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Introduction: This study investigates the relationship between approaches to learning, self-perceived study burnout, and the level of knowledge among veterinary students. Veterinary educational programs are under regular development and would benefit greatly from detailed feedback on students' knowledge, proficiency, influencing factors, and coping mechanisms. Methods: The VetRepos consortium developed and calibrated an item repository testing knowledge across the entire veterinary curriculum. Two hundred forty-eight students from seven European veterinary institutions took the VetRepos test, comprising a subset of the repository. They also responded to a questionnaire assessing deep and unreflective learning approaches and self-perceived study burnout, represented by exhaustion and cynicism. Structural equation modeling analyzed the relationship between these latent traits and the VetRepos test score. Results: The model failed the exact-fit test but was retained based on global fit indices, inter-item residual correlations, and standardized residual covariances. Root Mean Square Error of Approximation with robust standard errors and scaled test statistic was 0.049 (95% confidence interval 0.033-0.071), scaled and robust Comparative Fit Index 0.95 (0.90-0.98), and scaled Standardized Root Mean Square Residual 0.056 (0.049-0.071). Measurement invariance across study years was not violated (ΔCFI = 0.00, χ² = 3.78, Δdf = 4, p = 0.44), but it could not be confirmed between genders or universities. The VetRepos test score regressed on the study year [standardized regression coefficient = 0.68 (0.62-0.73)], showed a negative regression on the unreflective learning approach [-0.25 (-0.47 to -0.03)], and a positive regression on the deep approach [0.16 (0.03-0.28)]. No direct association with perceived burnout was observed; however, a significant, medium-sized association was found between the unreflective approach and self-perceived study burnout. No significant differences in learning approaches or perceived burnout were found between study years. Discussion: The most important source of variance in VetRepos test scores, unrelated to the study year, was the learning approach. The association between the VetRepos test score and self-perceived burnout was indirect. Future research should complement this cross-sectional approach with longitudinal and person-oriented studies, further investigating the relationship between study burnout and learning approaches. [ABSTRACT FROM AUTHOR]

This study aimed to determine the learning styles of the eleventh-graders and their manifestations in terms of their learning styles. The study utilized a mixed-method research design, namely sequential explanatory design, that involved 135 respondents for the quantitative phase and eight outlier participants selected for the qualitative phase based on their higher marks from the quantitative results. The study found that among the three learning styles, namely, auditory, tactile, kinesthetic, and visual learning styles, the respondents preferred the visual learning style red among the three learning styles of the study. Also, the study findings found no significant difference between the sex of the respondents and the three learning styles. In addition, the study discovered the participants' manifestations and the utilization of various learning styles and approaches when it comes to their learning, such as studying at night, using search engines, and doing extracurricular activities to help them enhance their learning process. Finally, learning styles and strategies serve as pivotal tools for the students to be more equipped, practical, and efficient regarding their academic performance at school. Hence, students, teachers, and school administrators should be able to understand various learning styles and approaches. Also, future researchers should study the environmental factors that affect students' learning process. [ABSTRACT FROM AUTHOR]

Background: Approaches to learning can be broadly classified into three categories, namely deep approach, surface apathetic approach, and strategic approach. Aims: The aim of this study was to determine the learning approaches of final-year undergraduate medical students in Nigeria and to correlate them with their academic performance. Materials and Methods: This was a correlational study conducted among final-year (600-level) undergraduate medical students. The Approaches and Study Skills Inventory for Students (ASSIST) questionnaire was used for the study to determine the learning approaches of medical students. Results: A total number of 100 final-year (600-level) undergraduate medical students participated in the study, of which 27 (27.0%) were males and 73 (73.0%) were females with a male-to-female ratio of 0.37 to 1. The age range of the respondents was 21 to 30 years with a mean (±SD) of 23.54 (±1.403). The strategic approach (40%) was the most predominant learning approach adopted by the medical students in this study followed by the deep approach (31%) and then the surface apathetic approach (29%). There is a significant positive correlation between the strategic approach and the self-rated academic progress of the students (P < 0.001). There is, however, no significant correlation between the academic progress of the students and the deep approach (P = 0.643) or the surface apathetic approach (P = 0.115). Conclusions: The strategic approach is the most predominant learning approach adopted by the final-year undergraduate medical students in this study with associated self-reported good academic performance. Appropriate study guidance should be provided to undergraduate medical students. [ABSTRACT FROM AUTHOR]

