and Guidance Center. Friends were the most frequently stated sources of help (59%) in times of need for personal problems. Females had more positive attitudes toward seeking psychological help than males. Students of the Faculty of the Arts and Sciences, and students of the Faculty of the Education were found to have more favorable attitudes than of the Faculty of Engineering students. Finally, hierarchical regression analysis showed that perceived social support, prior help-seeking experience, and gender significantly predicted attitudes toward seeking psychological help. However, psychological distress was not associated with help-seeking attitudes.
7
Whiteside, Jasmine L. Whiteside. "Rural Trajectories: Investigating the Relationship between Space, Resources and University Enrollment." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu154321435050285.
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8
Odendal, Marta W. "Students' university choice." Thesis, University of Stirling, 2015. http://hdl.handle.net/1893/23039.
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This thesis addresses UK students’ university choice using discrete choice methods and micro-data obtained from Higher Education Statistical Agency for graduates between 2006 and 2010. The thesis consists of three chapters with each addressing a different aspect of students’ choice. The studies are intended to provide policy-makers and other decision-makers with valuable information that will help them to implement strategies and policies for better higher education. Some work in the literature has been dedicated to students’ university choice. This thesis explores this body of work and builds on it, extends it and improves what is previously known in the literature. The aim of the first chapter is to investigate what affects students’ university choice. It contributes to the literature by establishing the best method to do so. Two models are used: the standard conditional logit and conditional logit with, what is called in this paper, alternative specific constants. Conditional logit with alternative specific constants improves on conditional logit twofold: it deals with unobserved university characteristics and improves the model fit. The results show that the probability of attending a university decreases with an increase in tuition fees and distance between students’ home and the university, and decreases in students’ socio-economic status. The second chapter further investigates the importance of distance on students’ university choice and it contributes to the literature by calculating the willingness to pay of students for distance to university. The chosen models are estimated for different socio-economic group of students separately. This methodology allows for meaningful comparison between socio-economic groups and produces more reliable estimates due to the fact that it accommodates for different unobserved characteristics of universities for different groups of students. The results show that students with the highest socio-economic status are not affected or have a positive utility of distance. The willingness to pay of other socio-economic groups are mixed and depend on the university characteristics used in the model. The third chapter focuses on students’ attitudes towards costs and benefits of university degree by calculating the discount rate of future income using marginal utility of graduate income and tuition fees. In addition, the chapter shows how use of consideration sets of universities for each student improves the model fit. The results show that students have a normal discount rate around 1% without consideration sets. The discount rate becomes negative in all models apart from one, when consideration sets are used.
9
Donati, Letizia. "Novel trajectories of universities engagement: from local economic development to social innovation practices." Doctoral thesis, Università degli studi di Trento, 2021. http://hdl.handle.net/11572/299593.
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The objective of this study is threefold. The first objective is to provide an integrated perspective towards the territorial engagement of universities and their related models and strategies. The second objective is to verify whether tendencies pointing to an integrated strategy of university engagement are emerging in real settings, while the third objective is to deepen the understanding of the university’s potential contribution to social innovation practices. The first part of the work is devoted to review the literature on the institutionalization of university third mission and its relation to university territorial engagement and it presents an analysis of the different university models and strategies adopted by the academic system to reach engagement goals in the last decades. In this context, the System-based University is introduced as a university model which encompasses an integrated approach to university territorial engagement. Such model is built upon contributions on Civic and Developmental universities and their role in local socio-economic dynamics. It presents itself as an integrated model that includes but goes beyond the focus on technology transfer featuring third mission activities embodied at the beginning of the 21st century by the so-called Entrepreneurial university. The System-based model is represented by three main factors: i) synergy between the core missions of teaching and research and the third mission, ii) alignment between the needs expressed by the territory and the knowledge produced by the university, and iii) a balanced approach to research excellence. The second part of the work proposes an empirical analysis aimed at identifying tendencies towards system-based models of university, in particular within the Italian academic system. This part makes use of multivariate statistical techniques. Eventually, the third part aims at deepening the role of universities in the social innovation realm, drawing on the few contributions on this topic and on a recent stream of research that connects social innovation to quadruple helix model of interaction between government, industry, universities and civil society. Namely, this last part investigates how and why universities may engage in quadruple helix partnerships, applying an exploratory case study methodology on data stemming from the Urban Innovative Actions, a novel European programme in the context of social innovation in urban areas.
10
Westenskow, Arla. "Equivalent Fraction Learning Trajectories for Students with Mathematical Learning Difficulties When Using Manipulatives." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1368.
Full textAbstract:
This study identified variations in the learning trajectories of Tier II students when learning equivalent fraction concepts using physical and virtual manipulatives. The study compared three interventions: physical manipulatives, virtual manipulatives, and a combination of physical and virtual manipulatives. The research used a sequential explanatory mixed-method approach to collect and analyze data and used two types of learning trajectories to compare and synthesize the results. For this study, 43 Tier II fifthgrade students participated in 10 sessions of equivalent fraction intervention. Pre- to postdata analysis indicated significant gains for all three interventions. Cohen d effect size scores were used to compare the effect of the three types of manipulatives—at the total, cluster, and questions levels of the assessments. Daily assessment data were used to develop trajectories comparing mastery and achievement changes over the duration of the intervention. Data were also synthesized into an iceberg learning trajectory containing five clusters and three subcluster concepts of equivalent fraction understanding and variations among interventions were identified. The syntheses favored the use of physical manipulatives for instruction in two clusters, the use of virtual manipulatives for one cluster, and the use of combined manipulatives for two clusters. The qualitative analysis identified variations in students’ resolution of misconceptions and variations in their use of strategies and representations. Variations favored virtual manipulatives for the development of symbolic only representations and physical manipulatives for the development of set model representations. Results also suggested that there is a link between the simultaneous linking of the virtual manipulatives and the development of multiplicative thinking as seen in the tendency of the students using virtual manipulative intervention to have higher gains on questions asking students to develop groups of three or more equivalent fractions. These results demonstrated that the instructional affordances of physical and virtual manipulatives are specific to different equivalent fraction subconcepts and that an understanding of the variations is needed to determine when and how each manipulative should be used in the sequence of instruction.
