This study utilized a multiple baseline design across two study skills to examine the impact of a self-monitoring checklist and follow-up performance feedback on the generalization of study skills for seven college students with disabilities. All training and follow-up support took place in a remedial college course. The accuracy of study skill use was analyzed to evaluate whether training gains occurred in a college level subject area different than the course in which the (...) skills were taught in the absence of teacher-guided stimuli and verbal prompts. Results provide evidence that relatively simple, classroom-based training and follow-up support markedly increased the accurate use of the notetaking and study guide skills immediately for three of the seven students. However, following a booster session, all but one student’s performance increased following intervention. Results were socially validated by students who indicated they were generally satisfied with the intervention and found it to be useful when studying for the college class. This type of training is critical because low retention rates in college programs are a likely outcome for students with disabilities when study skills are not used. (shrink)

In order to solve the problems of poor physical fitness of college students and low efficiency of college sport venues' management, an intelligent sports management system based on deep learning technology is designed by using information technology and human-computer interaction under artificial intelligence. Based on the Browser/Server structure, the intelligent sports management system is constructed. The basic framework of Spring Cloud is used to integrate the framework and components of each part, and a distributed microservice system is (...) built. The artificial intelligence recommendation algorithm is used to analyze the user's age, body mass index, and physical health status, and recommend sports programs suitable for students, thus realizing the intelligent sports program recommendation function. At the same time, the recommendation algorithm is used to complete the course recommendation according to the students' preferences, teaching distance, opening time, course evaluation, and other indexes, and the course registration system is constructed; after the analysis of the entity and the relationship between the entities of the intelligent sports system, the database relational model of the system is designed with the entity relationship diagram. The results of the functional test show that the system can run well. In conclusion, the sports training environment instructional system based on artificial intelligence and deep learning technology can meet the teaching needs of colleges, improve the sports' quality for college students, and promote psychological education. (shrink)

Introduction: Dignity is a core value in nursing. Nursing education shall prepare students for ethical professional practice and facilitate insight into the phenomenon of dignity and its significance. There is limited knowledge about how nursing students discover dignity in their education. Research aim: The aim of the study is to develop an understanding of how nursing students discover and acquire dignity. Research design: The study has a hermeneutic approach where qualitative interviews of nursing students were employed. (...) The process of interpretation was inspired by text of Fleming, Gaidys and Robbs. Participants and research context: Nineteen nursing students agreed to be included in the study, representing six different campuses at three different educational institutions. All were in the final year of their study. The interviews took place at the educational institutions. Ethical considerations: The educational institutions facilitated recruitment of the students who signed voluntarily for participation and continuous informed consent. The study was approved by The Norwegian Center of Reporting Data. The research recommendations of the Declaration of Helsinki were followed. Findings: The nursing students discovered the expression and significance of dignity through experiences, gained through introspection and in interaction with others during the education. Discussion: The findings are discussed using Gadamer’s concept of experience and how experiences can create new insight. In particular, the students’ experiences with the inner ethical and external aesthetic dimension of dignity are discussed. Conclusion: The study shows that students discovered the inner ethical dignity through experiencing vulnerability, pride and shame. They discovered the external aesthetic dignity through incidents, where they experienced both to be confirmed and not to be confirmed, and through observation of good or bad role models. Crucial negative and positive experiences are important for discovering the expression and significance of dignity. (shrink)

IntroductionDuring the COVID-19 outbreak, many citizens were asked to stay at home in self-quarantine, which can pose a significant challenge with respect to remaining physically active and maintaining mental health. This study aimed to evaluate the prevalence of inadequate physical activity, anxiety, and depression and to explore the relationship of physical activity with anxiety and depression symptoms among Chinese college students during quarantine.MethodUsing a web-based cross-sectional survey, we collected data from 1,396 Chinese college students. (...) Anxiety and depression were assessed with the Self-Rating Anxiety Scale and the Self-Rating Depression Scale, respectively. The data on physical activity were collected by types of physical activity and the International Physical Activity Questionnaire.ResultsDuring the COVID-19 outbreak, about 52.3% of Chinese college students had inadequate physical activity. The rates of anxiety and depression symptoms were 31.0 and 41.8%, respectively. A high level of physical activity was significantly closely associated with low anxiety, while a moderate, or high level of physical activity was significantly closely associated with reduced depression after adjusting confounding demographic factors. Moreover, specific types of physical activity, such as stretching and resistance training, were negatively correlated with both anxiety and depression; doing household chores was negatively correlated with depression.ConclusionOur findings highlight specific levels and types of home-based physical activities that need to be taken into consideration to protect the mental health of college students during the COVID-19 epidemic. (shrink)

BackgroundMental health problems have emerged as a significant health complication in United States colleges during COVID-19, and as a result, they have been extensively investigated in the United States and internationally. In contrast, research on coping among the college population during the pandemic is scant. Hence, this study investigated coping strategies proposed by undergraduate students attending a Midwestern university.ObjectivesThe purpose of this preliminary study was to obtain college students’ feedback/opinions about coping strategies for mental health problems, (...) suicide ideation, and self-harm during COVID-19.MethodsIn December 2021, one-hundred and four undergraduate students completed an online survey on coping strategies using Qualtrics. Major topics included: Types of coping strategies/styles expressed by students for general mental health problems, Types of coping strategies for suicide ideation and self-harm behaviors, Preferred platforms for receiving coping therapy, and Reasons for accepting or refusing parent involvement with mental health problems.ResultsThe most beneficial coping strategies for mental health were ranked by college students as follows: a skills training development program, meditation, and mindfulness exercises, and physical education. The respondents’ best coping strategies for preventing self-harm and suicide ideation/behaviors during COVID-19 were ranked as: improving support from friends, building self-esteem, and addressing anger, depression, stress, and loneliness. Finally, a total of 50% of participants felt that parents should be involved in college student interventions. Students stated that the most important type of support that they received from their parents were: emotional support, direction and/or assistance with solutions, and problem-solving.ConclusionThis study identified potential avenues which could be implemented into action during future outbreaks. Specifically, employing interventions that: train undergraduate students to employ more effective skills training coping strategies or practicing mindfulness or meditation; integrate mental health, suicide, and self-harm prevention into the curriculum; offer more in-person campus services targeted toward the psychological and emotional effects of a pandemic, and involve support persons in students’ lives to enhance their well-being during and after COVID-19. (shrink)

Dance creation involves complex psychological activities. Although previous studies have conducted extensive investigations on the psychological aspects of choreographers’ creations, little is known regarding the psychological barrier of choreographers in terms of creativity. The study aims to explore the psychological barrier of innovation in dance choreography, which is a kind of situation between mental illness and mental problems. The research shows that improvisational dance is a free dance with the human body as a material carrier, and it is a (...) dance form that the dancer’s thinking is transformed into dance action to express their inner thoughts. The improvement of the potential creative thinking of dance creators through the improvisational dance movement and structure are explored. Meanwhile, the theoretical ideas of psychologists have been applied to the cultivation and improvement of improvisational dance creativity, which has made full certification and supplement. Moreover, through psychological experiments, it is proved that improvisational dance is an important way to release and develop creativity. Based on the theory of psychology, feasible suggestions are given to improve students’ creative ability in the process of improvisational dance teaching. (shrink)

