Wyniki wyszukiwania - Biblioteka Nauki

1

Investigating the effectiveness of the flipped classroom in an introductory programming course

100%

Souza M. J. D. , Rodrigues P.

The New Educational Review

|

2015

|

tom 40

129-139

EN

A flipped classroom is a teaching-learning environment in which students self-learn content by watching video lectures outside of the classroom and engage in learner-centered activities in the classroom with the guidance of an instructor. Earlier research into programming education has shown that students in the traditional classroom find introductory programming courses hard. This experimental study compared the effectiveness of a flipped classroom (experimental group, N=48) with a traditional classroom (control group, N=52) in two areas: 1. programming self-efficacy; and 2. academic performance. The results show that the students in the flipped classroom increased programming self-efficacy and achieved higher grades.

2

Best Model Selection for Determinants of Students’ Academic Performance at Tertiary Level in Azad Jammu and Kashmir, Pakistan

100%

Hussain K. , Farooq S. , Akhtar N. , Abbassi F. A.

The New Educational Review

|

2018

|

tom 51

66-77

EN

The presented study is intended to suggest the best model to predict students’ academic performance at university level. For this purpose, primary data was collected from 400 undergraduate and graduate students of eight departments of Mirpur University of Science and Technology (MUST), which were selected through stratified random sampling. CGPA is used as an indicator of students’ academic performance. Stepwise linear regression is used to select the best model to predict students’ academic performance at tertiary level. The final model selected through stepwise regression includes six variables: the student’s IQ, ownership of AC, gender, geographic location, self-study hours and ownership of fridge as significant predictors of students’ academic performance at tertiary level. IQ, ownership of assets and self-study hours are found to have a positive effect on CGPA while being male and the distance of the household to nearest market are found to have a negative effect on CGPA.

3

Factors Affecting Low Performance

100%

Chukwuneme Enwereji P. , Mbukanma I. , Chukwuere J. E.

The New Educational Review

|

2017

|

tom 47

81-94

EN

The study was triggered as a result of declining performance of learners in Botswana and it was aimed at finding solutions that would enhance sound academic performance in junior secondary schools. A phenomenological design was selected for the study while a qualitative approach was adopted using focus group interviews as the source of data collection from participants. The findings of this study revealed that the inability of the government of Botswana to implement job satisfaction measures in educators inhibited adequate transfer of knowledge to learners, which resulted in a decline in performance. Learners’ gross misconduct and their parents’ inability to counsel them contributed to their decline in performance. Also, learners and educators admitted that the current system of education should be replaced with another productive system. Another finding of this study confirmed that learners are tired of corporal punishment and they want it to be replaced with detention. The study recommendation is that the Ministry of Education of Botswana should apply motivational and job satisfaction factors to encourage educators to adequately transfer knowledge to learners.

4

THE RELATIONSHIP BETWEEN PHYSICAL FITNESS AND ACADEMIC PERFORMANCE IN ADOLESCENTS FROM THE BALEARIC ISLANDS

100%

Bestard V. , Cantallops J. , Vidal-Conti J.

Journal of Physical Education & Health - Social Perspective

|

2017

|

tom 6

|

nr 9

19-25

XX

The aim of this study is to see if there are significant relationships between different variables of physical condition and academic performance. Most literature shows that a relationship does exist, mainly emphasizing maximal oxygen consumption and academic performance. With regard to the other variables, more differences can be found. A total of 79 students participated in the study from the island of Majorca (Spain), ranging in age from 12.5 to 14.5 years. Students passed fitness tests, which were compared with their academic results. The results show a significant positive relationship between BMI and hand grip strength and significant negative relationships between BMI and note and between BMI and maximal oxygen consumption. No significant relationships have been found, however, between maximal oxygen consumption and note. Assessment of the importance of physical condition and therefore physical education in academic performance is of interest in order to implement the necessary hours of Physical Education. Furthermore, this subject should be characterised further in terms of its relation to the issue of health.

