This study discusses how the existence of social media affects the behaviour of students at SMP Negeri 1 in the North Belopa District. This type of research uses a qualitative research type with a ...phenomenological approach. The phenomenon observed is related to social media and its impact on students' behaviour at State Middle Schools in North Belopa District. The research subjects were junior high school students in North Belopa, focusing on social media such as Facebook or Twitter. Data collection methods, such as interviews, participatory observation, and document analysis, are commonly used in qualitative research. Data analysis techniques use the theory of Miles and Huberman: data reduction, data display, and data verification by checking the validity of the data using Credibility, Transferability, Dependability, and Confirmability. Students at State Middle School in North Belopa District use social media as a platform to show their existence to the outside world. Everyone competes to display and create branding about himself to the outside world. Through various photos, videos, and statements on social media, someone wants to express to others that this is who they are. Not infrequently, even a person can act excessively to show his existence to others. Someone wants to reveal to others that this is who he is. Not infrequently, even a person can act excessively to show his existence to others. Someone wants to reveal to others that this is who he is. Not infrequently, even a person can act excessively to show his existence to others.
We use a randomised experiment to study the effect of offering half of 556 freshman students a learning analytics dashboard and a weekly email with a link to their dashboard, on student behaviour in ...the online environment and final exam performance. The dashboard shows their online progress in the learning management systems, their predicted chance of passing, their predicted grade and their online intermediate performance compared with the total cohort. The email with dashboard access, as well as dashboard use, has positive effects on student behaviour in the online environment, but no effects are found on student performance in the final exam of the programming course. However, we do find differential effects by specialisation and student characteristics.
Coronavirus Disease (COVID-19) has become a global health problem since it was declared as a pandemic by the World Health Organization (WHO) as of March 11, 2020. Data from Johns Hopkins University ...(as of May 30, 2020) states that 5,930,096 cases confirmed in worldwide with a total fatality rate of 6 percent The prevention from COVID-19 transmission is to maintain the immunity. One way to maintain immunity is to maintain mental health by maintaining the religiosity factor. The development of technology and information causes information COVID-19 cases circulate quickly and massively. This condition can indirectly affect mental health and behavior change of affected entities. The student of the Faculty of Pharmacy, Maulana Malik Ibrahim State Islamic University (UIN Malang) is one of the affected entities of COVID-19. This study aims to determine the religiosity of the Faculty of Pharmacy students in facing COVID-19. The respondents of this study were 117 students of Pharmacy UIN Malang. The method used in this research is descriptive observational, with the aim to determine the religious practice or conditions of worship of students when facing an outbreak of COVID-19. The research instrument used in the form of a questionnaire related to the indicators and dimensions of the student religiosity that has been tested for validity and reliability.
The present cross-sectional study of 230 teachers aimed to test Spilt, Koomen & Thijs's Educational Psychology Review, 23, 457 (2011) proposal that teachers' mental representations of their student ...relationships shape their affective responses to behaviour perceived as problematic. The association between student problematic behaviour and teachers' affective responses was mediated by relational conflict and this indirect effect was lessened by relational closeness. The degree to which teachers' attachment patterns were characterised by compulsive caregiving did not impact on these processes. The present study is consistent with relational theories of teacher wellbeing and argues for relationship-focused reflective practice in teacher training.
•Empirical test of a relational model of teacher stress.•Perceived student misbehaviour associated with teachers' negative affect.•Relational conflict mediated teachers' negative affective responses.•Relational closeness ameliorated impact of relational conflict.•No impact of Compulsive Caregiving style in dyadic relationships.
This field intervention trial evaluated the effect of a 5-week mindfulness-based curriculum on teacher-ratings of student classroom behavior at a Richmond, CA public elementary school, and examined ...if the addition of more sessions provided added benefit to student outcomes. Seventeen teachers reported on the classroom behaviors of 409 children (83 % enrolled in a California free lunch program and 95.7 % ethnic minority) in kindergarten through sixth grade at pre-intervention, immediate post-intervention, and 7 weeks post-intervention. Results showed that teachers reported improved classroom behavior of their students (i.e., paying attention, self-control, participation in activities, and caring/respect for others) that lasted up to 7 weeks post-intervention. Overall, improvements were not bolstered by the addition of extra sessions, with the exception of paying attention. The implications of this study are limited due to the lack of a mindfulness program-naïve control group, yet findings suggest that mindfulness training might benefit teacher-based perceptions of improved classroom behavior in a public elementary school, which has practice implications for improving the classroom learning environment for lower-income and ethnically-diverse children.
