Prejudice in the Learning Environment: the Effect of Teachers' Prejudice, and Their Implicit & Explicit Attitude, on Student Creativity, and Engagement, along with the Moderating Role on Culture

2021 ◽  
Author(s):  
Abdullah Ansari ◽  
Danish Ahmed Siddiqui
Keyword(s):  
Learning Environment ◽  
Explicit Attitude ◽  
Moderating Role

Attitude, learning environment and current knowledge enhancement of accounting students in Malaysia

2015 ◽  
Vol 5 (2) ◽  
pp. 202-221 ◽  
Author(s):  
Soon-Yau Foong ◽  
Choo-Hong Khoo
Keyword(s):  
Learning Environment ◽  
Curriculum Design ◽  
Current Knowledge ◽  
Accounting Students ◽  
Content Type ◽  
Knowledge Enhancement ◽  
Questionnaire Research ◽  
The Relationship ◽  
Moderating Role

Purpose – The purpose of this paper is to examine the influence of accounting students’ attitude on their current knowledge enhancement intention and the moderating role of the learning environment on the attitude-intention relationship. The relationship between current knowledge enhancement intention and level of current knowledge acquired is also investigated. Design/methodology/approach – Copies of a structured questionnaire were randomly distributed to 400 final-year accounting students from three major public universities and 243 completed questionnaires were analyzed. Findings – Attitude is a significant predictor of students’ current knowledge enhancement intention, which, in turn, positively impacts their level of current knowledge. The learning environment significantly moderates the attitude-intention relationship. An inhibiting learning environment tends to accentuate the differences in current knowledge enhancement intention between students with good attitude and those with poor attitude toward current knowledge enhancement. Research limitations/implications – The study has the limitations often associated with self-administered questionnaire research. The findings also may not be generalizable to other student and current knowledge settings. Practical implications – There is a need to re-orientate the accounting curriculum design and the accounting academics’ attitude from one that is overly technical focussed to one that emphasizes on other competencies necessary for sustained professional success. Educators and teaching pedagogy that promotes a culture of lifelong learning and current knowledge enhancement among students should be encouraged. Originality/value – This study fills the gap in the literature by examining the role of the learning environment not as a direct determinant of students’ attitude and their intention, but rather as a moderator of the attitude-intention relationship. The implication is that modifying the learning environment could facilitate or promote development of the desired attitude and hence, intention. The findings of this study support the moderating role of the learning environment in the relationship between current knowledge enhancement attitude and intention of accounting students in Malaysia.

scholarly journals What Drives Students' Loyalty-Formation in Social Media Learning Within a Personal Learning Environment Approach? The Moderating Role of Need for Cognition

2016 ◽  
Vol 55 (4) ◽  
pp. 495-525 ◽  
Author(s):  
José L. Arquero ◽  
Salvador del Barrio-García ◽  
Esteban Romero-Frías
Keyword(s):  
Social Media ◽  
Learning Environment ◽  
Learning Experience ◽  
Need For Cognition ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Use Of Social Media ◽  
Media Learning ◽  
Moderating Role

Our study analyzes an educational experience based on the integrated use of social media within a higher education course under a personal learning environment approach and investigates the factors that determine students' loyalty to social media learning. We examined the moderating role of need for cognition (NFC) in students' formation of attitudes, satisfaction, and loyalty toward this learning experience. The results indicate that NFC has an influence on these variables, significantly moderating how loyalty toward social media learning is formed. For high-NFC students, satisfaction with the learning experience is the most important variable to explain loyalty; whereas for low-NFC students, attitudes have a stronger effect. Different strategies are suggested, according to the learners' NFC levels, for increasing the use of social media in personal learning environments. Practical implications for improving the integration of such informal resources into formal education are discussed.

Cultivating critical thinking in the clinical learning environment

2000 ◽  
Vol 64 (8) ◽  
pp. 610-615 ◽  
Author(s):  
LS Behar-Horenstein ◽  
TA Dolan ◽  
FJ Courts ◽  
GS Mitchell
Keyword(s):  
Critical Thinking ◽  
Learning Environment ◽  
Clinical Learning ◽  
Clinical Learning Environment

Testing the Strain Theory of Suicide – The Moderating Role of Social Support

Crisis ◽  
2020 ◽  
Vol 41 (2) ◽  
pp. 82-88 ◽  
Author(s):  
Bob Lew ◽  
Ksenia Chistopolskaya ◽  
Yanzheng Liu ◽  
Mansor Abu Talib ◽  
Olga Mitina ◽  
...  
Keyword(s):  
Social Support ◽  
Suicidal Behavior ◽  
Online Survey ◽  
Perceived Social Support ◽  
Strain Theory ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Psychological Strains ◽  
Moderating Role

Abstract. Background: According to the strain theory of suicide, strains, resulting from conflicting and competing pressures in an individual's life, are hypothesized to precede suicide. But social support is an important factor that can mitigate strains and lessen their input in suicidal behavior. Aims: This study was designed to assess the moderating role of social support in the relation between strain and suicidality. Methods: A sample of 1,051 employees were recruited in Beijing, the capital of China, through an online survey. Moderation analysis was performed using SPSS PROCESS Macro. Social support was measured with the Multidimensional Scale of Perceived Social Support, and strains were assessed with the Psychological Strains Scale. Results: Psychological strains are a good predictor of suicidality, and social support, a basic need for each human being, moderates and decreases the effects of psychological strains on suicidality. Limitations: The cross-sectional survey limited the extent to which conclusions about causal relationships can be drawn. Furthermore, the results may not be generalized to the whole of China because of its diversity. Conclusion: Social support has a tendency to mitigate the effects of psychological strains on suicidality.

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