Abstract Background Nursing education presents unique challenges, including high levels of academic stress and varied learning approaches among students. Understanding the relationship between academic stress and learning approaches is crucial for enhancing nursing education effectiveness and student well-being. Aim This study aimed to investigate the prevalence of academic stress and its correlation with learning approaches among nursing students. Design and Method A cross-sectional descriptive correlation research design was employed. A convenient sample of 1010 nursing students participated, completing socio-demographic data, the Perceived Stress Scale (PSS), and the Revised Study Process Questionnaire (R-SPQ-2 F). Results Most nursing students experienced moderate academic stress (56.3%) and exhibited moderate levels of deep learning approaches (55.0%). Stress from a lack of professional knowledge and skills negatively correlates with deep learning approaches (r = -0.392) and positively correlates with surface learning approaches (r = 0.365). Female students showed higher deep learning approach scores, while male students exhibited higher surface learning approach scores. Age, gender, educational level, and academic stress significantly influenced learning approaches. Conclusion Academic stress significantly impacts learning approaches among nursing students. Strategies addressing stressors and promoting healthy learning approaches are essential for enhancing nursing education and student well-being. Nursing implication Understanding academic stress’s impact on nursing students’ learning approaches enables tailored interventions. Recognizing stressors informs strategies for promoting adaptive coping, fostering deep learning, and creating supportive environments. Integrating stress management, mentorship, and counseling enhances student well-being and nursing education quality.

We live in a society in constant scientific and technological change, where engineering education is required to develop the competences needed for future engineers to be able to respond to the complex and interdisciplinary problems that arise from this. It is no longer enough just to provide updated scientific and technological training to students, but it is also required to articulate the needs of society with the design of the curriculum and the expectations of the different stakeholders. The present paper's goal is to present the perceptions about engineering education through the lens of different institutional stakeholders, following a qualitative design study, through semi-structured interviews with seven key-stakeholders representing different scientific and professional institutions. These interviewees play an important role in the definition of guidelines for the engineering profession and in (re)thinking curricula reflecting the interaction with society, training and research. In this sense, it aims to explore the following objectives: (i) to know the perception about the profession, the profile of engineers and the engineering curricula; (ii) to identify the challenges posed to engineers in the job market and in society, today and in the future; and (iii) to reflect on a desirable profile to be attained by engineering students at the end of their Higher Education path. From the interviewees' perspective, competences development effectively involves learning approaches that realize which problem-solving strategies, concepts and capacities for social action should be developed in students, which are not restricted to disciplinary or specific content, but which allow (de)constructing curricula that reflect the different needs of society. In fact, as well as including the point of view of renowned international associations, this article reinforces the idea that the integration of science, technology, engineering and maths (STEM) into curricula is not only a challenge, but also a growing and inevitable phenomenon in response to society's needs. The curriculum, the competences to be privileged, the importance of interdisciplinarity, and the contribution of STEM and STEAM approaches from an integrated engineering perspective are interpreted as difficulties but also the target opportunities. [ABSTRACT FROM AUTHOR]