Educational practice is concerned in profound ways with what is pedagogically good and right for children, and as parents and teachers we intend to help each child to cultivate his or her personal and educational potential in a human fashion. In the spirit of ancient Aristotle and Plato, Continental pedagogues and philosophers have for centuries explored the meaning of pedagogical practice/praxis and of the pedagogical good, the quality of both being regarded not as a means to an educational end, (...) but as the end itself. But what, indeed, is the pedagogical good, and what is the significance of the pedagogical good for students? Somehow we know the good, and yet we know it not. We recognize the good experientially, but the real meaning of what we intuit eludes our grasp. So how do we explore this elusive pedagogical quality - and is it possible to explore it? Based on phenomenological interviews with both young students and adults recalling episodes from school, as well as artistic narratives, this paper aims to illuminate experiential aspects of the pedagogical good and to reflect on the significance of the good in terms of pedagogical relational practice. It is suggested that the pedagogical good is not a quality that we as teachers can possess, or do, or practise, but rather a relational force beyond our pedagogical practice that opens up the world to children and preconditions the pedagogical relation. (shrink)

Educational practice is concerned in profound ways with what is pedagogically good and right for children, and as parents and teachers we intend to help each child to cultivate his or her personal and educational potential in a human fashion. In the spirit of ancient Aristotle and Plato, Continental pedagogues and philosophers have for centuries explored the meaning of pedagogical practice/praxis and of the pedagogical good, the quality of both being regarded not as a means to an educational end, (...) but as the end itself. But what, indeed, is the pedagogical good, and what is the significance of the pedagogical good for students? Somehow we know the good, and yet we know it not. We recognize the good experientially, but the real meaning of what we intuit eludes our grasp. So how do we explore this elusive pedagogical quality – and is it possible to explore it? Based on phenomenological interviews with both young students and adults recalling episodes from school, as well as artistic narratives, this paper aims to illuminate experiential aspects of the pedagogical good and to reflect on the significance of the good in terms of pedagogical relational practice. It is suggested that the pedagogical good is not a quality that we as teachers can possess, or do, or practise, but rather a relational force beyond our pedagogical practice that opens up the world to children and preconditions the pedagogical relation. (shrink)

Hosmer's fourth edition of The Ethics of Management provides business students (future managers) with a very specific analytical process for understanding and resolving moral problems in management. A manager needs insight and understanding in a global economy to convince everyone involved, given his or her varied religious, cultural, economic and social backgrounds, to accept a proposed moral solution. Acceptance of managerial moral solutions, over time, brings trust, commitment and effort, and those three, also over time, are essential for (...) organizational success. (shrink)

Introduction It is a goal in nursing education to promote students’ dignity and facilitate this core value. Students’ experience of dignity is shaped by the student–supervisor relationship. Literature shows limited knowledge about how nursing students experience their own dignity during education. Research aim The aim of the study is to develop an understanding of how nursing students experience their own dignity in relation to supervisors, and what significance these experiences have in education. Research design Gadamer’s philosophical (...) hermeneutics was chosen as the approach, and narratives and qualitative interviews were conducted. The interpretation process was inspired by Fleming, Gaidys and Robbs. Participants and research context Nineteen nursing students in the final year of their education were included in the study. They represented six different campuses at three different educational institutions. The qualitative interviews took place at the educational institutions. Ethical considerations The research recommendations of the Declaration of Helsinki were followed. Access to the students was given by the educational institutions. All interested students signed a continuous informed consent. Findings Students’ dignity was at stake in encounters with supervisors during education. Decisive for experience of dignity was the supervisor’s ability to confirm the student through acknowledgment, reassurance and seeing them as individuals. Experienced dignity had a crucial impact on students’ life courage and their ability to be present. Discussion The discussion emphasizes the vulnerable dignity of students, the importance of confirmation and the significance perceived dignity has. Conclusion Students’ experiences tilted between perceived dignity and offense, and placed students’ dignity in a vulnerable position. Crucial for perceived dignity was the confirmation the students received from their supervisors. Perceived dignity gave the students courage and increased their ability to be present, which provided better opportunities for learning and development. (shrink)

ABSTRACT This article explores the complexity of classroom interaction between teachers and unaccompanied teenagers seeking asylum in Norway. These teenagers find themselves within legal and political ‘grey areas’ where educational goals specific to their extreme situations are unavailable to them, and they end up being either forgotten in the system or closely monitored for possible failure. Their teachers encounter these teenagers in their realities; new to a culture, new language, new ways of being and doing, in addition to past traumatic (...) experiences and overt monitoring by authorities. These unaccompanied teenagers have varied school experiences, lacking in many ways the cultural and educational knowledge in addition to language competencies needed to be in a high school. We explore what it might mean to teach in such circumstances where unresolvable dilemmas exist within a political school system that is ambivalent towards them and seems to be setting them on an exclusion trajectory within schools. Based on interviews with teachers and observations in two high schools on the west coast of Norway, we describe and interpret anecdotal narrative examples in the light of the continental phenomenology of practice methodology. We explore the existential educational possibilities that lie in moments when teaching appears to have failed, teachers seem not to know what to do, what kind of responsibility to take, or what kind of repercussions their actions might have on their students. The article argues that when education is controlled to the degree of possible outcomes, it thwarts meaningful encounters that would have been possible between the teachers and their young students. (shrink)

With the development of our society, the diversity of the university environment has been increased. The complexity of the diversified university environment also greatly increases the frequency of campus crisis incidents. Therefore, how to evaluate the emergency response ability of college students and how to take effective response measures have become problems that need urgent attentions. In this study, the evaluation of college students’ emergency response capability based on the questionnaire-TOPSIS innovative algorithm is conducted. Firstly, (...) the questionnaire method is used to analyze the current situation of college students’ ability of emergency response, and then a comprehensive evaluation is made using the TOPSIS innovative algorithm. The results of the ranking of emergency response ability are as follows: excellent > good > undergraduate > graduate > inferior. Secondly, the reasons for the lack of ability of emergency response to students based on the evaluation results are studied intensively. Finally, the development countermeasures for college students’ emergency response ability training are put forward. (shrink)