5

Teachers’ Collective Efficacy as a Predictor of Students’ Academic Performance in North Central Nigeria

100%

Laro Ibrahim Y. , Adebunmi Fasasi Y. , Adam Ishola M. , Suleiman Y.

Multidisciplinary Journal of School Education

|

2021

|

tom 10

|

nr 1(19)

101-120

EN

Public secondary schools in Nigeria occupy a significant position for providing qualitative education, yet there has been increasing public discontent with the quality of students being produced in the country’s public secondary schools. Teachers are regarded as one of the resources necessary for achieving the goals of secondary education. It is against this backdrop that this study examined teachers’ collective efficacy as a predictor of students’ academic performance in North Central Nigeria. Three research questions and hypotheses were generated to guide the study, which made use of a correlation-type descriptive research design with a population consisting of all teachers in the North Central region. An instrument titled the Teachers’ Collective Efficacy Questionnaire (TCEQ) was developed to elicit pertinent data from the participants. Also, students’ academic achievement was measured. The results of the study revealed that no substantial nexus existed between the teachers’ experience and the students’ academic achievement. However, the teachers’ verbal encouragement was found to be an important predictor of the learners’ academic success. Similarly, the teachers’ academic emphasis was a significant predictor of the learners’ academic performance. Based on this, it was established that teachers’ collective efficacy is an important predictor that can be used to improve students’ academic achievement. The study recommended that education administrators should acquaint their staff with the importance of collective efficacy towards improving students’ academic performance. It was also recommended that the government should organize workshops, seminars, and conferences for the supervisors, principals, and teachers of schools on efficacy issues and that teachers should be well motivated to maintain a high degree of efficacy in their various schools.

6

Social capital development amongst college and university students in online and classroom education

88%

Aun W. T. , Liang K. T. T. , Darmaraj S. R. , Khun J. L. T. , Hong A. N. H.

Annals of Computer Science and Information Systems

|

2022

|

tom Vol. 34

1--5

EN

Social capital is linked to academic performance and education satisfaction, and also forms the foundation of students' future business networks. It is postulated that social capital development amongst college and university students is influenced by education delivery modes in the form of online and classroom education. The Covid-19 pandemic that started in March 2022 and subsequent prolonged periods of physical lockdowns in many countries has forced colleges and universities that customarily practice classroom education to shift to online education temporarily. This situation has created a ``natural experiment'' whereby classes or programs from the same college or university that were previously conducted in classrooms (in-person) are now conducted online. There are three (3) objectives of this research. First objective is to investigate and determine the social capital development of students in online education. Second objective is to analyse the influence of social capital on students' academic success and education satisfaction. Third objective is to generate and propose policies to foster social capital development. A quantitative research approach is employed and the respondent pool comprises students from colleges and universities in Malaysia. The data gathering instrument is an online questionnaire administered with the informed consent of participants. Approximately 300 participants is targeted, which exceeds the statistical minimum requirement of 166 participants. This enhanced respondent pool will further strengthen the accuracy, validity and robustness of the data analysis, findings and recommendations. The variables include Family Capital, Faculty Capital, Peer Capital, Academic Performance and Education Satisfaction. The data will be analyzed with appropriate statistical tools such as structural equation modeling (SEM). The anticipated findings are envisaged to generate policies on promoting social capital development among students in colleges and universities internationally.

7

Enhancing Students' Self-confidence in the EFL Classroom through Neuro-Linguistic Programing Technique - Reframing

88%

Gashi S.

