scholarly journals Predicting Time to Graduation in Engineering by Student Behavior and Gender

2020 ◽  
Author(s):  
Christine Valle ◽  
John Leonard
Keyword(s):  
Student Behavior ◽  
And Gender ◽  
Time To Graduation

scholarly journals Analysis and Prediction of Engineering Student Behavior and Their Relation to Academic Performance Using Data Analytics Techniques

2020 ◽  
Vol 10 (20) ◽  
pp. 7114
Author(s):  
Hanns de la Fuente-Mella ◽  
Claudia Guzmán Gutiérrez ◽  
Kathleen Crawford ◽  
Giancarla Foschino ◽  
Broderick Crawford ◽  
...  
Keyword(s):  
Academic Performance ◽  
Personality Traits ◽  
Student Behavior ◽  
Educational Process ◽  
Computer Engineering ◽  
Catholic University ◽  
Sample Correlation ◽  
Motivation Scale ◽  
And Gender ◽  
Using Data

This study focuses on identifying personality traits in computer science students and determining whether they are related to academic performance. In addition, the importance of the personality traits based on motivation scale and depression, anxiety, and stress scales were measured. A sample of 188 students from the Computer Engineering Schools of the Pontifical Catholic University of Valparaíso was used. Through econometric two-stage least squares and paired sample correlation analysis, the results obtained indicate that there is a relation between academic performance and the personality traits measured by educational motivation scale and the ranking of university entrance and gender. In addition, these results led to characterization of students based on their personality traits and provided elements that may enhance the development of an effective personality that allows students to successfully face their environment, playing an important role in the educational process.

Eliminating Disparities in School Discipline: A Framework for Intervention

2017 ◽  
Vol 41 (1) ◽  
pp. 253-278 ◽  
Author(s):  
Anne Gregory ◽  
Russell J. Skiba ◽  
Kavitha Mediratta
Keyword(s):  
Student Behavior ◽  
School Discipline ◽  
Developmentally Appropriate ◽  
Academic Progress ◽  
Gender Disparities ◽  
Future Research ◽  
Instructional Time ◽  
Race And Gender ◽  
And Gender

Race and gender disparities in school discipline and associated harms have been well documented for decades. Suspension from school can reduce instructional time and impede academic progress for students who may already be lagging in their achievement. This chapter offers a research-based framework for increasing equity in school discipline. The framework is composed of ten principles that hold promise for helping educators to address student behavior in a developmentally appropriate manner and reduce race and gender disparities in school discipline. The framework also informs directions for future research in school discipline.

scholarly journals Indisciplina no PISA: entre o intra e o extraescolar

2017 ◽  
Vol 28 (68) ◽  
pp. 382
Author(s):  
Luciano Campos da Silva ◽  
Daniel Abud Seabra Matos
Keyword(s):  
Linear Regression ◽  
Student Behavior ◽  
Social Background ◽  
School Factors ◽  
Pisa 2012 ◽  
Palabras Clave ◽  
And Gender ◽  
Using Data ◽  
Multilevel Linear Regression ◽  
Type Of School