11
Johnson, Kecia Renee. "Prison, Race and Space: The Impact of Incarceration on Career Trajectories and Labor Market Outcomes." NCSU, 2003. http://www.lib.ncsu.edu/theses/available/etd-04082003-134952/.
Full textAbstract:
There are a number of reasons to expect that incarceration will have long-term, negative consequences for economic/labor market success, and that the consequences may be especially acute for minority ex-offenders. This study replicates and extends Bruce Western?s research on the impact of incarceration for wage mobility. I integrate Western?s life course approach to examining the impact of incarceration with a discussion of stratification processes that produce inequality in employment and earnings outcomes. I hypothesize that incarceration results in career earnings penalties over and above those associated with foregone human capital accumulation. I suspect that incarceration contributes to a decline in earnings for minority ex-offenders. At the individual level, I replicate Western?s research by estimating fixed-effects models to examine wages across the career trajectories of white, Latino and African American men from the National Longitudinal Survey of Youth for 1979-1998. When estimating these models, I test whether human capital accumulation that occurs inside or outside the labor market mediates the incarceration-earnings relationship. Furthermore, I examine how local labor market characteristics influence ex-offender career trajectories. I propose that prison records, race/ethnicity and spatial characteristics such as, violent crime rates, unemployment rates, minority concentration, and residential segregation influence the job prospects of workers within metropolitan areas. At the spatial level, I estimate random effects models to examine how local labor market characteristics shape the earnings trajectories of white, Latino and African American male ex-offenders. The individual level results supported the hypotheses that incarceration has a negative effect on earnings and that ex-offenders have lower earnings trajectories than non-offenders. This study did not replicate Western?s finding that the earnings penalty experienced by those who had been incarcerated varies by race/ethnicity. The spatial analysis results suggest that the prison effect on wages is not influenced by the spatial characteristics associated with the local labor market. However, the results indicate that the spatial characteristics of the labor market influence race/ethnicity wage disparities across the career. This study makes a contribution to the existing literature on the consequences of incarceration by linking attributes of ex-offenders, emergent career dynamics and local labor market prospects within a stratification framework.
12
Domoshnitsky, Alexander, and Roman Yavich. "Mathematical Competitions for University Students." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79653.
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We present several possible forms of mathematical competitions for University students. One of them is Blitz Mathematical Olympiad. It is a team competition, when all teams receive the same problem and are
allotted 10-15 minutes to come up with a solution. This cycle is repeated 6-8 times with different problems. Modern Internet technologies allow us to organize Blitz Mathematical Olympiads for the teams which are in different cities and even countries.
13
Ng, Judy K. "University students' leisure exercise behaviours." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16376/.
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This research study was divided into three phases. Phase I included 157 university undergraduate students. It was designed to assess the content (face) validity of the Leisure Exercise Efficacy Scale (LEES). Phase II consisted of 240 university undergraduates. This phase investigated the internal consistency, factorial structure, and construct validity of the LEES. Phase III was the main study, a total of 331 university undergraduate students were involved. It has three objectives: 1) to examine the theoretical relationships among the variables of "leisure exercise efficacy", "leisure exercise motives", "leisure exercise barriers", and "leisure exercise behaviours" of university students using Social Cognitive Theory as the framework; 2) to assess the effect of a required physical education program, with interventions based on Bandura's self-efficacy theory, on the leisure exercise behaviours of university students; and 3) to examine the role that the Hong Kong environment plays and identify possible ways to increase university students' participation in leisure exercise. Path analysis results showed that leisure exercise efficacy was a significant and direct predictor of leisure exercise behaviours 3 months after the commencement of the semester. The re-specified Model of University Students' Leisure Exercise Behaviours was found to be tenable. However, repeated measures analysis of variance results showed that there were no significant 3-way interaction effects (Group x Gender x Assessment Time) or 2-way interaction effects (Gender x Assessment Time) (Group x Assessment Time) for all variables. Qualitative results showed three perceived leisure exercise barriers: 1) time; 2) attitudes towards exercise; and 3) structural. Three general dimensions emerged from the qualitative data to increase university students' participation in leisure exercise: 1) reinforcement of leisure exercise efficacy; 2) enhancement of leisure exercise motives; and 3) encouragement of a university sports culture. Practical implications of the research findings and recommendations for future research are given in this study.
14
Rathgeb, William Richard. "Pastoral care of university students." Theological Research Exchange Network (TREN), 1990. http://www.tren.com.
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15
Korhonen, J. (Johanna). "Software piracy among university students." Master's thesis, University of Oulu, 2017. http://urn.fi/URN:NBN:fi:oulu-201706022476.
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Software piracy has been an ongoing issue for decades and it has a tremendous economic impact on software business. Software piracy seems to be especially common among young people, who often are technologically oriented and happen to be students.
The purpose of this study was to map out what kind of a role software piracy plays among the students of the University of Oulu. The goal was also to find out how common software piracy is and how the software piracy rates differ among different subpopulations as well as finding out the reasons for software piracy. The study was of quantitative nature and a survey was conducted in order to gather data. In addition, a conceptual model was proposed and its purpose was to map out which factors influence the attitudes and intentions regarding pirating software, and the questions of the survey were partly based on the conceptual model. The aforementioned survey was distributed to the students of the University of Oulu as an online link via email.
This study examined and compared the demographic factors as well as the reasons and purposes behind software piracy. The results of this study indicate that age and gender have statistical significance with software piracy. When it came to reasons, expensiveness was the most significant reason, which was in line with previous literature. The study also investigated the views of university students regarding software piracy. The connections in the conceptual model were explored as well: the factors presented in the conceptual model were found to be correlated although the strength of the correlation varied greatly. In addition, all of the connections in the model had statistical significance.
16
Lemmens, Juan-Claude. "Students’ readiness for university education." Thesis, University of Pretoria, 2010. http://hdl.handle.net/2263/26675.