Drawing on a study of education policy enactments in four English secondary schools, this paper argues that different 'types' of policies call-up different forms of enactments, and that teachers and ...others who work in schools will have different orientations towards some of these possible ways of 'doing' school. Through exploring the ways in which two main policies are being enacted, 'Behaviour Management' and 'Standards and Attainment', we argue that policy type, power and positionality, space and time constraints, as well as different subjectivities, render policy enactment a more fragile and unstable process than is sometimes documented in policy analysis and implementation studies. Thus, in policy enactment terms, 'where you stand depends on where you sit'.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
Given that schools are, potentially, powerful sites for influencing adolescent behaviour, it is important that there is greater understanding of the psychosocial aspects of the school climate that ...can be leveraged for this purpose. The research reported in this article used structural equation modelling (with data from a sample of 6120 students at Australian high schools) to examine the influence of the psychosocial school-level environment on students' self-reported experiences of bully victimisation (i.e. being victims of bullying) and engagement in delinquent behaviours. Further, we examined whether bully victimisation mediated the relationships between school climate variables and delinquent behaviours. School connectedness and rule clarity were negatively associated with both bully victimisation and delinquency (p < 0.05), and teacher support was negatively associated with bully victimisation (p < 0.01), confirming the importance of these aspects of the school-level environment. However, affirming diversity and reporting and seeking help both had positive influences on bully victimisation (p < 0.05), raising concerns about the ways in which these aspects of the school-level environment might have been promoted. Importantly, bully victimisation was found to mediate the influence of five of the six school climate constructs on delinquent behaviours (p < 0.001). This study advance our understanding of how specific aspects of the school climate influence the prevalence of bullying and delinquent behaviour, adding weight to the call for educators to actively monitor and enhance psychosocial aspects of the school climate in order to improve student behavioural outcomes. Author abstract
PurposeThis research investigates the relationship between e-learning service quality dimensions, student e-learning satisfaction, commitment and behaviour towards finance courses in higher education ...institutes of Pakistan.Design/methodology/approachDue to specific study objectives, the authors gathered sample data of 359 university students who were enrolled in the traditional learning system and shifted to the e-learning environment. The study employed partial least squares-structural equation modelling (PLS-SEM) based approach using Smart PLS version 3.0.FindingsThe results indicated that out of four e-learning service quality dimensions, three dimensions (system quality, course material and instructor quality, information technology (IT) and support service quality) positively impacted student e-learning satisfaction. The other dimension of e-learning service quality (course website quality) showed a positive but insignificant effect on e-learning satisfaction. Additionally, e-learning satisfaction was positively related to e-learning commitment, which, in turn, has a positive and significant influence on student e-learning behaviour towards finance courses.Originality/valueOverall, the study’s findings provide useful policy implications for higher education institutes, particularly in the coronavirus disease 2019 (COVID-19) pandemic.
This article reports on a study that investigated the extent to which student behaviour is a concern for school teachers. The Behaviour at School Study Teacher Survey was used to investigate ...teachers' views about student behaviour in their classes in South Australian schools. In the web-based questionnaire, teachers and school leaders from Reception to Year 12 were asked to identify a range of student behaviours that they observed or encountered in their classrooms and around the school during the week prior to completing the survey. The student behaviours listed in the survey ranged from relatively minor misdemeanours to more serious acts of verbal abuse, bullying and physical violence. As well as identifying the range and frequency of student behaviours in classes and around the school, teachers were asked how they responded to these behaviours, how difficult they found these behaviours to manage, and how stressed they were as a result. The results suggest that low-level disruptive and disengaged student behaviours occur frequently and teachers find them difficult to manage. Aggressive and anti-social behaviours occur infrequently. Teachers employ strategies to manage unproductive behaviours that locate the problem with the student. The article argues that teachers could benefit from understanding how the classroom ecology influences engagement and therefore student behaviour, rather than focusing on 'fixing' unproductive behaviour. Author abstract, ed
This study investigated the relationship between primary school teachers' self-reported and actual use of classroom management strategies, and examined how the use of proactive and reactive ...strategies is related to teacher stress and student behaviour. The total sample consisted of 97 teachers from primary schools within Melbourne. Teachers completed four questionnaires which gathered information on demographics, disruptive student behaviour, teacher management strategies, and teacher self-reported stress. In addition, 20 of the 97 teachers were observed in their classrooms while teaching, with teacher behaviour management strategies and student on-task behaviour recorded. Observation and questionnaire data were then matched. The findings indicated that teacher self-reports accurately reflect actual practice, that relatively minor forms of student misbehaviours are a common concern for teachers, and that teachers are spending a considerable amount of time on behaviour management issues. The findings also revealed that the use of predominantly reactive management strategies has a significant relationship with elevated teacher stress and decreased student on-task behaviour. These findings have important implications for teaching practices and student learning.
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