Neoliberal educational reforms include extensive use of standardized tests. We examine the Program for International Student Assessment (PISA) initiated and developed by the Organization for Economic Cooperation and Development (OECD). Examining previous research on teachers’ reactions to neoliberal reforms altering their work context, we have identified three theoretical frameworks in use: labour process theory, derived from structural Marxism; post-structuralism, relying primarily on Foucault’s conceptualizations; and ‘new professionalism’, which has emerged from the theory of professions. A major weakness in these frameworks (...) is their inability to account for different reactions to the same structural and cultural conditions. Therefore, we suggest utilizing Archer’s theories of reflexivity and reflexive modes to understand these reactions. Presenting one Norwegian lower secondary school teacher’s reflexive engagement with PISA in the Norwegian school context as an example, our mixed methods case study indicates autonomous reflexivity as the prevailing mode. Meta-reflexivity rates second in prevalence. (shrink)

Meditation refers to a family of self-regulation practices that focuses on training attention and awareness to foster psycho-emotional well-being and to develop specific capacities such as calmness, clarity, and concentration. We report a prospective convenience-controlled study in which we analyzed the effect of two components of Preksha Dhyāna – buzzing bee sound meditation and color meditation on healthy college students. Mahapran and leśya dhyāna are two Preksha Dhyāna practices that are based on sound and green color, respectively. (...) The study population represents a suitable target as college students experience different stress factors during the school year. This study measures the individual and combined effects of two techniques, on short-term memory, attention, and affect, in novice meditators. We used a battery of cognitive, performance, and compared results with baseline and control values. We found improved cognition, especially attention, short-term memory, and affect in terms of positivity and reduced negativity. Overall, the two techniques produced variable benefits and subjects showed improved scores over baseline for short-term memory, cognitive function, and overall wellbeing. Further studies are required to understand underlying mechanisms for the observed differences between the two techniques and to elucidate mechanisms underlying the more pronounced and global benefits observed with the combined techniques. These results underscore a need to examine individual components of meditation practices in order to individualize treatment approaches for attention disorders in young adults.Clinical Trail Registration:ClinicalTrials.gov Identifier: NCT03779269. (shrink)

Introducción: El embarazo, aborto, las infecciones de transmisión sexual incluido el Virus de Inmuno Deficiencia Humana, se han convertido en problemas sanitarios de mayor vulnerabilidad en jóvenes. Objetivo: Describir las conductas de riesgo y prevalencia de problemas sexuales y reproductivos de estudiantes universitarios. Método: Investigación descriptiva, el universo estuvo constituido por alumnos de dos grupos de segundo semestre; el grupo de estudio conformado por la totalidad de estudiantes de la Facultad de Salud Pública ; y el control seleccionado mediante una (...) muestra aleatoria de estudiantes del resto de las facultades, se realizó esta selección con el propósito de valorar la homogeneidad de las variables entre los grupos. Resultados: Existe homogeneidad en la mayoría de conductas de riesgo y problemas sexuales en los grupos, en consecuencia estas variables no están influenciadas por la pertenencia a la Facultad de Salud Pública. Se evidencian conductas de riesgo como: inicio temprano de relaciones sexuales, múltiples parejas, infidelidad, relaciones sexuales ligadas al consumo de sustancias, dificultades con el uso de métodos anticonceptivos o de protección; se encontró prevalencia de problemas como: experiencia de embarazos, la mayoría no planeados, abortos inducidos y presencia de infecciones de transmisión sexual. Conclusiones: Existe vulnerabilidad en la salud sexual y reproductiva de los jóvenes universitarios independientemente de la formación que reciben, por tanto, emerge la necesidad de buscar alternativas integrales de promoción, prevención y educación sexual integral. Introduction: Pregnancy, abortion, sexually transmitted infections including Human Immunodeficiency Virus, have become a health problem of more vulnerable in young people. Objective: To describe risk behaviors and prevalence of sexual and reproductive problems of university. Method: Descriptive study, the universe consisted of students from two groups of second semester; the study group is conformed by students of the Public Health Faculty ; and control selected by a random sample of students from other faculties, in order to assess the homogeneity of the variables between groups. Results: Homogeneity exists in most risk behaviors and sexual problems in groups, therefore these variables are not influenced by membership in the Public Health Faculty. Risk behaviors as evidence: early initiation of sexual activity, multiple partners, infidelity, sexual relationship linked to substance consumption, which prevails alcohol, together with the non-use or inappropriate use of contraception or protection; experience of pregnancy, most unplanned, induced abortions and the presence of sexually transmitted infections: prevalence of problems as found. Conclusions: There is vulnerability in sexual and reproductive health of young students regardless of their training, thus emerges the need to find alternatives comprehensive promotion, prevention and comprehensive sex education. (shrink)

Treatments for students with problematic levels of music performance anxiety commonly rely on approaches in which students are referred to psychotherapists or other clinical professionals for individual care that falls outside of their music training experience. However, a more transdisciplinary approach in which MPA treatment is effectively integrated into students’ training in music/performing arts colleges by teachers who work in consultation with clinical psychologists may prove more beneficial, given the resistance students often (...) experience toward psychotherapy. Training singing teachers, and perhaps music teachers at large, to use an evidence-based coaching strategy like Acceptance and Commitment Coaching to directly manage students’ MPA is one such approach. Building on the work of a previous study in which ACC was administered by a singing teacher to a musical theatre student with problematic MPA, we piloted the effectiveness of a six-session, group ACC course for a sample of performing arts students with MPA related to vocal performances, using a mixed-methods design. The coach here was also a singing teacher without a clinical background, and her training in ACC by a clinical psychologist was of a similar duration as the previous teacher’s. Similar to the musical theatre student, the students reported being significantly less fused with their MPA-related cognitions, more accepting of their MPA-related physiological symptoms, and more psychologically flexible while performing in general, and these improvements were maintained after 3 months. Furthermore, they appeared to lower their shame over having MPA and change how they thought in relation to one another. Of note, these improvements were similar to those shown by seven vocal students with MPA after they received Acceptance and Commitment Therapy from a clinical psychologist, but with larger reductions in shame and better acceptance of MPA, which suggests a non-clinical, group ACC intervention that includes supportive discussions to normalize MPA and challenges attempts to control it may be more helpful than individual psychotherapy. These results are promising and indicate a brief training in ACC may be sufficient for singing teachers to provide significant benefit for students with problematic MPA. (shrink)