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The aim of the thesis is to investigate the readiness characteristics that determine risk for either failure or withdrawal before students enter university. These relationships are investigated and explained with a literature discussion that includes readiness for university education, student transition, retention and withdrawal theory. The motivation for this research emanates against the challenges that the South African Higher Education in general faces as well as the demands placed on the Faculty of Economic and Management Sciences to supply for the high demand for well equipped financial service professionals. The research project was completed in three phases. In the first phase a structured questionnaire was developed to measure the non-cognitive factors relating to readiness for university education. The purpose of the ‘Academic Readiness Questionnaire’ is to function as a screening test for first-year students that enter university. The Academic Readiness Questionnaire went through a scientific process of test development and standardisation. The overall Cronbach’s alpha for the questionnaire is 0.87, which indicates good internal consistency reliability for the scale with this sample. In the second phase the Academic Readiness Questionnaire was administered to the 2008 cohort of first-time entering students from the faculty of Economic and Management Sciences during the first-year orientation week. The total number of students in the sample is 829 students. In the third phase the students who withdrew from their studies were interviewed telephonically. A total of 42 students were interviewed to determine the salient reasons for withdrawal. Quantitative data were analysed using various descriptive and inferential statistical methods. These include factor analysis, regression analysis and multiway frequency analysis. The telephonic interviews were analysed with content analysis. The main findings reveal that the readiness characteristics show a direct relationship with academic success and intention to withdraw. The number of variables able to predict risk for either failure or withdrawal differ. More variables show a significant relationship with risk for failure than for withdrawal. Furthermore, the research results show that African students have higher academic achievement and are less likely to withdraw, when compared to white students. African students also tend to have higher academic success, compared to white students. The differences in academic success and withdrawal rates among African and white students are due to high school achievement and the number of credits the students register for. White students are also more likely to withdraw voluntarily, mostly within the first couple of weeks or months mainly due to choosing an incorrect study choice.<br>Thesis (PhD)--University of Pretoria, 2011.<br>Psychology<br>unrestricted
17
Kazemi, Farida. "Attitudes of university students towards students with physical disabilities." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1198.
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The purpose of this study is to explore the social and dating attitudes of university students who are able-bodied towards students with physical disabilities at California State University, San Bernardino.
18
Kucuk, Tugba. "University Preparatory School Students'." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610789/index.pdf.
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This study aimed at investigating university preparatory school students&rsquo<br>and teachers&rsquo<br>perceptions of computer-assisted language learning (CALL) environment. The sample consisted of 308 students and 50 teachers from Zonguldak Karaelmas University Preparatory School. Data was gathered from the participants via two Effective CALL Questionnaires (ECALLQ) developed by the researcher. Both inferential and descriptive statistics were used to analyze the data. Principal component analysis was used to find the dimensions of the student questionnaire. Repeated measures ANOVA and paired-samples t-test were employed to define the priorities of the students within the dimensions of each subscale. MANOVA was used to investigate whether there were significant differences among students&rsquo<br>CALL environment perceptions with respect to certain background variables.Descriptive statistics were used to analyze students&rsquo<br>and teachers&rsquo<br>perceptions of computer&rsquo<br>s role and teacher&rsquo<br>s role in CALL environment and to analyze all participants&rsquo<br>responses to the open-ended questions.The study indicated that students perceive the computer&rsquo<br>s role with respect to (1)language skills, (2) overall effect of computer and (3) motivation<br>teacher&rsquo<br>s role with respect to (1) teacher assistance, (2) teacher guidance and (3) teacher presence<br>students&rsquo<br>expectations from the teacher with respect to (1) laboratory activities guided by the teacher and (2) overall guidance. According to the students&rsquo<br>perceptions, language skills,teacher assistance and lab activities guided by the teacher were found to be the most effective dimensions.Descriptive statistics showed that both students and teachers are undecided about the effectiveness of CALL, and they believe that teachers are effective in CALL environment.
19
Seng, I. No. "Instant messaging use among university students." Thesis, University of Macau, 2008. http://umaclib3.umac.mo/record=b1874124.
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Wang, Lujiaozi, and Siyu Zhu. "Online Game Addiction Among University Students." Thesis, Högskolan i Gävle, Avdelningen för socialt arbete och psykologi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-13757.
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This thesis is about the effects of online game addiction on both Swedish and Chinese undergraduate students at University of Gävle, Sweden. It aims at investigating the impact that online games have on undergraduate students at University of Gävle, Sweden. As most of the previous researchers in this area conducted a quantitative research, we decided to do a qualitative research which can help us to get a deeper and better understanding of online game addiction.
21
Bouwman, Beatrix. "Advertising to university students / Beatrix Bouwman." Thesis, North-West University, 2008. http://hdl.handle.net/10394/2591.
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Gordon, Liezel. "Career indecision amongst prospective university students." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51643.
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Thesis (MA)- University of Stellenbosch, 2000.<br>ENGLISH ABSTRACT: The numerous prospective university students' who present at the Centre for Student
Counselling of the University of Stellenbosch for guidance in selecting an occupation or
university course, suggest that there is a high level of career indecision amongst such
individuals. With the purpose of addressing career indecision, the present study
examined the nature thereof amongst prospective university students. The prevalence of
specific aspects of career maturity (namely, self-information, decision-making, career
information, integration of self-information and career information, and career planning)
underlying career indecision were investigated, as well as the correlations between these
aspects. In addition, the correlations between the aspects of career maturity and certain
biographical variables such as gender, home language, declared career choice,
differentiation of interests, and self-reported level of career indecision were examined.
Eighty-four prospective students, who presented for career counselling at the Centre for
Student Counselling of the University of Stellenbosch, served as subjects in the study.