Digital transformation of education has become an inevitable trend. In this context, whether and how technology involvement can facilitate students' effective learning has become the hot issue of concern in the area of educational technology and learning sciences. This study, using 375 middle school students as samples in northwest China, verified that external support had a certain degree of impact on the learning approaches, and internal motivational factors played mediating roles. The results indicates that perceived support directly and positively predicts deep learning. Perceived classroom mastery goal structure is a mediator in perceived support and deep learning. Computer self-efficacy is a mediator in perceived support and learning approaches. These findings are not only instructive for teachers to guide students to utilize information technology (IT) appropriately for learning, but also provide some suggestions on how teaching practices in IT course can facilitate deep learning so as to enhance learning quality when students are using IT. [ABSTRACT FROM AUTHOR]

Recent emergence of generative artificial intelligence (GenAI) technology has stimulated interests as well as concerns in their potential in teaching and learning. Situated in the new and transforming context, this study provides an avenue for students to introspectively explore their use of GenAI in a postgraduate course. Seventy-four students from three Chinese universities participated in this study. By analyzing student interviews conducted pre- and post-course, alongside their chat logs with GenAI and reflective journal entries detailing their learning approaches, the research uncovers a spectrum of student perspectives on GenAI's impact, ranging from beneficial optimism, to cautious skepticism and adaptable pragmatism. Notably, student agency is identified as a crucial element in relation to these themes. This was articulated in four types of learning activities: receptive, resistive, resourceful, and reflective. The research underscores the importance of supporting and empowering student agency in the learning approaches aided by GenAI in education, highlighting its role in optimizing its use and enhancing autonomous, lifelong learning skills amidst the evolving technologically advanced learning landscape. [ABSTRACT FROM AUTHOR]

Marketing management is one of the practical-oriented subjects in management education, which is very dynamic. In this changing and newly emerging business and marketing ecosystem, the challenge of marketing teaching pedagogy is increasing day by day. In marketing management teaching pedagogical research, there is a scarcity of integrated blended framework consisting of teaching technology and augmented learning exposure in supporting classroom teaching methodology. The study attempts to identify how various factors like theoretical knowledge, practical orientation, teaching technology and augmented learning can impact marketing management education's learning outcome in the Indian context. Current research has also tried developing and examining a structured framework that may strengthen the classroom teaching environment. This article is based on empirical data of 693 marketing and sales professionals who are mostly alumni from topmost Indian B-schools. Exploratory factor analyses and structural equation modelling, and path analysis are being done to test the conceptual research model. The results of this article demonstrate how contemporary integrated classroom teaching can boost the marketing management learning outcomes with a proper blend of augmented learning exposure, out-of-class exercises and teaching technology in an Indianized way. [ABSTRACT FROM AUTHOR]

Background: Nursing education presents unique challenges, including high levels of academic stress and varied learning approaches among students. Understanding the relationship between academic stress and learning approaches is crucial for enhancing nursing education effectiveness and student well-being. Aim: This study aimed to investigate the prevalence of academic stress and its correlation with learning approaches among nursing students. Design and Method: A cross-sectional descriptive correlation research design was employed. A convenient sample of 1010 nursing students participated, completing socio-demographic data, the Perceived Stress Scale (PSS), and the Revised Study Process Questionnaire (R-SPQ-2 F). Results: Most nursing students experienced moderate academic stress (56.3%) and exhibited moderate levels of deep learning approaches (55.0%). Stress from a lack of professional knowledge and skills negatively correlates with deep learning approaches (r = -0.392) and positively correlates with surface learning approaches (r = 0.365). Female students showed higher deep learning approach scores, while male students exhibited higher surface learning approach scores. Age, gender, educational level, and academic stress significantly influenced learning approaches. Conclusion: Academic stress significantly impacts learning approaches among nursing students. Strategies addressing stressors and promoting healthy learning approaches are essential for enhancing nursing education and student well-being. Nursing implication: Understanding academic stress’s impact on nursing students’ learning approaches enables tailored interventions. Recognizing stressors informs strategies for promoting adaptive coping, fostering deep learning, and creating supportive environments. Integrating stress management, mentorship, and counseling enhances student well-being and nursing education quality. [ABSTRACT FROM AUTHOR]