<p>São objetivos deste trabalho: analisar o fenômeno da indisciplina escolar por meio dos dados do PISA 2012; aplicar um modelo de regressão linear multinível tendo o clima disciplinar como variável dependente; e identificar fatores explicativos intra e extraescolares associados à indisciplina. A contribuição mais significativa deste trabalho é apontar que a indisciplina parece ser mais dependente de fatores intra do que extraescolares. Variáveis clássicas como nível socioeconômico, tipo de escola e gênero não apresentaram poder explicativo sobre a indisciplina, o que tenciona a tese de que o fenômeno se associaria diretamente à origem social dos estudantes. A proporção de repetentes da escola se mostrou o fator de maior impacto na indisciplina.</p><p><strong>Palavras-chave:</strong> Indisciplina Escolar; PISA; Regressão Linear Multinível; Comportamento do Aluno.</p><p> </p><p><strong><em>Indisciplina en el PISA: entre lo intra y lo extraescolar</em></strong></p><p><em>Son los siguientes los objetivos de este trabajo: analizar el fenómeno de la indisciplina escolar por medio de los datos del PISA 2012; aplicar un modelo de regresión lineal multinivel con el clima disciplinar como variable dependiente; e identificar factores explicativos intra y extraescolares asociados a la indisciplina. La contribución más significativa de este trabajo es la de señalar que la indisciplina parece ser más dependiente de factores intra que extraescolares. Variables clásicas como el nivel socioeconómico, el tipo de escuela y el género no presentaron poder explicativo sobre la indisciplina, lo que proyecta la tesis de que el fenómeno se asociaría directamente al origen social de los estudiantes. La proporción de repetidores de la escuela se mostró el factor de mayor impacto en la indisciplina.</em></p><p><em><strong>Palabras-clave:</strong> Indisciplina   Escolar; PISA; Regresión Lineal Multinivel; Comportamiento del Alumno.</em></p><p><em> </em></p><p><strong><em>Indiscipline in PISA: between intra- and extra-school factors</em></strong></p><p><em>This study aims to analyze the phenomenon of school discipline using data from the PISA 2012; to apply a multilevel linear regression model considering the disciplinary climate as the dependent variable and to identify explanatory intra and extra-school factors associated with discipline. The most significant contribution of this paper is to point out that the discipline issue seems to be more dependent on intra than extra school factors. Classical variables such as socioeconomic status, type of school and gender had no influence on discipline, presupposing the idea that the phenomenon is directly associated to students’ social background. The proportion of repeat students in school proved to be the factor of greatest impact on discipline.</em></p><p><em><strong>Keywords:</strong> School Indiscipline; PISA; Multilevel Linear Regression; Student Behavior.</em></p>

Legitimate concerns: On complications of identity in school punishment

2020 ◽  
Vol 18 (1) ◽  
pp. 78-97
Author(s):  
Winston C. Thompson ◽  
Abigail J. Beneke ◽  
Garry S. Mitchell
Keyword(s):  
Student Behavior ◽  
Behavioral Responses ◽  
Black Girls ◽  
Race And Gender ◽  
School Punishment ◽  
And Gender

In the present unjust context of US schools, many educators face uncertainty about the legitimacy of their issuing punishments, especially when their identity meaningfully differs from that of their students. In this article, we address these doubts by acknowledging distinctive elements of schools to provide helpful distinctions and analyses of the legitimacy of punishments within them. Specifically, we interrogate the role that identity categories such as race and gender play in establishing legitimate punishment within schools, with a particular focus on the case of Black girls attending US schools. We offer a taxonomy of legitimate responses to undesired student behavior, arguing that a particular person in their role within a school might lack legitimacy to punish based upon their identity even while other, related yet more nuanced, behavioral responses remain. In this work, we aim to equip educators with tools to better navigate the options available to them and better understand the significance of their actions in response to student behavior.

scholarly journals Deviant behaviour of adolescents as a manifestation of individual anomie: Social and gender aspects of the problem

2021 ◽  
Vol 23 (5) ◽  
pp. 164-192
Author(s):  
O. V. Usova ◽  
V. V. Usov ◽  
N. B. Kostina ◽  
T. V. Duran
Keyword(s):  
Mental Representation ◽  
Student Behavior ◽  
Educational Institutions ◽  
Russian Society ◽  
Deviant Behaviour ◽  
Teachers Perceptions ◽  
Adolescent Behaviour ◽  
And Gender ◽  
Gender Factor ◽  
First Time