The subjects completed the Career Development Questionnaire (CDQ), the Meyer
Interest Questionnaire (MB-10) and a biographical questionnaire compiled by the
researcher. The results of the study indicated that a substantial number of prospective
university students experience career indecision. There were statistically significant
correlations (p<0,01) between the 5 scales of the CDQ. In addition, there were
statistically significant correlations (p<0,01) between the 5 scales of the CDQ, and
self-reported level of career indecision. There were no clinically significant correlations
between gender and home language, and any other variable measured. An attempt was
made to address career indecision amongst the population group by making certain
recommendations regarding the content and process of career counselling for prospective
university students.<br>AFRIKAANSE OPSOMMING: Die aantal voornemende universiteitstudente wat by die Sentrum vir Studentevoorligting
aan die Universiteit van Stellenbosch aanmeld vir voorligting in verband met die keuse
van 'n beroep of universiteitskursus, is aanduidend van 'n hoë mate van
beroepsbesluitloosheid onder die individue. Die onderhawige studie ondersoek die aard
van beroepsbesluitloosheid onder voornemende universiteitstudente ten einde die
beroepsbesluitloosheid aan te spreek. Die voorkoms van sekere komponente van
loopbaanvolwassenheid (naamlik selfinligting, besluitneming, loopbaaninligting,
integrering van selfinligting en loopbaaninligting, en loopbaanbeplanning) onderliggend
aan beroepsbesluitloosheid is ondersoek, sowel as die verband tussen die komponente.
Die verband tussen die komponente van loopbaanvolwassenheid en verskeie biografiese
veranderlikes soos geslag, huistaal, verklaarde loopbaankeuse, onderskeiding van
belangstellings, en self-gerapporteerde vlak van beroepsbesluitloosheid is ook
ondersoek. Vier-en-tagtig voornemende studente wat by die Sentrum vir
Studentevoorligting aan die Universiteit van Stellenbosch aangemeld het vir
beroepsvoorligting, is by die studie betrek. Die subjekte het die
Loopbaanontwikkelingsvraelys (LOV), die Meyer-Belangstellingsvraelys (MB-10) asook 'n
biografiese vraelys wat deur die navorser opgestel is, voltooi. Die resultate het getoon
dat In aansienlike hoeveelheid voornemende studente beroepsbesluitloosheid ervaar.
Daar was statisties beduidende verbande (p<0,01) tussen die 5 skale van die LOV.
Verder was daar statisties beduidende verbande (p<0,01) tussen die 5 skale van die LOV
en gerapporteerde vlak van beroepsbesluitloosheid. Daar was geen klinies
betekenisvolle verbande tussen geslag en huistaal, en enige ander veranderlike nie.
Daar is gepoog om beroepsbesluitloosheid onder voornemende studente aan te spreek
deur aanbevelings te maak in verband met die inhoud en proses van loopbaanvoorligting
vir voornemende universiteitstudente.
23
Van, Reenen Suleila. "Career indecision amongst prospective university students." Thesis, University of the Western Cape, 2010. http://hdl.handle.net/11394/1867.
Full textAbstract:
Career indecision is one of the key aspects that professionals in career guidance counselling are interested in assessing. Career indecision, in the context of university students has been defined as the inability to select a university major or occupation (Borgen & Hiebert, 2006, p. 58). Thus, with the purpose of addressing career indecision, the proposed study would examine the nature thereof amongst prospective university students. The prevalence of specific aspects of career maturity (namely, self-information, decision-making, career information, integration of self-information and career information, and career planning) underlying career indecision will be investigated, as well as the correlations between these aspects. In addition, the correlations between the aspects of career maturity and certain biographical variables such as gender, home language, declared career choice, differentiation of interests, and self-reported level of career indecision will be examined.<br>Magister Commercii (Industrial Psychology) - MCom(IPS)
24
Pang, Jofy Sau Lin. "Contributors to wellness of university students." HKBU Institutional Repository, 2014. https://repository.hkbu.edu.hk/etd_oa/38.
Full textAbstract:
Wellness refers to the optimal state of being. A review of literature indicated that leisure time physical activity (LTPA), academic stress, leisure satisfaction, and perceived problem solving ability (PPSA) are prominent factors contributing to an individual’s wellness. However, the underlying mechanism of how these factors affect wellness has not been explored. The purposes of this cross-sectional study were (1) to examine the relative contribution of LTPA, academic stress, leisure satisfaction, and PPSA to wellness of university students in Hong Kong; (2) to find out whether gender impacted the LTPA, academic stress, leisure satisfaction, PPSA, and wellness scores. A total of 712 participants took part in this study by completing a questionnaire on a voluntary basis. After data cleaning, 691 cases were used for further analyses using SPSS 17.0 and LISREL 8.7. Findings of this study indicated that university students in Hong Kong had moderate wellness perception (M = 4.09, possible range = 1 -6) and academic stress levels (M = 2.83, possible range = 1 -5). Male students reported higher level of wellness in physical domain while female students had higher level of wellness perception in social domain. Female students also reported higher academic stress in psychosocial aspect. Results from the study suggested that PPSA and leisure satisfaction were the most significant contributing factors to wellness among male and female students but in different order. This study also found that 62.5% of the students did not take part in enough LTPA to the level that could bring health benefit to them. Based on these findings, recommendations were made to promote wellness among university students in Hong Kong.
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Majara, Tsepang David. "Condom influence strategies among university students." Thesis, University of Fort Hare, 2009. http://hdl.handle.net/10353/235.
Full textAbstract:
This study investigated influence strategies used by university students to negotiate condom use. The study examined the seven condom influence strategies (CISs) -withholding sex, direct request, seduction, relationship conceptualizing, risk information, deception, and pregnancy prevention- used by heterosexually active male and female students. The sample comprised of 156 first year students (male=44 and female=112). Statistically significant correlations were found among all the condom influence strategies subscales. Results suggest that the university students influence their partners in all identified condom influence strategies and the risk information strategy holds the most promise of all the strategies.
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Koeplin, John P. (John Peter). "A Comparison of Cognitive Moral Development of Accounting Students at a Catholic University with Secular University Accounting Students." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc278021/.