Academicus. International Scientific Journal

|

2024

|

tom 15

|

nr 30

138-152

EN

This research paper deals with self-confidence and how the application of Neuro-Linguistic Programming (NLP) technique, six-step reframing, plays a crucial role in students' self-confidence in the English as a foreign language (EFL) classroom. It analyses the eefctiveness of incorporating NLP six-step reframing on students' self-confidence levels across diefrent age groups, cultural backgrounds, and academic setings. This provides an opportunity for learners to gain self-confidence, helping them to truly believe in themselves, and allowing them to feel 'seen, heard, and understood'. Reframing, drawing from Neuro-Linguistic Programming (NLP), enables learners to see mistakes as an integral parts of learning process and also helps to refine their skills which are crucial for language acquisition. The research includes sixty-six students who diefr based on criteria such as age, cultural backgrounds, and learning experience. Quantitative methods through questionnaires and qualitative methods, through observation and interviews, have been helpful in conducting this research paper. The results have shown a significant eefct of incorporating NLP's six-step reframing within the pedagogical framework, shedding light on its potential to empower students' self-confidence challenges commonly encountered in language learning environments. The study has shown that, even students encounter dificulties or setbacks in language learning, the incorporation of six-step reframing technique has proven to be a transformative approach. By systematically identifying dissatisfaction, establishing clear signals, alternative behaviors, eliciting positive intentions, and encouraging students' self-confidence in learning a foreign language. This psychological tool not only contributes to language proficiency but also empowers students to navigate the complexities of the EFL classroom with confidence and adaptability.

8

Vztah mezi koresidencí s prarodiči a školními výsledky patnáctiletých žáků z úplných a neúplných rodin

88%

Sladká D.

Sociologický časopis. Czech Sociological Review

|

2021

|

tom 57

|

nr 1

25-46

EN

This article investigates the association between coresidence with grandparents in three-generational households and the academic performance of 15-year-old students in the Czech Republic. The conceptual part focuses on intergenerational relationships and multigenerational coresidence in the Czech Republic and summarises past research on the links between coresidence with grandparents, family structure, and academic performance. The aim of this article is to find out if there is an association between coresidence with grandparents and an adolescent's academic performance, and if there is to discover whether the association is different for two-parent and one-parent families and whether it can be explained by the families' socioeconomic status. Data from PISA 2012 are used to investigate the association with mathematics, reading, and science literacy test scores as an indicator of school achievement. The results of the analysis revealed a weak positive association between coresidence with grandparents and adolescents' academic performance. The association becomes statistically significant when controlling for socioeconomic status and is not significantly different in two-parent and one-parent families. The results suggest that there is a positive association between three-generational coresidence and 15-year-old students' academic performance, but it is partially suppressed by the families' socioeconomic status.

9

Typology of Undergraduate Students by Academic Performance and Aspects of Achievement Motivation

88%

Žitniaková Gurgová B. , Nábělková E.

The New Educational Review

|

2017

|

tom 47

17-28

EN

The contribution presents results of the non-hierarchical cluster analysis of academic performance and aspects of achievement motivation of a sample of undergraduate students. The Achievement Motivation Questionnaire (AMQ) (Dotazník motivácie výkonu, Pardel, Maršálová, Hrabovská, 1984) was used as the research method. School success was established using the arithmetic mean of study results of 213 undergraduate students after completion of a term. In the AMQ, the Achievement Motive variable was focused on, consisting of the following aspects: achievementoriented behaviour, aspiration level, persever- ance at work, and future time orientation. The main aim of our research was to determine undergraduate student types by their academic performance and aspects of achievement motive. Based on the assessment of generated three to six-cluster solutions, the six-cluster solution appeared optimal, within which the following types of undergraduate students were identified: type of unused potential, unbalanced type, balanced type, type unoriented in time, academi- cally indifferent type, and industrious type.

10

MUSIC AS MEANS TO SUPPORT ACADEMIC PERFORMANCE AND BEHAVIOUR OF PREADOLESCENTS

88%

Králová E.

Ars inter Culturas

|

2014

|

nr 3

117-136

EN

Background: The paper explores the potency of music activities and background music to support academic performance and behaviour of Slovak middle school pupils. It reviews developmental, social and emotional changes that children face during the period of preadolescence. School and education is connected with the formation of personality, thus school staff and parents need to pay attention to social and emotional well-being of pupils. The objective of the study is to investigate academic performance and behaviour of pupils (aged 10-11) before and after music intervention. Methods: The target research group consists of forty-four Slovak fifth graders from big urban, municipal middle school. Data were collected by evaluation of rating scale conducting teacher´s professional judgement about pupils they taught the four explored school subjects. Results: The study summarises the results of rating scale of teacher’s opinions of pupils’ academic performance and behaviour in the control and experimental groups (with and without music intervention). The results show the potency of music to support academic performance and improve behaviour of pupils.