IntroductionThis study investigates the relationship between approaches to learning, self-perceived study burnout, and the level of knowledge among veterinary students. Veterinary educational programs are under regular development and would benefit greatly from detailed feedback on students' knowledge, proficiency, influencing factors, and coping mechanisms.MethodsThe VetRepos consortium developed and calibrated an item repository testing knowledge across the entire veterinary curriculum. Two hundred forty-eight students from seven European veterinary institutions took the VetRepos test, comprising a subset of the repository. They also responded to a questionnaire assessing deep and unreflective learning approaches and self-perceived study burnout, represented by exhaustion and cynicism. Structural equation modeling analyzed the relationship between these latent traits and the VetRepos test score.ResultsThe model failed the exact-fit test but was retained based on global fit indices, inter-item residual correlations, and standardized residual covariances. Root Mean Square Error of Approximation with robust standard errors and scaled test statistic was 0.049 (95% confidence interval 0.033–0.071), scaled and robust Comparative Fit Index 0.95 (0.90–0.98), and scaled Standardized Root Mean Square Residual 0.056 (0.049–0.071). Measurement invariance across study years was not violated (ΔCFI = 0.00, χ2 = 3.78, Δdf = 4, p = 0.44), but it could not be confirmed between genders or universities. The VetRepos test score regressed on the study year [standardized regression coefficient = 0.68 (0.62–0.73)], showed a negative regression on the unreflective learning approach [−0.25 (−0.47 to −0.03)], and a positive regression on the deep approach [0.16 (0.03–0.28)]. No direct association with perceived burnout was observed; however, a significant, medium-sized association was found between the unreflective approach and self-perceived study burnout. No significant differences in learning approaches or perceived burnout were found between study years.DiscussionThe most important source of variance in VetRepos test scores, unrelated to the study year, was the learning approach. The association between the VetRepos test score and self-perceived burnout was indirect. Future research should complement this cross-sectional approach with longitudinal and person-oriented studies, further investigating the relationship between study burnout and learning approaches.

Recently, Dynamic knowledge graphs (DKGs) have been considered the foundation stone for several powerful knowledge-aware applications. DKG has a great advancement over static knowledge graph with the ability to capture the dynamicity of knowledge. The correctness and completeness of DKGs strongly affect the accuracy of the dependent application, in which many factors may have an impact, including data sources, graph construction model, and evaluation methods. Despite the increasing attention to DKGs, the literature of DKG construction is not comprehensively investigated, and the limitations are not fully revealed. In this paper, a comparative study is conducted for the emerging construction models of DKG. An extensive analysis is provided for each of the three main phases of DKG construction: entity extraction, relationship extraction and graph completion. For the different phases, we investigated the employed techniques, the used data sources, as well as the associated challenges, limitations, and evaluation metrics of each model. The learning approach is introduced as a novel categorization perspective for the employed techniques in the DKG construction. Finally, the encountered challenges and limitations are inspected to deduce the possible future directions that can be adopted for effective and advanced DKGs construction. It was found that 100% of the investigated models lack the key aspects of dynamicity in DKGs, 75% suffer from insufficient training features, 58% have a clear exposure to bias, 33% are vulnerable to changes, 25% have a performance and efficiency concerns, while lack of evaluation and comparison represented 25% and 17% of the models respectively.