Full textAbstract:
Previous research has shown that accountants may be inadequate moral reasoners. Concern over this trend caused the Treadway Commission (1987) and the Accounting Education Change Commission (1990) to call for greater integration of ethics into the student's training. Ponemon and Glazer (1990) found a difference in cognitive moral development (CMD) between accounting students at a public university and a private university with a liberal arts emphasis. This study expands Ponemon and Glazer's research by examining two liberal arts universities, one a private, secular institution and one a Catholic institution. The primary research question asks if Catholic university accounting students manifest greater CMD growth than secular university accounting students. Additionally, this study examines and compares the priority that accounting students from the different institutions place on ethical values versus economic values. It was expected that Catholic university accounting students would manifest both greater CMD growth and a greater concern for ethical values over economic values when compared with non-Catholic university accounting students. The study utilized a two-phase approach. In the first phase, an organizational study of two institutions was made to determine how each strives to integrate moral development into their accounting students' education. In the second phase, lower-division and senior accounting students were given three ethical and values related tasks to complete which propose to measure differences in ethical and economic values.
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Wills, Jeremiah B. "Maternal Employment, Relative Income, and Child Well-Being: The Effects of Gendered Household Resource Allocation on Children's Cognitive Development Trajectories." NCSU, 2007. http://www.lib.ncsu.edu/theses/available/etd-03222007-133600/.
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In this study, I extend the scholarship on maternal employment and the allocation of household resources by evaluating the effects of mothers? time spent in the labor force and mothers? relative income on children?s cognitive development. I use a gendered resource allocation model that recognizes differences in investment preferences between men and women and how women can use increases in their relative earnings to direct greater amounts of family resources towards enrichment goods and services that promote child well-being. Support for this model comes mostly from research conducted outside of the United States. This study contributes to this research literature by using an American sample drawn from the Children of the National Longitudinal Survey of Youth 1979. In addition, I contribute to the research on maternal employment and child outcomes with a longitudinal analysis of children?s cognitive development trajectories from age five to 14. I find some negative effects on children?s initial levels of cognitive skills for measures of both early and current maternal employment hours. Some of these effects are moderated by race, the supportiveness of children?s home environment, and mothers? cognitive skills. Contrary to predictions from a gendered resource allocation model, I find that children?s cognitive development is lowest in households in which mothers? and fathers? incomes approximate parity, likely because of a lack of clear specialization in such households. I discuss these findings in terms of theoretical, research, and policy applications.
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Yasar, Engin. "University Preparatory Class Efl Students'." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/2/12606818/index.pdf.
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This study aims to investigate university preparatory class students&rsquo<br>attitudes towards the assessment system by which they are evaluated and alternative assessment before and after the implementation of the electronic portfolio, their attitudes towards the electronic portfolio before and after keeping it for two months, their suggestions about improving the electronic portfolio and how keeping the electronic portfolio affects their computer literacy. For this purpose, 19 intermediate level EFL students in the Department of Basic English, METU were chosen as subjects.
For this study, data were collected by administering two questionnaires before and after the implementation, conducting informal interviews with the students and keeping a diary in order to record teacher reflection. Then, the data collected through these data collection tools have been analysed. Finally, the results are discussed in order to interpret students&rsquo<br>attitudes towards the current assessment system at DBE, alternative assessment tools and the electronic portfolio.
The findings of this study indicated that although the students are not completely dissatisfied with the current assessment used at DBE, their attitude towards alternative assessment tools, portfolio, and electronic portfolio was also positive before the implementation and keeping the electronic portfolio for two months made their attitudes towards these assessment tools even more positive. In addition, some of the students indicated that using both traditional and alternative assessment tools may reflect better assessment of their performance.
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Diler, Melike. "The Survivors: Roma University Students In Turkey." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610184/index.pdf.
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ABSTRACT
THE SURVIVORS: ROMA UNIVERSITY STUDENTS IN TURKEY
Diler, Melike
M.Sc., Department of Sociology
Supervisor: Assoc. Prof. Dr. AySe Gü<br>ndü<br>z HoSgö<br>r
December 2008, 147 pages
This study has two aims regarding the Roma university students in Turkey. First, it attempts to discover the characteristics of their life courses in order to identify the success factors paving the way for their participation in higher education, specifically when the low education level of the Roma people, including even their own families, is concerned. Therefore, their socio-economic environment, early childhood years and school experiences are focused and analyzed respectively to expose the actors and processes making their life stories appear as success stories. Second, it aims to expose whether there are differences between the ones involved in the Roma Rights Movement and the ones not involved in terms of their ethnic identity status. That is, most of the better-off Roma, previously, preferred hiding their ethnic identity not to be excluded from participation in social, economic and political spheres. However, the Roma university students participating in the Roma Rights Movement refuse to hide their identity as they do not want to be assimilated, but integrated into the majority society. That point has a first-rate importance, as the low educational level of the Roma people, especially that of the Roma children, are closely associated with the lack of positive role models showing them how and what education pays off. On the basis of the conclusions drawn from the data analysis
collected through in-depth interviews, it is exposed that these Roma youngsters demonstrate high levels of agency for their own social inclusion through education. Although they are all supported by their families<br>most of their Roma school peers dropped out of either primary or high school due to poverty and discriminative attitudes of their teachers and school administrators. The stigma of inferiority attached to the Roma is so strong that the survivors, who manage to attend the high school, hide their ethnic identity from this point onwards. Therefore, the demand of the Roma university students, participating in Roma Rights Movement, for integration into the majority society appears as an exceptional case among the well-educated Roma, but making them the pioneers of a new Roma identity in Turkey: Roma intelligentsia.
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Yumurtaci, Duygu. "Predictors Of Body Image Among University Students." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614785/index.pdf.
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This thesis aimed to investigate predictors of body image which were irrational beliefs, socially-prescribed perfectionism, social comparison, physical activity level and satisfaction with life among university students. Participants were included of 790 undergraduate students from different departments of in a large state university and sample is selected according to convenience sampling method. Multidimensional Body Self Relations Scale, Irrational Beliefs Scale-Short, Socially-Prescribed Perfectionism Scale, Social Comparison Scale, Satisfaction with Life Scale and demographic information form were used to collect the data. Multiple regression analysis was used to explain the hypothesized model of predictors of body image.
Results indicated that irrational beliefs, social comparison, physical activity level and satisfaction with life predicted body image positively whereas the relationship between socially prescribed perfectionism was positive but non-significant. In addition comparing the mean scores of scales by gender, total score of body image was higher in men than women.