This baseline study was conducted to find out the knowledge, attitudes and practices of medical ethics among the undergraduate medical interns who did not have structured ethics curriculum in their course. A descriptive, cross-sectional study was carried out using a self-administered structured questionnaire among the medical undergraduate interns of Maharajgunj Medical Campus, the pioneer medical college of Nepal which enrols 60 students in a year. A total of 46 interns participated in the study. The most common source of (...) knowledge on ethics was lectures/seminars (35.7%) followed by experience at work (24.5%), training (21.4%) and own reading (17.3%). The main contents of Hippocratic Oath were known to 98.8% while 60.9% knew the main contents of Nepal Medical Council (NMC) code of ethics. Great majority (91.3%) regard ethics as very important in medical profession. “Doctors know the best irrespective of patients’ opinion” was disagreed by only 39.1% indicating the paternalistic attitude. However, 78.3% were in favour of adhering to the patient’s wish. None of the participant agreed to abandon confidentiality. Only about one-fourth (26.1%) claim to encounter ethical dilemma every day while the highest number (43.5%) had once in a month. To deal with the situation of ethical dilemma, majority approached to immediate supervisor followed by head of the department and colleagues. Eighty-seven percent of participating interns were involved in research activities involving human subjects. Only one of the participants had encountered the ethical issue on end-of-life and it was do-not-resuscitate consent in a terminally ill patient. On implementation of the curriculum on medical ethics focus should be - principles of biomedical ethics, sensitive ethical dilemmas like end-of-life care and practical experiences with participation in deliberations of the ethics committee. (shrink)

Significant research has been devoted to detecting people in images and videos. In this paper we describe a human de- tection method that augments widely used edge-based fea- tures with texture and color information, providing us with a much richer descriptor set. This augmentation results in an extremely high-dimensional feature space (more than 170,000 dimensions). In such high-dimensional spaces, classical machine learning algorithms such as SVMs are nearly intractable with respect to training. Furthermore, the number of (...) training samples is much smaller than the dimensionality of the feature space, by at least an order of magnitude. Finally, the extraction of features from a densely sampled grid structure leads to a high degree of multicollinearity. To circumvent these data characteristics, we employ Partial Least Squares (PLS) analysis, an effi- cient dimensionality reduction technique, one which pre- serves significant discriminative information, to project the data onto a much lower dimensional subspace (20 dimen- sions, reduced from the original 170,000). Our human de- tection system, employing PLS analysis over the enriched descriptor set, is shown to outperform state-of-the-art tech- niques on three varied datasets including the popular INRIA pedestrian dataset, the low-resolution gray-scale Daim- lerChrysler pedestrian dataset, and the ETHZ pedestrian dataset consisting of full-length videos of crowded scenes. (shrink)

An attitude of support in the learning environment can positively affect academic outcomes. Educational risks associated with the absence of a positive relationship between teachers and students include: high rates of college dropout, low self-efficacy, and low self-confidence. The vast majority of sociological research concerning the relationship between teachers and students deals with secondary school and high school years. The present study concentrates on the academic trajectory of college students. The first objective of (...) the present study is assessing the impact of the teacher-student relationship on academic achievements starting from the hypothesis that teachers’ respect, trust and care positively influence students’ performances. The second objective is presenting the psychosocial profile of a good teacher in the vision of the questioned students. The study confirmed that equal treatment, the teachers’ patience and extracurricular availability remain important throughout the entire educational process. Concerning the psycho-social profile of a good teacher, qualities that concern providing emotional comfort have the highest share. The present survey brings into light the deficiencies of emotional education in Romanian educational system. The research underlines the importance of didactic training of the teaching staff and the necessity of counseling services. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 38.1 (2004) 23-34 [Access article in PDF] Mind Ahead of the Tone:Integration of Technique and Imagination in Vocal Training at Tanglewood Summer Institute Svetlana Nikitina The use of the body and the mind at the same time is one of the most fascinating things and magic things about music. 1The purpose, indeed the sole purpose, of training for the profession of singing (...) is to improve the connection between the imagination and the sounds that eventually issue from the singer's mouth. 2The utmost goal of art is achieving unity between form and content, the subjective idea and the medium, technique and imagination. Success and livelihood of dancers, actors, and musicians depends on their ability to translate mental ideas into bodily actions and, at its height, merge technical bodily and mental wisdom so seamlessly that we would forget the path that led to it.What is this path? How do individual singers mesh, melt, and marry the technical rigor coming from years of musical training and their ability to imagine and express themselves with those tools? How is the unity betweentechnique and imagination achieved and experienced? And, what is the pedagogy that could support the connection? These are the core questions that guided the study.The goal here is not to propose a conclusive theory of connection, biological or psychological. My hope is to open the curtain for discussion of what is generally considered an "undiscussable" topic in art and music education books because it deals with what is thought of as implicit knowledge that no one could or should teach. Through my observation of Phyllis Curtin's classroom and conversations with her students, some general thoughts and principles of building unity between the technical and artistic selves of a singer emerged. I would like to share those insights and strategies.While this essay does not offer simplistic how-to strategies of fostering creative synergy, it also does not suggest that the connection just happens, [End Page 23] regardless of whether we think or teach about it. What it aspires to do is create a space for thinking about the complexity of integrative experienceand ways in which bridge-building could be facilitated. As such, it could offer insights to both beginning vocalists and voice teachers, as well as be of interest to a broader range of educators and public concerned with core issues on the integrative nature of arts education. Method To serve the goal of presenting complex experiences of creative artists, Ichose to combine analytical and descriptive elements in my research method. Building an analytical argument about the ways integration between imagination and technique could be achieved and supported, I tried to stay close to student stories of connection and disconnection, employing a qualitative rather than a quantitative method of inquiry. This takes the form of large amounts of direct interview data and personal vignettes, from which I traced general patterns of meaning. Research Context A very brief and in no way exhaustive survey of literature on voice education points to a large volume of text spent on training vocal technique. Breath control, charts depicting the larynx and the thyro-arytenoid muscle at work far outnumber chapters on interpretation or "The Work of Imagination" in musical education literature. 3There are precious few books, however, that do not keep the technical and the mental concerns separate, and give the work of imagination an explicit and central role in training of performing artists. Two of those books, Thomas Hemsley's Singing and Imagination and Michael Chekhov's On the Technique of Acting, have not fallen in my lap by chance. 4 Curtin referred to them several times in her classes as books of "singular" resonance to her own singing and teaching.Chekhov's book conceptualizes the basic processes that are involved in the actor's work on character development. These processes include extensive work on the text and its interpretation (understanding, living the text, and essentializing it in performance), in parallel with developing the body... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 38.1 (2004) 23-34 [Access article in PDF] Mind Ahead of the Tone:Integration of Technique and Imagination in Vocal Training at Tanglewood Summer Institute Svetlana Nikitina The use of the body and the mind at the same time is one of the most fascinating things and magic things about music. 1The purpose, indeed the sole purpose, of training for the profession of singing (...) is to improve the connection between the imagination and the sounds that eventually issue from the singer's mouth. 2The utmost goal of art is achieving unity between form and content, the subjective idea and the medium, technique and imagination. Success and livelihood of dancers, actors, and musicians depends on their ability to translate mental ideas into bodily actions and, at its height, merge technical bodily and mental wisdom so seamlessly that we would forget the path that led to it.What is this path? How do individual singers mesh, melt, and marry the technical rigor coming from years of musical training and their ability to imagine and express themselves with those tools? How is the unity betweentechnique and imagination achieved and experienced? And, what is the pedagogy that could support the connection? These are the core questions that guided the study.The goal here is not to propose a conclusive theory of connection, biological or psychological. My hope is to open the curtain for discussion of what is generally considered an "undiscussable" topic in art and music education books because it deals with what is thought of as implicit knowledge that no one could or should teach. Through my observation of Phyllis Curtin's classroom and conversations with her students, some general thoughts and principles of building unity between the technical and artistic selves of a singer emerged. I would like to share those insights and strategies.While this essay does not offer simplistic how-to strategies of fostering creative synergy, it also does not suggest that the connection just happens, [End Page 23] regardless of whether we think or teach about it. What it aspires to do is create a space for thinking about the complexity of integrative experienceand ways in which bridge-building could be facilitated. As such, it could offer insights to both beginning vocalists and voice teachers, as well as be of interest to a broader range of educators and public concerned with core issues on the integrative nature of arts education. Method To serve the goal of presenting complex experiences of creative artists, Ichose to combine analytical and descriptive elements in my research method. Building an analytical argument about the ways integration between imagination and technique could be achieved and supported, I tried to stay close to student stories of connection and disconnection, employing a qualitative rather than a quantitative method of inquiry. This takes the form of large amounts of direct interview data and personal vignettes, from which I traced general patterns of meaning. Research Context A very brief and in no way exhaustive survey of literature on voice education points to a large volume of text spent on training vocal technique. Breath control, charts depicting the larynx and the thyro-arytenoid muscle at work far outnumber chapters on interpretation or "The Work of Imagination" in musical education literature. 3There are precious few books, however, that do not keep the technical and the mental concerns separate, and give the work of imagination an explicit and central role in training of performing artists. Two of those books, Thomas Hemsley's Singing and Imagination and Michael Chekhov's On the Technique of Acting, have not fallen in my lap by chance. 4 Curtin referred to them several times in her classes as books of "singular" resonance to her own singing and teaching.Chekhov's book conceptualizes the basic processes that are involved in the actor's work on character development. These processes include extensive work on the text and its interpretation (understanding, living the text, and essentializing it in performance), in parallel with developing the body... (shrink)