11

Effects of Agricultural Students’ Self-Efficacy Beliefs and Test Anxiety on their Achievement Motivation and Academic Performance

88%

Pouratashi M. , Zhub C. , Mohammadi H. M. , Rezvanfara A. , Hosseinia S. M.

The New Educational Review

|

2013

|

tom 34

85-98

EN

In this study, the influences of agricultural students’ self-efficacy beliefs and test anxiety on their achievement motivation and academic performance were examined. A sample of 466 students from Iranian Colleges of agriculture participated in this study. A questionnaire was used for data collection. Data were analyzed descriptively and inferentially using SPSS/win and AMOS graphic. The findings revealed that self-efficacy beliefs had more effect on motivation to approach success and academic performance than test anxiety. In contrast, test anxiety had more effect on motivation to avoid failure than self-efficacy beliefs. In addition, motivation to approach success had more effect on academic performance than motivation to avoid failure.

12

Student-Centred Outcomes of an E-Learning Course on Public Health in Hanoi and New York

88%

Tran B. X. , Nguyen Q. L. T. , Nong V. M. , Maher R. M. , Nguyen A. T. , Nguyen H. A. , Nguyen C. T. , Phuc Do H. , Lai Thi H. , Thi Le H.

European Journal of Open, Distance and E-Learning

|

2014

|

tom 17

|

nr 2

1-14

EN

Background We evaluated the satisfaction and improvement in learning outcomes of students taking a distance course in Public Health facilitated by the Institute for Preventive Medicine and Public Health at the Hanoi Medical University and the State University of New York at Albany. Methods A total of 36 students participated in pre- and post- course surveys online. We developed the Vietnamese E-Learning Student Outcomes Profile (VESOP) to evaluate the impact of distance learning methods on students’ learning outcomes. Factor analysis was applied to construct the measure items into five domains: Academic Skills, Intellectual Abilities, Interactions, Responsibility and Educational Engagement. Multivariate regression models, selected using stepwise approach, determined factors associated with changes in students’ learning outcomes. Student satisfaction with the course was assessed by determining their willingness to participate in and pay for future distance learning courses. Results The students showed moderate improvement in “Interactions” and large improvements in the other four domains. Factors associated with improvements included previous academic performance, English proficiency, ease of access to the internet and computers, and time spent studying. All students passed the course, all would be willing to take another distance learning course, and 26 students would be willing to pay for such as course with certification. Conclusions Findings of this study highlight the potential of distance learning as a complementary educational method that could greatly benefit Public Health students. It encourages and supports the development of such training programs for Public Health students in Vietnam.

13

Physical Activity, Academic Performance and Cognition in Children and Adolescents. A Systematic Review

88%

Haapala E.

Baltic Journal of Health and Physical Activity

|

2012

|

tom 4

|

nr 1

53-61

EN

A literature review was conducted to investigate the effect of physical exercise and physical training on cognition and academic performance in children and adolescents. Nine randomized or quasi-randomized controlled trials with 2,013 participants were identified by employing the following data sources: the Cochrane Register of Controlled Trials, Medline, Eric, CINAHL, PsychINFO, and ISI Web of Knowledge. Five studies indicated positive effects of physical exercise on attention, concentration, and working memory, and three studies reported positive effects of 14 to 64 week physical training on language and arithmetic skills. Thus, there is some evidence that physical exercise may facilitate cognitive functions related to learning and enhance academic performance.

14

Trait-anxiety’s moderating role in predicting academic performance improvement in PISA

88%

Rajchert J. , Żółtak T. , Smulczyk M.