Introduction. The present paper continues the line of research related to the various forms of anomie in Russian society. In the proposed study, individual forms of anomie manifestation are considered on the example of deviant behaviour of adolescents (students aged 13-17 years old) depending on the gender and mechanisms of its perception by teachers of educational institutions (mental representation of the phenomenon).The aim of the research is to identify the main forms of individual anomie (as deviant behaviour of adolescents) from the standpoint of the teachers' perceptions of student behavior (mental representation of the behaviour of adolescents, depending on the factor of their gender and deviant / prosocial type of behaviour).Methodology and research methods. To obtain sociological data, the following methods were used: questionnaire survey, focused interview, testing. Further, the obtained results were processed by mathematical processing methods (the Fisher analysis of variance (type III SS, polynomial effect)). The influence and interaction of gender factors and the type of deviant/ prosocial behaviour in adolescents (through the mental representation of this phenomenon by teachers of educational organisations) were considered. The current research involved 1643 students aged from 13 to 17 years old and 832 teachers.Results and scientific novelty. As a result of the conducted research, it was determined that the most pronounced forms of deviant behaviour of modern adolescents in the perception of teachers of educational organisations are smoking and absenteeism. This deviant behaviour of adolescents aged 13-17 years old can be considered as the manifestation of individual anomie (in the perception of teachers as “abnormal”). The structure of adolescents' deviant behaviour in the “deviant” group differs more from the structure of adolescents' behaviour in the “prosocial” group. The gender factor of the research participants has a significant impact on the structure of teachers' perception of the behaviour of adolescents in the group of “deviant” and “prosocial” types of behaviour.The scientific novelty of the work lies in the fact that for the first time the authors of the study considered the deviant behaviour of adolescents as the manifestation of individual anomie. Moreover, for the first time, the authors investigated the structure of deviant behaviour of adolescents aged 13-17 years old (with differentiation by gender) and identified the features of the “norm” of behaviour of adolescents in the Russian Federation in the perception of teachers of educational organisations. This allows us to identify the system-forming factors, which influence the attribution of adolescent behaviour to the category of “norm/normality” (as manifestations of anomie), and to consider the mechanisms of teachers' mental representation of the “deviant/prosocial” type of student behaviour, depending on gender.

Academic Learning Time—Physical Education (ALT-PE) of Students with Mild Intellectual Disabilities in Regular Victorian Schools

1999 ◽  
Vol 16 (1) ◽  
pp. 64-74 ◽  
Author(s):  
Viviene A. Temple ◽  
Jeff W. Walkley
Keyword(s):  
Physical Education ◽  
Intellectual Disabilities ◽  
Student Behavior ◽  
Academic Learning ◽  
Systematic Observation ◽  
Learning Time ◽  
Observation Instrument ◽  
Academic Learning Time ◽  
Total Data ◽  
And Gender

The purpose was to describe the engagement of students with mild intellectual disabilities (MID) and their nondisabled peers (NDP) in regular physical education lessons and to determine whether this varied with gender, grade, or disability. Participants were 24 students with MID and 48 NDP Data on student behavior were gathered using an Academic Learning Time—Physical Education (ALT-PE) systematic observation instrument. Each lesson, including one student with MID and two same-gender NDP, was observed on five occasions (120 total). Data from primary and secondary levels were pooled. A MANOVA with PE Time, PE Engaged, Motor Engaged (ME), and Motor Appropriate (MA) as dependent measures revealed significant main effects for disability and gender. Follow-up analyses disclosed that the only difference between boys and girls was PE Time and that engagement level showed no difference. Students with MID spent significantly less time (p ≤ .01) than NDPs at each level.

scholarly journals Students’ Attitudes about School Counseling

2020 ◽  
pp. 21-31
Author(s):  
Danesh Karunanayake ◽  
K. M. N. S. Chandrapala ◽  
N. D. U. Vimukthi
Keyword(s):  
School Counseling ◽  
Student Behavior ◽  
Practical Knowledge ◽  
Survey Design ◽  
Counseling Students ◽  
Structured Interviews ◽  
Positive Attitudes ◽  
Students Attitudes ◽  
And Gender ◽  
Student's Attitudes

School counseling is a learning process. It facilitates student achievement and improves student behavior and attendance and helps students develop socially. There are diverse attitudes about school counseling in students. The main objectives of this research were to identify student’s attitudes about school counseling and the type of attitudes which is common in students towards school counseling. Six students participated in this research and they were selected using a convenience sampling method. A qualitative survey design was used as the research design and semi-structured interviews were also conducted. Data analysis was undertaken using thematic analysis. Although the results showed that the students have both negative and positive attitudes towards school counseling, students have more negative attitudes than positive attitudes, and gender influenced in forming their attitudes. Further, students from different categories of schools have different attitudes about school counseling. These attitudes are formed due to factors such as lack of professionalism in counseling teachers, lack of resources, lack of practical knowledge, and lack of student’s awareness about school counseling. It is recommended that students’ awareness about school counseling should be enhanced and all facilities must be provided to develop school counseling. Thereby, it would be possible to change the attitudes of students about school counseling positively.