Having emerged as an important concept in the organizational field, entrepreneurial orientation has also become a key idea in the context of education. Indeed, entrepreneurial education is now one of the common objectives for education and training systems in the European Union. Despite its importance, however, there is a scarcity of valid and reliable measures for assessing entrepreneurial orientation in students. The present study aimed to address this by developing and examining the psychometric properties of the Entrepreneurial Orientation (...) Scale (EOS). A second objective is to study the relationships between entrepreneurial orientation and gender, self-efficacy, and personal initiative. The sample comprised 411 vocational training students (50.36% male, 49.64% female). The final version of the instrument comprised 32 items assessing six dimensions: innovativeness, risk-taking, proactiveness, competitiveness, achievement orientation, and learning orientation. The EOS showed good psychometric properties and its dimensions demonstrated concurrent relationships with self-efficacy and personal initiative. The EOS may be used to measure entrepreneurial orientation in the educational context and to evaluate interventions designed to promote an entrepreneurial spirit in schools, colleges, and universities. (shrink)

This study aims to analyze the integrated construction and application of ideological and political education and innovation and entrepreneurship education in colleges based on the positive psychological quality of entrepreneurship. 549 college students are selected for a questionnaire survey. The correlations between entrepreneurial psychological quality of college students, IEE in colleges, IPE, and entrepreneurial self-efficacy are analyzed with the Spearman correlation and linear regression. The hierarchical regression analysis is used to analyze the intermediary role of (...) entrepreneurial self-efficacy in IEE, IPE in colleges, and entrepreneurial psychological quality of college students. The results show that the entrepreneurial psychological quality of college students is significantly different in gender, family location, and grade level ; the main channels of IPE and daily IPE have significant positive effects on the positive entrepreneurship psychological quality, and have extremely significant positive effects on the entrepreneurial self-efficacy ; innovation and entrepreneurship course, innovation and entrepreneurship practices, innovation and entrepreneurship environment, and total score of IEE have significant positive correlations with positive entrepreneurship psychological quality and entrepreneurial self-efficacy of college students ; and the intermediary effect of entrepreneurial self-efficacy accounts for 33.49% on the IPE and entrepreneurial psychological quality, and 41.85% on IEE and entrepreneurial psychological quality. In short, IPE and IEE can effectively improve the positive psychological quality and self-efficacy of college students, and the joint construction of the two can have a more significant effect. (shrink)

The mechanism is studied to optimize the cultivation of piano talents and entrepreneurial psychological quality in colleges and universities through the QS. Firstly, the cultivation of piano talents’ entrepreneurial consciousness is explored, together with the entrepreneurial will, entrepreneurial personality, and entrepreneurial ability. Secondly, the piano talents entrepreneurial PSYQ training model is established according to the internal factors of college students majoring in piano, entrepreneurial attitude, students’ interpersonal network, and entrepreneurial environment factors. The correlations between various (...) variables are analyzed. Afterward, a QS is designed, and the data are collected from university A in the city of Xi’an. Data analysis shows significant differences in the cultivation of entrepreneurial PSYQ among students of different grades in college Piano Majors, namely, p < 0.01. Students growing up in different environments show significant differences in entrepreneurial PSYQ, namely, p < 0.01. Meanwhile, whether students have served as cadres will also have a particular impact on students’ entrepreneurial PSYQ, namely, p < 0.01. However, the dimension of only-child-or-not in entrepreneurial PSYQ training does not show a significant difference. Finally, under the model analysis, achievement motivation, entrepreneurial attitude, entrepreneurial interest, entrepreneurial consciousness, interpersonal network, entrepreneurial environment, and personal entrepreneurial background will affect the cultivation of their entrepreneurial PSYQ. They show a positive correlation with the entrepreneurial PSYQ. Therefore, in the future college piano talents training and entrepreneurial PSYQ training, more focus should be put on students’ innovative thinking and risk challenging capacity, thereby helping students with better entrepreneurial work. (shrink)

Many studies assume a significant relationship between intention and behavior. However, the data do not always support this assumption. This study used a modified version of social cognitive theory with self-evaluations as an intermediate variable to explore and resolve the problems associated with applying the theory of planned behavior to explain students’ adoption of technology for self-directed learning. We surveyed 285 college students who enrolled in an e-book publishing course using multifaceted technological learning tools. We (...) found that, as an intermediate variable, self-evaluation enhanced the influence of intentions on behavior and improved the accuracy of predictions of college students’ adoption of technology for self-directed learning. Students’ attitudes and perceived behavioral control were important factors influencing their adoption of technology for self-directed learning through their effects on intention; subjective norms were not important in this respect. (shrink)