Findings of this study revealed that social comparison was playing a significant role in forming body image followed by spending little time vs. much time engaging with sportive activities, irrational beliefs, satisfaction with life and having little time vs. average time for physical activities. Results were discussed regarding to the relevant literature.
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Meyer, Alan E. "Servant Leadership Attributes in Undergraduate University Students." Thesis, Concordia University Chicago, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3572623.
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<p> The objective of this research study was to ascertain if attributes of servant leadership were more fully developed in undergraduate students nearing graduation than in those students who recently embarked on their university program. The university at which the project was completed endeavors to make its undergraduate students servant leaders as publically stated in its vision, mission, and other public statements and documents. The results of the research indicate that of the five servant leadership attributes selected, the seniors indicated higher scores in two categories, lower in one, and showed no statistical difference in the other two. As a result of this study, therefore, it cannot be concluded that the upper classmen had stronger servant leadership attributes than freshmen. The implications of this result include the need for further study around the students’ environments and history, the institution’s curriculum and extracurricular content, and the culture of the university in light of its mission and vision.</p>
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Cadet, de Fontenay Gabriel Roger Alain Laurent. "Intercultural differences in suggestibility amongst university students /." Link to the online version, 2005. http://hdl.handle.net/10019/990.
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Sullivan, Anne-Marie. "An exploration of university students' gambling practices." online access from Digital Dissertation Consortium access full-text, 2005. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?NR11073.
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Barnett, Max D. "Assisting university students in becoming lifelong disciplemakers." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p054-0249.
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Gorman, Renee Lynn. "Are Montana University System graduate students satisfied?" Thesis, Montana State University, 2005. http://etd.lib.montana.edu/etd/2005/gorman/GormanR0805.pdf.
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Juter, Kristina. "Limits of functions : university students' concept development." Doctoral thesis, Luleå : Luleå University of Technology, 2006. http://epubl.ltu.se/1402-1544/2006/08/index.html.
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Moutsios-Rentzos, Andreas. "University mathematics students : thinking styles and strategies." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/2285/.
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This study concentrates on the relationship between the students’ thinking styles (Stenberg, 1999) and the strategies (Kirby, 1988) the students employ when dealing with exam-type questions in mathematics. Thinking styles are the “preferred way[s] of using the ability one has” (Sternberg, 1999, p. 8) and are conceptualised to be relatively stable over time and context. A strategy is the “combination of tactics, or a choice of tactics, that forms a coherent plan to solve a problem” (Kirby, 1988, p. 230-231). The students’ attainment, the nature of task and the students’ views are also considered in this study. A three-phase study including both quantitative and qualitative techniques was designed with the aim of delineating this relationship. The study was conducted with 2nd year students (N=99) following a BSc in Mathematics in the Department of Mathematics of the University of Athens, although, for methodological reasons, additional data were collected from a broader group of undergraduates (NUG=224). The students’ thinking styles were identified through a version of the Sternberg-Wagner Thinking Styles Inventory (Sternberg, 1999), translated into Greek. Two main Style Cores were identified: Core I (creative, original, critical and non-prioritised thinking) and Core II (procedural, already tested and prioritised thinking). Based on these cores, the students were assigned to two clusters: Cluster 1C2C (High Core I/Low Core II) and Cluster 3C4C (High Core II/Low Core I). In order to identify the students’ strategies, the A-B-Δ strategy classification was introduced, expanding on Weber’s (2005) semantic, syntactic and procedural strategies. The AB-Δ strategies were grouped in three Strategy Types depending on their links with truth,memory and flexibility, respectively identified as: α-type, β-type and δ-type. Students assigned to Cluster 1C2C appeared to prefer more α-type and less β-type Initial Strategies than those assigned to Cluster 3C4C. The nature of the task appeared to affect this link. On the other hand, in the context of Back-Up Strategies, stylistic preferences and ‘high’ attainment appeared to regulate a link between the nature of the task and a Back-Up Strategy, rather than forming a style-strategy link (as in the case of Initial Strategy). Drawing from Skemp’s (1979) views about reality (inner and social) and survival (respectively, internal consistency and social survival), it is argued that the students choose different strategies, because they essentially perceive the given task in qualitatively different ways. The students’ different stylistic preferences indicate differences in their inner reality, thus affecting their choice of an ascertaining argument, which in turn determines their selection of Initial Strategy. The failure of the students’ Initial Strategy leads them to re-evaluate the task itself, thus resulting in a change of the reality in which the students have to survive and this, in turn, determines the students’ Back-Up Strategies.
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Jimenez, Marisol. "Language brokering experiences of Latino university students." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1586158.
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<p> The purpose of this study was to qualitatively examine the experiences of Latino/a university students who grew up interpreting and translating for their parents or still did. The sample consisted of 14 self-identified language brokers. The study focused on the stressors associated with language brokering, the parent child relationship, perceptions on how public facilities can help with the process of language brokering and the gifts or positive attributes gained due to their experiences. Participants shared various settings in which they language brokered. Stressors included challenges with terminology, having many demands, pressure and expectations from their parents, and having adult responsibilities. Language brokering was not perceived to negatively affect the parent-child relationship, and participants shared their views on how systems can help in providing efficient services for their limited English proficient parents. Participants mentioned various gifts/benefits gained, including fluency and ethnic identity. Implications for research and social work practice are discussed.</p>
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Cadet, de Fontenay Laurent. "Intercultural differences in suggestibility amongst university students." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/3453.
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Thesis (MA (Psychology))--University of Stellenbosch, 2005.<br>The current study investigates intercultural differences in suggestibility between Black, Coloured and White students at a South African university using the Creative Imagination Scale (CIS), (Wilson & Barber, 1978). The CIS and a short biographical questionnaire measuring embeddedness in traditional culture were administered to three samples (N=20 each) from students belonging to the above cultural groups. Statistical tests were applied to determine the effects of ethnicity, cultural embeddedness and gender on CIS scores. The results indicate that these three dimensions do not significantly impact on CIS scores. Implications of the results obtained are discussed and ensuing recommendations for future related research are made.