Copyright of RumeliDE Journal of Language & Literature Research / RumeliDE Dil ve Edebiyat Araştırmaları Dergisi is the property of RumeliDE Uluslararasi Hakemli Dil & Edebiyat Arastirmalari Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article is devoted to the analysis and development of methodological recommendations for the successful implementation of the competence-based approach in the higher education system of Ukraine. The authors describe the main aspects of the competency-based approach, its advantages, features of implementation, as well as possible obstacles and challenges that may arise during its implementation. The article discusses the key principles of the competency-based approach, such as the active role of the learner, focus on competence development, integrated, individualised learning and assessment of acquired skills. Methodological advice is provided on the organisation of the educational process, the choice of methods and techniques, as well as the assessment of learning outcomes. It is established that the transition to learning with a focus on key competencies is an important step in preparing students for life in the modern inf 'Based on the author's analysis, recommendations for the practical application of the competence-based approach in the educational process of higher education institutions in Ukraine are given. The study is an important source of information for teachers, educators, researchers, administrators of educational institutions and other participants in the educational process who are interested in modernising and improving the quality of higher education in Ukraine through the implementation of a competency-based approach. The practical value of this study lies in the possibility of practical application of its results to form an objective view of the implementation of the competence approach in modern higher education. [ABSTRACT FROM AUTHOR]

We live in a society in constant scientific and technological change, where engineering education is required to develop the competences needed for future engineers to be able to respond to the complex and interdisciplinary problems that arise from this. It is no longer enough just to provide updated scientific and technological training to students, but it is also required to articulate the needs of society with the design of the curriculum and the expectations of the different stakeholders. The present paper's goal is to present the perceptions about engineering education through the lens of different institutional stakeholders, following a qualitative design study, through semi-structured interviews with seven key-stakeholders representing different scientific and professional institutions. These interviewees play an important role in the definition of guidelines for the engineering profession and in (re)thinking curricula reflecting the interaction with society, training and research. In this sense, it aims to explore the following objectives: (i) to know the perception about the profession, the profile of engineers and the engineering curricula; (ii) to identify the challenges posed to engineers in the job market and in society, today and in the future; and (iii) to reflect on a desirable profile to be attained by engineering students at the end of their Higher Education path. From the interviewees' perspective, competences development effectively involves learning approaches that realize which problem-solving strategies, concepts and capacities for social action should be developed in students, which are not restricted to disciplinary or specific content, but which allow (de)constructing curricula that reflect the different needs of society. In fact, as well as including the point of view of renowned international associations, this article reinforces the idea that the integration of science, technology, engineering and maths (STEM) into curricula is not only a challenge, but also a growing and inevitable phenomenon in response to society's needs. The curriculum, the competences to be privileged, the importance of interdisciplinarity, and the contribution of STEM and STEAM approaches from an integrated engineering perspective are interpreted as difficulties but also the target opportunities.

Self-regulation in online learning environments is of great importance in terms of ensuring effective learning since it makes the learner autonomous. In this context, the research aims to compare the self-regulated online learning of education faculty students according to certain variables and to reveal the relationship between their self-regulated online learning and learning approaches. The research is conducted using a correlational research design. Firstly, the general view of students' self-regulated online learning and learning approaches was determined. After that, self-regulated online learning averages were compared according to their gender and academic averages, and finally, the relationship between self-regulated online learning and learning approaches was presented. The study group of the research, which continues their education through distance education due to the pandemic in the 2021-2022 academic year; consisted of a total of 376 students who studied in different departments of the education faculty of Necmettin Erbakan University in Konya. The research findings demonstrate the fact that students' self-regulated online learning corresponds to an aboveaverage value and their self-regulated online learning differs according to their gender and academic achievement. Moreover, there is a moderately positive correlation between the deep learning approach and self-regulated online learning skills, and a low negative correlation between the superficial learning approach and self-regulated online learning skills. [ABSTRACT FROM AUTHOR]

Learning processes play an important role in enhancing understanding and analyzing real phenomena. Most of these methodologies revolve around solving penalized optimization problems. A significant challenge arises in the choice of the penalty hyperparameter, which is typically user-specified or determined through Grid search approaches. There is a lack of automated tuning procedures for the estimation of these hyperparameters, particularly in unsupervised learning scenarios. In this paper, we focus on the unsupervised context and propose a bi-level strategy to address the issue of tuning the penalty hyperparameter. We establish suitable conditions for the existence of a minimizer in an infinite-dimensional Hilbert space, along with presenting some theoretical considerations. These results can be applied in situations where obtaining an exact minimizer is unfeasible. Working on the estimation of the hyperparameter with the gradient-based method, we also introduce a modified version of Ekeland's principle as a stopping criterion for these methods. Our approach distinguishes from conventional techniques by reducing reliance on random or black-box strategies, resulting in stronger mathematical generalization. [ABSTRACT FROM AUTHOR]