Faced with tremendous employment pressure, how to enhance effective career exploration and career adaptability is crucial for college students’ career. This study uses self-assessed data from 840 undergraduate students at three time points to reveal the formation mechanism of career adaptability from a dual perspective of teacher support and students’ effective part-time behavior. In particular, the mediating role of career exploration is introduced based on self-regulation theory, and the moderating role of teacher support and (...) class='Hi'>students’ effective part-time work is introduced based on social cognitive career theory. The results show that Future work self-salience positively influences career adaptability; future work self-salience indirectly influences career adaptability through career exploration; both teacher support and students’ effective part-time behavior positively moderate the indirect relationship between future work self-salience and career adaptability through career exploration. This study attempts to provide practical guidance for college graduates to engage in career exploration and career construction. (shrink)

In 2020, the COVID-19 pandemic forced many nations to shut-down schools and universities, catapulting teachers and students into a new, challenging situation of 100% distance learning. To explore how the shift to full distance learning represented a break with previous teaching, we asked Austrian students (n = 874, 65% female, 34% male) which digital media they used before and during the first Corona lockdown, as well as which tools they wanted to use in the future. Students (...) additionally reported on their attitudes and experiences with online learning. Results showed that students used certain tools, such as video, audio, e-assessments, and web conferencing systems, much more often during lockdown than they had before. Their use of classic digital media, such as e-mail, social communication tools, such as chat or online forums, and other interactive tools, such as wikis or educational games, hardly changed at all. Their attitudes toward multimedia learning were positively related to their media use. In their open responses (n = 137), students identified advantages of online learning (flexibility and self-directed learning), as well as disadvantages (limited social interaction) and challenges (motivation and self-discipline). As a group, they also expressed a clear preference for a balanced combination of online- and offline teaching in the future. However, individual students did prefer fully online or offline learning modes, depending on their personal circumstances and educational goals. We view this as a call to researchers and educators alike to explore ways in which the advantages of online and face-to-face learning can best be combined to meet the changed needs and expectations of organizations, students, and teachers in a future “after Corona.”. (shrink)

Little research has focused on college students'' attitudes toward advertising''s ethical, economic, and social consequences over the last two decades. Exploring and tracking the attitudes of college students toward advertising is important, however, for several reasons. College students represent an important segment of consumers for many marketers, negative attitudes toward advertising on the part of college students could lead to their support for restrictive regulation in the future, and there are potentially negative (...) consequences concerning the effects of advertising that college students uniquely share with other youth markets. The results of this study – a differentiated replication of an earlier study of college students in the late 1970s – indicate the salience of various beliefs that help determine attitudes toward advertising and provide a useful benchmark for future studies. The implications of the study''s findings for advertising practice and future regulation are discussed. (shrink)

The purpose of this study was to extend the previous research on ethics in retailing. Prior research of Dornoff and Tankersley, Gifford and Norris, Norris and Gifford, and Burns and Rayman examined the ethics orientation of retail sales persons, sales managers, and business school students. These studies found the college students less ethically-oriented than retail sales people and retail managers. The present study attempts to extend the research on ethics formation to a geographically and academically diverse sample, (...) and to determine if retail management experience in the form of a professional practicum or internship, or entry level management training programs, such as experienced by recent graduates, are critical factors in the formation of business ethics. The sample consisted of thirty-three students majoring in Human Ecology with a concentration in Retail Merchandising and 51 recent graduates of the retail Merchandising program. The series of fourteen vignettes developed by Dornoff and Tankersley was used. An acknowledged limitation of this study is the validity of the questionnaire developed by Dornoff and Tankersley due to the method of development and new laws concerning warranties and credit etc. which have occurred since 1976. The instrument was used, however, to maintain consistency with earlier studies for the purpose of comparison of groups. No significant differences were found in the students' perceptions of the fourteen actions presented in the vignettes, but the range of the responses in the post-internship tests increased in many cases. The alumni appeared to be slightly more ethical than the students but not as ethical as the managers surveyed in 1986 by Norris and Gifford. Indications are that the critical point of ethics formation may be at the mid-management level and that internships and management training programs have little effect on the ethical perceptions of participants. These findings are consistent with studies such as Gable and Topol, and Jordan and Davis which showed high Machiavellian scores among young retailing executives, often buyers, as opposed to upper level retailing management. Scales with measure Machiavellianism, or manipulativeness, have been used as an alternative method of examining business ethics. (shrink)

Background: The current study intends to enrich the content of the relationship between personality, subjective well-being, and narcissism. Previous studies have shown that extroverted individuals have higher subjective well-being. Methodology: In order to study the relationship between personality, subjective well-being, and narcissistic behavior of college students, a convenient sampling method was used to select college students; they were tested by Eysenck personality questionnaire, total well-being scale, and overt narcissism questionnaire. The collected data were analyzed by t-test (...) and correlation analysis. Results: The findings suggest that there is a positive correlation between College Students' personality type and subjective well-being. College students with extraversion personalities have high subjective well-being, while college students with introversion personalities have low subjective well-being. There is a positive correlation between College Students' personality type and narcissistic behavior. College students with extraverted personalities are more narcissistic, and college students with introverted personalities are less likely to be narcissistic. There is a positive correlation between College Students' subjective well-being and narcissistic behavior. College students with high subjective well-being are more narcissistic, and college students with low subjective well-being are less likely to be narcissistic. Contributions of the study: This study provides an important basis and Enlightenment for discussing the relationship between College Students' personalities, subjective well-being, and narcissistic behavior. College students with different personality types will feel different levels of well-being and narcissistic behavior. There is also a close relationship between College Students' overall well-being and narcissistic behavior. (shrink)

An association between age-related hearing loss and Alzheimer's Disease has been widely reported. However, the nature of this relationship remains poorly understood. Quantification of hearing loss as it relates to AD is imperative for the creation of reliable, hearing-related biomarkers for earlier diagnosis and development of ARHL treatments that may slow the progression of AD. Previous studies that have measured the association between peripheral hearing function and AD have yielded mixed results. Most of these studies have been small and underpowered (...) to reveal an association. Therefore, in the current report, we sought to estimate the degree to which AD patients have impaired hearing by performing a meta-analysis to increase statistical power. We reviewed 248 published studies that quantified peripheral hearing function using pure-tone audiometry for subjects with AD. Six studies, with a combined total of 171 subjects with AD compared to 222 age-matched controls, met inclusion criteria. We found a statistically significant increase in hearing threshold as measured by pure tone audiometry for subjects with AD compared to controls. For a three-frequency pure tone average calculated for air conduction thresholds at 500–1,000–2,000 Hz, an increase of 2.3 decibel hearing level was found in subjects with AD compared to controls. Likewise, for a four-frequency pure tone average calculated at 500–1,000–2,000–4,000, an increase of 4.5 dB HL was measured, and this increase was significantly greater than that seen for 0.5–2 kHz PTA. There was no difference in the average age of the control and AD subjects. These data confirm the presence of poorer hearing ability in AD subjects, provided a quantitative estimate of the magnitude of hearing loss, and suggest that the magnitude of the effect is greater at higher sound frequencies.Systematic Review Registration:https://www.crd.york.ac.uk/prospero/, identifier: CRD42021288280. (shrink)