Self-Compassion and Quality of Life in Adults Who Stutter

2020 ◽  
Vol 29 (4) ◽  
pp. 2097-2108
Author(s):  
Robyn L. Croft ◽  
Courtney T. Byrd
Keyword(s):  
Quality Of Life ◽  
Social Connectedness ◽  
The Self ◽  
Future Research ◽  
Self Compassion ◽  
Adults Who Stutter ◽  
And Gender ◽  
Relationship Of ◽  
The Impact

Purpose The purpose of this study was to identify levels of self-compassion in adults who do and do not stutter and to determine whether self-compassion predicts the impact of stuttering on quality of life in adults who stutter. Method Participants included 140 adults who do and do not stutter matched for age and gender. All participants completed the Self-Compassion Scale. Adults who stutter also completed the Overall Assessment of the Speaker's Experience of Stuttering. Data were analyzed for self-compassion differences between and within adults who do and do not stutter and to predict self-compassion on quality of life in adults who stutter. Results Adults who do and do not stutter exhibited no significant differences in total self-compassion, regardless of participant gender. A simple linear regression of the total self-compassion score and total Overall Assessment of the Speaker's Experience of Stuttering score showed a significant, negative linear relationship of self-compassion predicting the impact of stuttering on quality of life. Conclusions Data suggest that higher levels of self-kindness, mindfulness, and social connectedness (i.e., self-compassion) are related to reduced negative reactions to stuttering, an increased participation in daily communication situations, and an improved overall quality of life. Future research should replicate current findings and identify moderators of the self-compassion–quality of life relationship.

Effects of Gender, Parental Role, and Time on Infant- and Adult-Directed Read and Spontaneous Speech

2019 ◽  
Vol 62 (11) ◽  
pp. 4001-4014
Author(s):  
Melanie Weirich ◽  
Adrian Simpson
Keyword(s):  
Parental Involvement ◽  
Gender Identity ◽  
Spontaneous Speech ◽  
First Year ◽  
Space Size ◽  
Vowel Space ◽  
Potential Impact ◽  
Phonetic Features ◽  
And Gender ◽  
Description Task

Purpose The study sets out to investigate inter- and intraspeaker variation in German infant-directed speech (IDS) and considers the potential impact that the factors gender, parental involvement, and speech material (read vs. spontaneous speech) may have. In addition, we analyze data from 3 time points prior to and after the birth of the child to examine potential changes in the features of IDS and, particularly also, of adult-directed speech (ADS). Here, the gender identity of a speaker is considered as an additional factor. Method IDS and ADS data from 34 participants (15 mothers, 19 fathers) is gathered by means of a reading and a picture description task. For IDS, 2 recordings were made when the baby was approximately 6 and 9 months old, respectively. For ADS, an additional recording was made before the baby was born. Phonetic analyses comprise mean fundamental frequency (f0), variation in f0, the 1st 2 formants measured in /i: ɛ a u:/, and the vowel space size. Moreover, social and behavioral data were gathered regarding parental involvement and gender identity. Results German IDS is characterized by an increase in mean f0, a larger variation in f0, vowel- and formant-specific differences, and a larger acoustic vowel space. No effect of gender or parental involvement was found. Also, the phonetic features of IDS were found in both spontaneous and read speech. Regarding ADS, changes in vowel space size in some of the fathers and in mean f0 in mothers were found. Conclusion Phonetic features of German IDS are robust with respect to the factors gender, parental involvement, speech material (read vs. spontaneous speech), and time. Some phonetic features of ADS changed within the child's first year depending on gender and parental involvement/gender identity. Thus, further research on IDS needs to address also potential changes in ADS.

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