Polish Journal of Applied Psychology

|

2013

|

tom 11

|

nr 3

73-92

XX

In our research we explored the moderating effect of trait-anxiety on improving academic performance during one year. A large sample of 3457 adolescents (1695 girls and 1762 boys) aged from 16 to 17 years took part in the Polish extension in 2009 of the OECD (Organisation for Economic Co-operation and Development) Program for International Student Assessment (PISA) measuring mathematics, reading and science skills. After 12 months they completed the academic performance test once again, and trait and state-anxiety was measured using STAI (State-Trait Anxiety Inventory). Trait-anxiety moderated the change in performance in mathematics but not in science or reading. A high level of trait-anxiety impaired mathematics skills development. Additionally three models for mathematics, reading and science were tested in which state-anxiety predicted 2010 academic performance in these domains.

15

Ocena związku jakości snu z wybranymi osiągnięciami i obowiązkami studentów Śląskiego Uniwersytetu Medycznego

75%

Kasperczyk J. , Kasperczyk J. , Jośko-Ochojska J.

Annales Academiae Medicae Silesiensis

|

2013

|

tom 67

|

nr 3

173-178

EN

INTRODUCTION Sleep disorders are a common and underestimated problem causing educational difficulties. Therefore, the objective of this study was to assess the impact of sleep quality on students' academic performance and everyday activity. MATERIAL AND METHODS 511 students (31.5% male, 68.5% of women aged 21.7 ± 1.17 years) of the Silesian Medical School were tested by use of a questionnaire. RESULTS The average value of JS was 30.8 ± 4.99 and was correlated with academic performance (r = -0.18, p < 0.0001). 42.8% of students were sleepy during classes 3 or more times per week. This result is correlated with the quality of sleep. Almost 30% of students fell asleep at least once a month during classes. Such students achieve significantly worse grades than those who do not suffer from sleeping disorders. Difficulties in remaining vigilant while driving, eating or participating in social activities was associated with significantly higher values of the JS coefficient. There was no correlation between the quality of sleep and receiving a scholarship or scientific work in a student scientific society. CONCLUSIONS Quality sleep is correlated with academic performance. Sleep disorders can cause measurable losses (worse academic performance, a worse job in the future, lower salary, risk of errors, accidents). Due to the frequency and potential impact of sleep disorders, it would be useful to perform screening and education on sleep hygiene and relaxation.

PL

WSTĘP Zaburzenia snu są bardzo powszechnym i niedoceniany m problemem powodującym m.in. trudności dydaktyczne. Dlatego też celem pracy była ocena wpływu jakości snu studentów na osiągane wyniki w nauce i codzienną aktywność. MATERIAŁ I METODY Badaniami kwestionariuszowymi objęto 511 studentów Śląskiego Uniwersytetu Medycznego, w tym 31,5% mężczyzn i 68,5% kobiet, w wieku w wieku 21,7 ± 1,17 roku. Oceny jakości snu dokonano autorską skalą Jakości Snu (JS). W Y N I K I Średnia wartość JS wyniosła 30,8 ± 4,99 i była skorelowana z wynikami w nauce r = - 0,18; p < 0,0001. U 42,8% studentów senność podczas zajęć występowała 3 razy lub częściej w ciągu tygodnia. Wynik ten był skorelowany z jakością snu. Prawi e 30% studentów przynajmniej raz w miesiącu zasnęło podczas zajęć. Studenci ci osiągali znamiennie gorsze oceny od osób, którym się to nie zdarzało. Stosunkowo często zgłaszano trudności w pozostawaniu czujnym podczas prowadzenia samochodu, spożywania posiłków czy uczestnictwa w spotkaniach towarzyskich. Wiązało się to ze znamiennie wyższymi wartościami współczynnika JS. Nie wykazano związku pomiędzy jakością snu a otrzymywaniem stypendium naukowego oraz pracą w kole naukowym. W N I O S K I Jakość snu była skorelowana z wynikami w nauce i upoważnia do twierdzenia, iż zaburzenia snu mogą powodować wymierne straty (gors za nauka, a w przyszłości gorsza praca, niższe zarobki, ryzyko błędów, wypadków). Ze względu na częste występowanie i potencjalne skutki zaburzeń s nu istnieje potrzeba prowadzenia badań przesiewowych oraz działań edukacyjnych z zakresu higieny snu i wypoczynku.