Student-instructor relationships outside of the classroom have existed for hundreds of years and remain an important topic in the literature. Universities are increasingly concerned with legislating student-instructor relationships. Few empirical investigations of undergraduate student-instructor relationships are reported in the literature, and such relationships are often considered only in the context of sexual harassment or ethics policies. Most of the writings are opinion based or seated in anecdotal evidence, and seldom are students' opinions considered. In this study, 480 undergraduate (...) students attending a medium-sized Western university were surveyed for their opinions about a variety student-instructor relationships. Factor analysis revealed 5 types of student-faculty relationships: sexual, group activities, doing favors, spending time alone with a faculty member, and business relationships. The students' opinions about these relationships varied, with sexual relationships considered inappropriate, whereas group activities were considered very appropriate. These data suggest that university officials who are building policy regarding faculty-student relationships need to consider different types of relationships along with students' developing autonomy. (shrink)

To address growing concerns about academic integrity, college students (n?=?758) at honor system and non-honor system institutions were presented with eight scenarios to determine the influence of an honor system on their perceptions of and responses to academic dishonesty. Main effects for honor code status emerged. Students from traditional honor system schools considered the behaviors to be more dishonest, and were more likely to respond that they would report the incident when compared to students attending (...) modified and non-honor system institutions. Findings suggest traditional honor systems, with specific rules and regulations in place, are more effective at cultivating academic integrity among students; modified honor systems may not be as effective as previous research suggests. (shrink)

College students from small, medium, and large institutions with either a modified or no honor code were presented with cheating scenarios and asked to rate how dishonest they perceived the behavior to be and the likelihood that they would report it. No main effects were found for institution size or type of honor code. Student–faculty ratio was not correlated with responses to the cheating scenarios. Students from modified honor code schools perceived more severe punishments (...) for cheating and understood the reporting process better than students from non–honor code schools. Implications for modified honor code systems are discussed. (shrink)

Although some attention has been devoted to assessing the attitudes and concerns of businesspeople toward ethics, relatively little attention has focused on the attitudes and concerns of tomorrow's business leaders, today's college students. In this investigation a national sample was utilized to study college students' attitudes toward business ethics, with the results being analyzed by academic classification, academic major, and sex. Results of the investigation indicate that college students are currently somewhat concerned about (...) business ethics in general, and that female students in particular are more concerned about ethical issues than are their male counterparts. (shrink)

The present study investigates Taiwanese college students’ perceptions of plagiarism. Specifically, this study seeks to explore how perceptive students pursuing higher education in Taiwan are in recognizing plagiaristic writing, in what terms they perceive source use in writing as appropriate and inappropriate, and view why plagiarism occurs. The study included 30 high- and 30 low-achieving students selected out of 396 students in English writing classes at a university in Taiwan. Drawing upon evidence from a writing (...) exercise and individual interviews with these 60 Taiwanese college students, the present study identified a variety of reasons why students may plagiarize. Most of the students participating in the study had some basic understanding of plagiarism. They had some familiarity with the Western notion of plagiarism, but based on the writing exercise, more often than not they were not able to recognize plagiarism when it actually occurred. Students’ understanding was generally, but not entirely, consistent with their source use behavior. More than half of the students considered that plagiarism is a cultural issue. However, there are also other factors that may lead to plagiarism. Finally, recommendations in terms of writing pedagogy are made. (shrink)

The purpose of this paper is to analyze the relationship between positive psychological quality and college students’ sense of responsibility for innovation and entrepreneurship from the perspective of positive psychology, explore the cultivation model that can effectively improve college students’ sense of responsibility for innovation and entrepreneurship, and promote their success in entrepreneurship. In this study, a total of 1,500 college students were selected for questionnaire survey. ANOVA was used to analyze the differences of (...) innovation and entrepreneurship responsibilities in demographic variables; factor analysis models were used to explore the factors that influence college students’ sense of responsibility for innovation and entrepreneurship; and Spearsman correlation and linear regression were used to analyze the relationship between college students’ positive quality and innovation and entrepreneurship. The results showed that the average scores of individual responsibility, team responsibility and social responsibility were 3.290, 3.624 and 3.720, respectively; individual responsibility differed significantly at the grade level; group responsibilities and social responsibilities were significantly different at the grade and gender levels; the linear fitting between benevolence, super-excellence, bravery, restraint, and wisdom with team responsibilities all reached significant levels, among which the wisdom coefficient was the highest; the linear fitting between syngroup, excellence, bravery, modesty and wisdom with social responsibility reached a significant level, among which the wisdom coefficient was the highest; the linear fitting between syngroup, excellence, bravery, modesty and wisdom with personal responsibility reached a significant level, among which the coefficient of excellence was the highest. This indicated that positive psychological qualities such as syngroup, excellence, modesty, benevolence, super-excellence, bravery, restraint, and wisdom were the influencing factors of college students’ sense of responsibility for innovation and entrepreneurship. Among them, the role of wisdom is the most noteworthy in predicting social and group responsibilities, and super-excellent is the most significant predictor for individual responsibility. (shrink)

The purpose of this study was to extend the previous research on ethics in retailing. Prior research of Dornoff and Tankersley (1985–1976), Gifford and Norris (1987), Norris and Gifford (1988), and Burns and Rayman (1989) examined the ethics orientation of retail sales persons, sales managers, and business school students. These studies found the college students less ethically-oriented than retail sales people and retail managers. The present study attempts to extend the research on ethics formation to a geographically (...) and academically diverse sample, and to determine if retail management experience in the form of a professional practicum or internship, or entry level management training programs, such as experienced by recent graduates, are critical factors in the formation of business ethics. The sample consisted of thirty-three students majoring in Human Ecology with a concentration in Retail Merchandising and 51 recent graduates of the retail Merchandising program. The series of fourteen vignettes developed by Dornoff and Tankersley (1975–1976) was used. An acknowledged limitation of this study is the validity of the questionnaire developed by Dornoff and Tankersley due to the method of development and new laws concerning warranties and credit etc. which have occurred since 1976. The instrument was used, however, to maintain consistency with earlier studies for the purpose of comparison of groups. No significant differences were found in the students' perceptions of the fourteen actions presented in the vignettes, but the range of the responses in the post-internship tests increased in many cases. The alumni appeared to be slightly more ethical than the students but not as ethical as the managers surveyed in 1986 by Norris and Gifford. Indications are that the critical point of ethics formation may be at the mid-management level and that internships and management training programs have little effect on the ethical perceptions of participants. These findings are consistent with studies such as Gable and Topol (1988), and Jordan and Davis (1990) which showed high Machiavellian scores among young retailing executives, often buyers, as opposed to upper level retailing management. Scales with measure Machiavellianism, or manipulativeness, have been used as an alternative method of examining business ethics. (shrink)

