scholarly journals Studying Students' Attitudes on Using Examples of Game Source Code for Learning Programming

2014 ◽  
Vol 13 (2) ◽  
pp. 265-277
Author(s):  
Aristea THEODORAKI ◽  
Stelios XINOGALOS
Keyword(s):  
Source Code ◽  
Students Attitudes ◽  
Learning Programming

scholarly journals Source Code Editing Evaluator for Learning Programming

2013 ◽  
Vol 11 ◽  
pp. 169-175 ◽  
Author(s):  
Timotius Nugroho Chandra ◽  
Inggriani Liem
Keyword(s):  
Source Code ◽  
Learning Programming

Dental students' attitudes toward smoking cessation guidelines

2000 ◽  
Vol 64 (9) ◽  
pp. 641-650 ◽  
Author(s):  
JK Yip ◽  
JL Hay ◽  
JS Ostroff ◽  
RK Stewart ◽  
GD Cruz
Keyword(s):  
Smoking Cessation ◽  
Dental Students ◽  
Students Attitudes ◽  
Attitudes Toward Smoking

Dental students' attitudes toward cheating

1994 ◽  
Vol 58 (6) ◽  
pp. 402-405 ◽  
Author(s):  
E Warman ◽  
RA Harvan ◽  
B Weidman
Keyword(s):  
Dental Students ◽  
Students Attitudes ◽  
Attitudes Toward Cheating

The Impact of TimeSlips on Undergraduate Students in Service Learning With Older Adults

2020 ◽  
pp. 1-8
Author(s):  
Sabine Heuer
Keyword(s):  
Older Adults ◽  
Service Learning ◽  
Undergraduate Students ◽  
Attitude Scale ◽  
Evidence Based ◽  
Attitudes Toward Older Adults ◽  
Students Attitudes ◽  
Attitude Shift ◽  
The Impact ◽  
Journal Entries

Purpose Future speech-language pathologists are often unprepared in their academic training to serve the communicative and cognitive needs of older adults with dementia. While negative attitudes toward older adults are prevalent among undergraduate students, service learning has been shown to positively affect students' attitudes toward older adults. TimeSlips is an evidence-based approach that has been shown to improve health care students' attitudes toward older adults. The purpose of this study is to explore the change in attitudes in speech-language pathology students toward older adults using TimeSlips in service learning. Method Fifty-one students participated in TimeSlips service learning with older adults and completed the Dementia Attitude Scale (DAS) before and after service learning. In addition, students completed a reflection journal. The DAS data were analyzed using nonparametric statistics, and journal entries were analyzed using a qualitative analysis approach. Results The service learners exhibited a significant increase in positive attitude as indexed on the DAS. The reflective journal entries supported the positive change in attitudes. Conclusions A noticeable attitude shift was indexed in reflective journals and on the DAS. TimeSlips is an evidence-based, patient-centered approach well suited to address challenges in the preparation of Communication Sciences and Disorders students to work with the growing population of older adults.

Commitment to pro- versus counter-attitudinal behavior and the dynamics of social representations

2002 ◽  
Vol 61 (1) ◽  
pp. 34-44 ◽  
Author(s):  
Eric Tafani ◽  
Lionel Souchet
Keyword(s):  
Higher Education ◽  
Social Representations ◽  
Cognitive Restructuring ◽  
Social Representation ◽  
Two Dimensional ◽  
Dimensional Model ◽  
Social Actions ◽  
The Social ◽  
Two Dimensional Model ◽  
Students Attitudes

This research uses the counter-attitudinal essay paradigm ( Janis & King, 1954 ) to test the effects of social actions on social representations. Thus, students wrote either a pro- or a counter-attitudinal essay on Higher Education. Three forms of counter-attitudinal essays were manipulated countering respectively a) students’ attitudes towards higher education; b) peripheral beliefs or c) central beliefs associated with this representation object. After writing the essay, students expressed their attitudes towards higher education and evaluated different beliefs associated with it. The structural status of these beliefs was also assessed by a “calling into question” test ( Flament, 1994a ). Results show that behavior challenging either an attitude or peripheral beliefs induces a rationalization process, giving rise to minor modifications of the representational field. These modifications are only on the social evaluative dimension of the social representation. On the other hand, when the behavior challenges central beliefs, the same rationalization process induces a cognitive restructuring of the representational field, i.e., a structural change in the representation. These results and their implications for the experimental study of representational dynamics are discussed with regard to the two-dimensional model of social representations ( Moliner, 1994 ) and rationalization theory ( Beauvois & Joule, 1996 ).

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