16

Language-in-Education Policy and Academic Performance of Students: the Case of Tanzania

75%

Shevchenko Y.

African Journal of Economics, Politics and Social Studies

|

2023

|

tom 2(2)

41-48

EN

This article explores language-in-education (LIE) policies within post-colonial contexts, with a specific focus on Tanzania. It provides a systematic exploration of the multifaceted factors that shape these policies and their profound impact on academic performance and educational outcomes in the country. Specifically, the article examines the relationship between policies prioritizing students’ mother tongue or familiar language and academic performance. Additionally, it assesses the influence of policies favouring the language of the past colonizer on academic outcomes in primary and secondary education. The theoretical foundation of this study is Critical Theory, a framework which illuminates the power dynamics and social inequalities inherent in policy development and implementation. It provides insights into how dominant linguistic groups exert influence in decision-making processes and how language policies perpetuate existing social hierarchies. The study holds significant research value, as it addresses the pivotal role of LIE policies in shaping educational outcomes and socio-economic opportunities within multilingual societies. It acknowledges the contentious nature of language and education debates within the African context, especially in primary education. A key contribution of this research is its holistic approach. Unlike studies that solely focus on academic performance metrics or isolated variables, it considers a wide range of societal, historical, and political factors that intersect with language policies. This comprehensive view allows for a deeper understanding of the challenges posed by English as a third language in Tanzania’s educational system. Furthermore, the study underscores the importance of engaging multiple stakeholders, ensuring teacher readiness, and incorporating the perspectives of students to effectively implement LIE policies. It emphasizes the need for increased government commitment and public awareness to develop inclusive and equitable policies that promote quality education and social justice. In conclusion, this article offers valuable insights into the complex landscape of LIE policies in Tanzania. It calls for a nuanced approach that considers the unique context of each post-colonial nation to develop pragmatic and equitable language policies conducive to desired educational outcomes.

17

Beneficial Effects of Growth Mindset of Intelligence and Growth Mindset of Personality on Academic Achievement in School-Aged Children

71%

Fox C. , Barrera M.

|

tom 2

|

nr 15

25-40

PL

Liczne badania naukowe ujawniły korzyści płynące z przyjęcia nastawienia na rozwój inteligencji dla uczniów w każdym wieku. Jednak niewiele badań przeprowadzonych do tej pory dotyczyło korzyści wynikających z nastawienia na rozwój osobowości lub wytrwałości w nauce. Dlatego też niniejsze studium koncentruje się na zbadaniu związku między wytrwałością, teoriami pośrednimi i osobowością, w kontekście ich wpływu na wyniki w nauce uczniów klas od piątej do ósmej. Badanie zakładało, że relatywnie większa wytrwałość i nastawienie na rozwój przełoży się na sukces naukowy. Uczniowie badani byli za pomocą kwestionariuszy dotyczących wytrwałości, nastawienia na rozwój inteligencji i nastawienia na rozwój osobowości; następnie poddano analizie ich oceny kwartalne i ustandaryzowane wyniki w nauce z takich przedmiotów jak angielski, czytanie, język, matematyka i przedmioty ścisłe. Badanie wskazuje na korzystny wpływ, jaki nastawienie na rozwój inteligencji i nastawienie na rozwój osobowości miało na wyniki z języka angielskiego i czytania. Co więcej, nastawienie na rozwój inteligencji przełożyło się na znacznie wyższe wyniki z matematyki. Wytrwałość nie miała wpływu na wyniki w nauce. Poniższe badanie wskazuje na to, że instytucje edukacyjne skorzystałyby z promowania nastawienia na rozwój inteligencji i osobowości u swoich uczniów.