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Horne, Christopher J. "Students' experiences of crime at Loughborough University." Thesis, Loughborough University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250897.
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Clayton, Spencer Paul. "Malingering Detection among Accommodation-Seeking University Students." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2539.
Full textAbstract:
Universities have increasingly sought to provide accommodative services to students with learning disorders and Attention-Deficit/Hyperactivity Disorder (ADHD) in recent decades thereby creating a need for diagnostic batteries designed to evaluate cognitive abilities relevant to academic performance. Given that accommodative services (extended time on tests, alternate test forms, etc.) provide incentive to distort impairment steps should be taken to estimate the rate at which students distort impairment and to evaluate the accuracy with which symptom distortion is identified. In order to address these concerns, the Word-Memory Test, Test of Memory Malingering, and Fake Bad Scale (of the MMPI-2) were compared in terms of their clinical utility in a university sample within a two-part study. In the first portion of the study, an analogue design (which included a control group (n = 29) and an experimental group (n = 30) that was asked to simulate an academic disability) was used to calculate the sensitivity and specificity of each measure. In the second portion of this study, scores were collected for 121 consecutively presenting students who were evaluated for academic difficulty at a large private university. Failure rates on measures of malingering placed the base rate of malingering within this population between 10 and 25 percent. The Word-Memory Test (WMT) demonstrated the most robust sensitivity and specificity. The modest sensitivity of the Test of Memory Malingering (TOMM) can be partially explained by the ease with which the measure is completed by university students as well as the format of its presentation. Although the scores on Fake Bad Scale (FBS) are modestly correlated with group membership (between controls and simulators), its use should be discouraged in this context due to poor sensitivity and to high rates of false positives.
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Johan, Irni Rahmayani. "Financial capability among university students in Indonesia." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8171/.
Full textAbstract:
The main aim of this study was to measure financial capability among university students in Indonesia. However, the study also contributes to: an understanding of the concept of financial capability and how it varies across countries and between groups. The main empirical part of the study was based on a major mixed method design which involved six focus groups followed by a large-scale representative survey of 521 face-to-face structured interviews with students, from Bogor Agricultural University, Bogor, Indonesia. The empirical study provides a wealth of important findings on financial capability among students. Most importantly, it shows that there are different drivers of financial knowledge, attitudes, and behaviour. In particular, the study reveals that a financial education course had an impact on knowledge but not on attitudes and behaviour, once other factors were controlled for. Other factors showed a stronger effect on financial attitudes and behaviour. These were: financial socialisation by family; year of study; and work experiences; and for financial behaviour, the level of income was also a stronger determinant factor. Given that experience was shown as a determinant factor of knowledge, attitudes and behaviour, it is recommended that the financial education courses use experiential learning as a method of delivery to enhance their impact. However, even enhanced financial education courses, on their own, are unlikely to significantly improve financial behaviour. Appropriate provision and regulation of financial services, alongside maintaining adequate income levels are also vital.
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Phoenix, Aisha. "Palestinian university students narrating life under occupation." Thesis, Goldsmiths College (University of London), 2016. http://research.gold.ac.uk/18251/.
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While Palestine is one of the most contested areas of the world, this thesis argues that the complexities of Palestinian narratives are rarely fully heard. It documents how Palestinian university students narrate their lives under occupation for a foreign audience, arguing that motivations for participating in the research affected the narratives shared. Some argued that they were resisting the illegal Israeli occupation by taking part and sharing stories designed to encourage an international audience to oppose it. Others condemned foreign intervention and constructed Muslim resistance as essential for Palestinian liberation. The thesis shows how participants constructed place in the interviews in ways that strengthened the messages they sought to convey and it explores the precarity in their accounts of how they negotiate the threat of imprisonment and death at the hands of the Israeli army. It argues that participants drew on historical claims to Palestine to emphasise their belonging to the land and steadfastness in order to appeal for international support for their cause, or to explain their desire to ‘wipe out’ the State of Israel. The thesis examines the accounts of students who argue that the occupation is pushing young Palestinians to want to leave Palestine and those who said they wanted to leave. It argues that they underline the importance of ending the occupation. The empirical chapters conclude by exploring how the participants expressed their desires for the future, arguing that some pinned their hopes on international support, some drew hope from their religious beliefs, while others saw Palestinian activism as the only way to achieve their goals. The thesis concludes that the participants’ narratives of resistance were more important as a means of them ‘getting by’ and continuing to remain steadfast than they were an effective means of working towards bringing an end to the occupation.
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Gairín, Sallán Joaquín, and Moreno José Luís Muñoz. "Tutorials in university students with a disability." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/117814.
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This article places an emphasis on the importance of tutorials for students with a disability in universities. It presented the most significant results of the study of tutorials carried out in help services, units or offices for students with a disability inmore than 45 Spanish universities, in relation to promotion, reception, completion and graduation. The contributions highlight the importance of organising a response through a Tutorial Action Plan made up of the stages of motivation and awareness-raisin, planning, execution, evaluation and institutionalisation. Among the principle conclusions, the importance of moving towards a truly inclusive university through tutorial activity is highlighted, thereby providing a guide for providing assistance to university students with a disability.<br>Este aporte pone énfasis en la importancia de la acción tutorial dirigida al colectivo de estudiantes con discapacidad en el contexto universitario. Presenta los resultados más significativos del estudio que sobre actuaciones tutoriales realizan los Servicios, Unidades u Oficinas de atención a los estudiantes universitarios con discapacidad de más 45 universidades españolas, en relación con la promoción, la acogida, la permanencia y el egreso. Los aportes remarcan la importancia de organizar la respuesta a través de un Plan de Acción Tutorial orquestado desde las etapas de motivación y sensibilización, planificación, ejecución, evaluación e institucionalización. Entre las principales conclusiones, sobresale la importancia de avanzar hacia una universidad realmente inclusiva desde la acción tutorial, proporcionando, al respecto, una Guía para la atención a los alumnos universitarios con discapacidad.
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Shao, Binhui. "University students' use of technologies in China." Thesis, Open University, 2012. http://oro.open.ac.uk/56477/.