Previous research reported that college students' symbolic addition and subtraction fluency improved after training with non-symbolic, approximate addition and subtraction. These findings were widely interpreted as strong support for the hypothesis that the Approximate Number System (ANS) plays a causal role in symbolic mathematics, and that this relation holds into adulthood. Here we report four experiments that fail to find evidence for this causal relation. Experiment 1 examined whether the approximate arithmetic training effect exists within (...) a shorter training period than originally reported (2 vs 6 days of training). Experiment 2 attempted to replicate and compare the approximate arithmetic training effect to a control training condition matched in working memory load. Experiments 3 and 4 replicated the original approximate arithmetic training experiments with a larger sample size. Across all four experiments (N = 318) approximate arithmetic training was no more effective at improving the arithmetic fluency of adults than training with control tasks. Results call into question any causal relationship between approximate, non-symbolic arithmetic and precise symbolic arithmetic. (shrink)

Abstract: -/- We present a teaching activity, whose aim is to enhance students’ understanding of color perception by introducing them to intersubjective color variations among normal perceivers. The approach can be used in different disciplines, including biology, philosophy, psychology, physics, or statistics, for different purposes and with college students having various levels of sophistication and scientific training.

Contemporary social reform promotes rapid social transformation, and social practice has a special educational function in higher education. However, research shows weak willingness to participate in social practice among college students. Using the mixed research method, 438 completed questionnaire surveys on perceived environmental support were collected from college students. The influence of perceived environmental support on Chinese college students’ willingness to participate in social practice was analyzed using partial least squares structural equation modeling, and (...) an empirical test was conducted. The findings are as follows: Perceived environmental support significantly impacts students’ participation attitude and perceived behavioral control. Participation attitude and perceived behavioral control significantly influence participation intention, but behavioral norms have no significant influence. Participation intention and perceived behavioral control significantly influence actual behavior. This study provides the theoretical basis of perceived environmental support for future research on social practice participation intention and offers some theoretical guidance for the implementation of social practice in China. (shrink)

Professional ethics, a contemporary topic of conversation among business professionals, is discussed using the perceptions of college business students as the focal point. This research relates to the issues of college instruction in professional ethics, differences in perceptions of ethical behavior attributed to gender, and whether or not students' perceptions of ethical behavior can be modified. After presenting a review of the more important historical developments and research related to professional ethics, this paper focuses on the (...) results of a study that compared a set of ethical responses of various groups of college students with each other. The results of hypotheses testing show an ethics maturation process from students' initial exposure to business courses through the graduate level. These tests also show that formal ethics training, i.e., a separate professional ethics course or unit is an existing course, is not a significant factor in this process. However, one may conclude that the students' perceptions of proper ethical behavior matures toward society's expectations during college life. (shrink)

The present study aimed to investigate academic dishonesty among college students in Indonesia, as well as exploring various aspects of morality that may affect academic dishonesty. This study drew upon data obtained from an online survey of 574 students from diploma, undergraduate, and postgraduate levels of study in Indonesia. The data revealed a high prevalence of academic dishonesty in Indonesian college students and indicated that the level of academic dishonesty is affected by gender, college (...) origin, and study level. Regressions confirmed that higher academic dishonesty is associated with lower moral integrity and higher level of moral disengagement, as expected, but not with moral foundations. We also present detailed examinations on the three forms of academic dishonesty and discuss the theoretical and practical implications of these findings. (shrink)

Shared bicycles are sustainable and effective transportation tools in college campuses. Accordingly, this study aimed to assess the behavioral intention of college students toward bike-sharing as an environmentally friendly and social mode of travel. It applied the Theory of Planned Behavior framework to a bike-sharing context and explored the impact of perceived benefits and government policy on college students’ bike-sharing usage. A survey of 934 college students was conducted in Zhejiang province to test (...) the proposed model, and 782 were valid. The findings pointed out that attitude, subjective norms, and perceived behavioral control have a significant and positive impact on college students’ intentions toward bike-sharing. Meanwhile, the empirical results revealed that perceived benefits and government policy were the important factors driving college students’ intention and behavior for bike-sharing usage. Moreover, the results ascertained that the intention was aligned with actual actions; eventually, some targeted managerial implications are presented. This study enhances the current understanding of the usage behavior of college students in bike-sharing and provides timely insights for government policymakers and enterprise operators to promote sustainable bike-sharing practices in China and other countries. (shrink)

In China, the improvement of the learner performance is critical a challenge for the teaching staff and the management in intercultural communication class. Indeed, the administration of the Chinese schools is failed to provide effective learning to the students with innovative methods. The objective of this study was to identify the role of college students' learning performance, teaching skills, and teaching innovation in intercultural communication class. This study is based on the quantitative data collected on a (...) five-point Likert scale from the target respondents who were the students of different colleges and 700 questionnaires distributed for it. The study concludes that there is a significant relationship among abstract conceptualization, active participation, and reflective observation in students' learning performance. Furthermore, this study highlights that the mediating role of teaching innovation is critical for students' learning performance. This study contributes to the literature with a significant theoretical framework. Finally, this study provides significant theoretical implications and practical implications which are key game-changers for improving the performance of the students in the intercultural communication class. (shrink)

Over 5 million college students in the United States – nearly one-in-three students currently enrolled – are of immigrant origin, meaning they are either the children of immigrant parents or guardians and/or immigrants themselves. These students accounted for almost 60% of the growth in higher education enrolment in the 21st century. Nevertheless, there is very little research dedicated to this student population's specific experiences of postsecondary education, with similar absences discernible within the realms of higher (...) education policy and practice. Although college campuses are making important progress in building more inclusive spaces, conversations about climate and student care rarely account for the journeys of students of immigrant origin. Featuring 20 chapters written by more than 50 contributors, this book addresses this glaring omission. The authors examine how students of immigrant origin experience the road to, through, and beyond higher education, while, simultaneously, speaking to evidence-based implications for policy, research, and practice. (shrink)

The following essay presents faculty reflections on field experiences required for students in an introductory Philosophy of Education course. The essay is a reflective tracing on the becoming of philosophical thinking that occurs when college students spend a significant time philosophizing with younger students at local elementary sites using community of inquiry methodology. In introductory philosophy courses students are being introduced to the array of philosophical positions in education, but more importantly, they are also (...) learning ways of thinking philosophically about issues in education. The question is how to best foster the growth of philosophical thinking in the limited weeks of a college semester with a diverse group of students. The authors find that communities of inquiry where adults and children interact offers additional layers of epistemology and ontology upon which to question and reflect. As college level students begin to see themselves as community members with children, conceptions of both what it means to be a philosophical thinker as well as what it means to do philosophy begin to change. (shrink)