EN

Multiple research studies revealed the benefits of adopting a growth mindset of intelligence for students of all ages. However, few studies have investigated the advantage of having a growth mindset of personality or having grit on academic performance. Therefore, this study investigated the influence of grit and implicit theories of intelligence and personality on academic performance in fifth through eighth-grade students. Our hypothesis is that a relatively higher level of grit as well as a growth mindset would result in better academic success. Students were tested in their respective classrooms using questionnaires for grit, mindset of intelligence and mindset of personality. Quarter grades and standardized scores were obtained for all students on topics such as English, reading, language, math and science. Growth mindset of intelligence and growth mindset of personality provided a selective advantage academically to students on classroom grades and on standardized testing, particularly in verbal areas such as English, reading and language. Furthermore, mindset of intelligence predicted significant change in standardized math scores. Grit did not affect academic performance. Our results suggest that educational institutions would benefit from mindset interventions promoting a growth mindset of intelligence and personality in students.

18

Interwencje redukujące zagrożenia stereotypem w środowisku edukacyjnym

63%

Drążkowski D.

Edukacja

|

2014

|

nr 3(128)

38–53

PL

Zagrożenie stereotypem wpływa na osiąganie gorszych wyników w nauce przez uczniów należących do grup negatywnie stereotypizowanych. U uczniów z mniejszości etnicznych lub rasowych wpływa ono destrukcyjnie nie tylko na osiągnięcia szkolne, ale także na poziom szczęścia czy stan zdrowia. Istnieje więc uzasadnione zapotrzebowanie na metody walki z tym zjawiskiem, które w ostatnich latach intensywnie starają się zaspokoić badania prowadzone przez psychologów społecznych. Celem artykułu jest przedstawienie i systematyzacja wyników badań na temat interwencji redukujących zagrożenie stereotypem w środowisku edukacyjnym. Badania te uporządkowano wokół interwencji ukierunkowanych na społeczeństwo i szkołę, interwencji związanych z zachowaniem nauczycieli i z warunkami przeprowadzania egzaminów testowych oraz skoncentrowanych na uczniu. Wyniki omówionych badań nasuwają efektywne i często łatwe do zastosowania metody zmniejszające zagrożenie stereotypem wśród uczniów. Interwencje oparte na tych metodach mogą wspierać tworzenie wyrównanych warunków nauki dla każdego ucznia.

EN

Stereotyping can impede student educational achievement. This article describes intervention intended to reduce its threat in the school environment. The first part of this article explains how stereotypy threatens students from three angles: those threatened by stereotypy, development of the threat and its negative consequences. The article presents interventions to combat stereotyping. Four types are discussed: targeted on society and school, behaviour of teachers, test conditions and focused on students. Results demonstrate effective, often very simple and inexpensive solutions to reduce the threat of stereotype to students.

19

Socjalizacja, używanie Facebooka a wyniki w nauce studentów

63%

STAŚKO R.

Edukacja-Technika-Informatyka

|

2019

|

tom 10

|

nr 2

290-296

PL

Artykuł analizuje zależność między socjalizacją, intensywnością korzystania z Facebooka a wynikami w nauce studentów. Dane empiryczne zebrano od 44 studentów, korzystając z kwestionariusza ankiety. Stwierdzono, że tylko jedna zmienna socjalizacyjna, tj. akceptacja społeczna, istotnie przewidywała intensywność korzystania z Facebooka, podczas gdy akulturacja nie była znacząca. Wyniki dowiodły również, że nie istnieje pozytywna zależność między wynikami studentów w nauce a intensywnością korzystania z Facebooka.

EN

The article analyzes the relationship between socialization, the intensity of using Facebook, and student results. In addition, it also analyzes whether the intensity of Facebook use mediates between socialization and academic performance. Empirical data were collected from 44 students using the questionnaire. It was found that only one socialization variable, ie social acceptance, significantly predicted the intensity of using Facebook, while acculturation was not significant. The results also showed that there is no positive correlation between student results in learning and the intensity of Facebook use.