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Much has been written in the last few years about 'Net Generation' students in western industrial advanced countries (e.g. Kennedy et al. 2007; Salaway et al. 2008; Jones et al. 2010). However little is known about these students and their use of technologies at universities in China. As one of the first empirical studies of the Net Generation university students' use of technologies in mainland China, a survey was administered to students across eight disciplines in one university during May-July 2010. The aim was to understand how university students in mainland China use technologies in their daily lives and to support their learning. In total, 2920 students completed the survey and 29 students participated in the follow up interviews. The results indicate that students are not naturally competent with technologies and there is a diverse range in students' experiences with technologies even within the age group. There are statistically significant differences in students' access and skill levels with ICT across gender, disciplines and year of study. Students are frequent users of instant messaging (1M), blogs and social networking sites (SNS). Nevertheless, the use of more recent web 2.0 technologies that are often associated with this generation is relatively low. There are also an increasing number of students who access the Internet via their mobile devices. Computers and the Internet have not been fully integrated into the university system, and most students use computers and the Internet for social and leisure purposes more than for learning. More in-depth investigation into students' technology practice is essential in developing appropriate guidance towards a digital culture at university in China.
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Gilliam, Paul Howard. "Nepalese students' reflections on UK university education." Thesis, Anglia Ruskin University, 2017. http://arro.anglia.ac.uk/703002/.
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This thesis analyses the reflections on UK university Business Studies courses of Nepalese graduates who choose to return home to Nepal after graduating. It considers the personal and cultural influences on educational decision-making that led them to choosing to study in the UK and their post-graduation employment expectations. The primary research was undertaken at a time when UK universities were facing increasing competition to recruit international students and numbers of Nepalese students choosing to study in the UK had dropped. In addition, Nepalese graduates choosing to return home were faced with scarcity of employment opportunities due to political uncertainty and improvements to local higher education. The qualitative, inductive research was based on semi-structured interviews which took place in Nepal with twenty-three Nepalese graduates, their Nepalese employers and Nepalese education consultancies. Data was analysed using the ecological, five systems model of Bronfenbrenner (1979) and Trompenaars and Hampden-Turner’s (2012) Intercultural Awareness Profiling (IAP) of graduates. In addition to identifying five major themes and associate themes, the findings extend beyond existing “push-pull” models by identifying how a graduate’s understanding of cultural orientation affects their decision-making. Although the overall expectations of Nepalese students and employers towards UK higher education remain positive, results indicated a lowering in their estimation of the quality and reputation of UK universities. The outcomes of the research make a valuable contribution to the knowledge of how and why international, specifically Nepalese, students choose overseas higher education. The findings also establish why Nepalese employers are struggling to see clear benefits from employing UK educated Nepalese business graduates. Recommendations are made for changes to be implemented to business studies courses to help university practitioners better meet the needs and expectations of future Nepalese students, graduates and employers. These recommendations reflect a deeper understanding of educational decision-making of international students.
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Shezi, Siphesihle Elton. "Factors that influence university students’ career decisions." Thesis, University of Zululand, 2013. http://hdl.handle.net/10530/1490.
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A dissertation submitted to the Faculty of Arts in partial fulfilment of the requirements for the Degree of Master of Arts (Clinical Psychology) in the Department of Psychology at the University Of Zululand, South Africa, 2013<br>The study used a mixed methods methodology to investigate the factors that influence university students’ career decisions. This was motivated by the fact that students in disadvantaged communities are challenged by the negative socio-political conditions that resulted from the South African Apartheid system and these conditions limited the resources for people in disadvantaged communities. As more opportunities became available, it is vital that students entering tertiary education are equipped with the necessary skills and support to make informed career decisions. The sample consisted of 155 third year students from four faculties at the University of Zululand. Data was collected using a questionnaire. The data was analysed using a systematic approach. The results indicated that the factors influencing influence university students’ career decisions are the students’ educational background, home background, parental marital status parental occupation socio- economic status, the love for their careers, financial aid and high employment opportunities. The dissertation concludes that appropriate career education and guidance are essential for previously disadvantaged tertiary education students in order for them to maximize the opportunities available to them.
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Hyde, Joy. "Mental illness : negative perceptions of university students." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/11492.
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Butler, Leah C. "Getting Stoned: Marijuana Use among University Students." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1460203414.
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Lotze, Geraldine. "Expressive Writing with University Students with Disabilities." VCU Scholars Compass, 2009. http://scholarscompass.vcu.edu/etd/1851.
Full textAbstract:
Research suggests college students with high incidence disabilities experience more distress than their peers without disabilities as they adapt to college. The expressive writing paradigm developed by Pennebaker and Beall (1986) effectively reduced distress in college students and other nonclinical samples when participants wrote about emotions they experienced surrounding an upsetting event. Previous research on expressive writing has not addressed the effectiveness of the paradigm with students with disabilities. A randomized control trial study examined changes in distress and daily hassles for participants with disabilities who engaged in expressive writing compared to a control condition in which participants wrote about non-emotional topics. Emotional competencies and coping were also explored as possible proximal outcomes, while distress at baseline and social support were explored as possible moderators of expressive writing outcomes. Fifty seven students, 51% male and mostly European-American (83.6%), from a large, public university and a local community college both in the Southeastern United States, wrote for 15 minutes on three consecutive days on their own personal computers, with assessment at pre-test, post-test and 30-day follow-up. Expressive writing did not significantly decrease stress or daily hassles, nor did treatment condition differ from the control condition on any of the factors examined. Discussion of participant factors explored possible ceiling effects due to low baseline distress scores and possible limitations related to employing a sample of students with disabilities who are currently receiving college-level support services. Other methodological and procedural issues were also discussed as they relate to best expressive writing practices as well as meeting the needs of students with disabilities. For example, although use of the computer for writing was deemed important for this group of participants, longer writing sessions that may be necessary to impact psychological outcomes could be difficult for students with disabilities. Future directions include qualitative analysis of writing samples in order to develop areas of concern for this population, beginning and ending expressive writing to align with the college academic calendar, as well as use of a control group without disabilities in order to control for baseline levels of distress. This document was created in Microsoft Word 2003.