20

Przedziałowy styl pracy jako predyktor osiągnięć zawodowych

63%

Majchrak M.

Studia i Materiały

|

2023

|

nr 1(38)

96-112

EN

Purpose: The conducted analysis aimed to examine the relationship between compartmental work style and professional achievements (at university and work). The role of achievement motivation was also tested. Methodology: Study 1 involved 188 students from the Faculty of Management. Study 2 involved 609 employees – respondents of the Nationwide Research Panel. In both CAWI surveys, the Activity Styles Survey (SSA) was used, which allows for the measurement of both the compartmental activity style (PSA) and achievement motivation. To assess student achievements, (1) points obtained from one subject (5 knowledge quizzes + presentation grade) and (2) the average grades over two years of study were used. Results: In the student study (N = 188), the compartmental style was a significant predictor of both the average grades from the period of two years and the points for the subject. In comparison to point students, interval students had better grades and obtained more points. In the employee study (N = 609), the compartmental style was not a significant predictor of professional achievements. Achievement motivation was a significant predictor in both studies. Limitations/Implications: The study only examined students from one field of study. In the future, it would be worth checking whether the observed relationship “better results for point scorers” will not be stronger in fields such as pharmaceutical studies and change direction in artistic studies to “better results for interval scorers”. In the employee study, the profession they were performing was not known. It can be assumed that the lack of matching of interval style to the specifics of the profession performed (e.g., interval accountant) will affect lower professional achievements. Originality/Value: These are the first studies in which the relationship between interval style and grades in studies was analysed. For the first time, the relationship between interval style and professional achievements of such a large group of employees was analysed.

PL

Cel: celem przeprowadzonych analiz było sprawdzenie związków przedziałowego stylu pracy z osiągnięciami zawodowymi (na studiach i w pracy). Testowano też rolę motywacji osiągnięć. Metodologia: w badaniu pierwszym uczestniczyło 188 studentów Wydziału Zarządzania. W badaniu drugim wzięło udział 609 pracowników – respondentów Ogólnopolskiego Panelu Badawczego. W obu badaniach, przeprowadzonych metodą CAWI, wykorzystano Sondaż Stylów Aktywności (SSA), który pozwala na pomiar zarówno przedziałowego stylu aktywności (PSA), jak i motywacji osiągnięć. Do oceny osiągnięć studentów wykorzystano: (1) punkty uzyskane z jednego przedmiotu (5 quizów wiedzy + ocena prezentacji) oraz (2) średnią ocen studentów z dwóch lat studiów. Wyniki: w badaniu studentów (N = 188) przedziałowość była istotnym predyktorem zarówno dla średniej ocen z 2 lat, jak i punktów zdobytych w ramach jednego przedmiotu. W porównaniu z przedziałowymi, punktowi studenci mieli lepsze stopnie – zdobyli więcej punktów. W badaniu pracowników (N = 609) przedziałowość nie była istotnym predyktorem dla osiągnięć zawodowych. Motywacja osiągnięć była natomiast istotna w obu badaniach. Ograniczenia/implikacje badawcze: badano studentów tylko jednego kierunku studiów. W przyszłości warto sprawdzić czy stwierdzona zależność „lepsze wyniki punktowców” nie będzie silniejsza na studiach np. farmaceutycznych i czy na studiach artystycznych nie zmieni kierunku na „lepsze wyniki przedziałowców”. W badaniu pracowników nieznany był wykonywany przez nich zawód. Można założyć, że brak dopasowania przedziałowości do specyfiki wykonywanego zawodu (np. przedziałowy księgowy) wpłynie na niższe osiągnięcia zawodowe. Oryginalność/wartość: są to pierwsze badania, w których analizowano związek przedziałowości z ocenami na studiach. Po raz pierwszy analizowano związek przedziałowości z osiągnięciami zawodowymi tak dużej grupy pracowników.