The aim of this study was to examine the effects of online learning self-regulation on learning outcomes during the COVID-19 pandemic lockdown among university college students. Quantitative k-means cluster analysis was used to examine the relationship among students in three different clusters based on their preferences toward online learning. The results indicated that online learning self-regulation had a significant positive effect on learning outcomes due to the shift to online learning. Thus, we identified a "learning gradient" among students, showing that cluster 1 students (preferences for 100% online) have the most positive preferences toward online teaching and the highest degree of self-regulation and learning outcome, cluster 2 students (moderate preferences for both physical and online teaching) are mixed (both positive and negative experiences) and moderate self-regulation and learning outcomes while cluster 3 students (preferences for physical classroom teaching) have the most negative preferences and the lowest self-regulation and learning outcome. The results from this study show that students' self-regulated learning strategies during online teaching environments are important for their learning outcomes and that cluster 1 and 2 students especially profited from the more flexible online learning environment with organized and deep learning approaches. Cluster 3 students need more support from their educators to foster their self-regulation skills to enhance their learning outcomes in online teaching environments. [ABSTRACT FROM AUTHOR]

The inclusion of ethical competence in the training of master's degree students remains a challenge. It has important links to the professionalization process, but unevenness has been found in its development and implementation, and this appears to generate shortcomings in training processes. The aim of this study is to understand the meaning of ethical competence and to identify factors that facilitate its inclusion in master's degree programs. A multicentre phenomenological study was carried out at universities in Spain and Argentina. Students and faculty from ten master's degree programs in different subjects participated. Three broad overall categories emerged from our analysis: competencies related to the professional profile; factors in the professionalizing process; and training in ethical competence. These categories suggest that ethical competence is a core rather than an added value for any professional, thereby stressing the need to address its pedagogical importance in education. [ABSTRACT FROM AUTHOR]

This paper provides a comprehensive review of the integration of advanced power management systems and learning techniques in the field of robotics. It identifies the critical roles these areas play in reshaping the capabilities of robotic systems across diverse applications. To begin, it highlights the significance of efficient power usage in modern robotics. The paper explains how advanced power converters effectively control voltage, manage current and shape waveforms, thereby optimizing energy utilization. These converters ensure that robotic components receive the precise voltage levels they require, leading to improved motor performance and enabling precise control over motor behavior. Consequently, this results in extended operational times and increased design flexibility. Furthermore, the review explores the integration of learning approaches, emphasizing their substantial impact on robotic perception, decision-making and autonomy. It discusses the application of techniques such as reinforcement learning, supervised learning and unsupervised learning, showcasing their applications in areas like object recognition, semantic segmentation, sensor fusion and anomaly detection. By utilizing these learning methods, robots become more intelligent, adaptable and capable of autonomous operation across various domains. By examining the interaction between advanced power management and learning integration, this review anticipates a future where robots operate with increased efficiency, adapt to various tasks and drive technological innovation across a wide range of industries. [ABSTRACT FROM AUTHOR]

Copyright of Mediterranean Journal of Sport Science (MJSS) is the property of Mediterranean Journal of Sport Science (MJSS) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aims to analyze the effectiveness of the Science, Technology, Engineering, Art, Mathematics, and Religious (STEAM.R) approach to understanding students' concepts in learning science which are analyzed by gender. The study used a quantitative approach with the Pretest-Posttest Control Group Design. The population used was class V MI TT AL-Mubarak Langsa, totaling two classes with 34 students. While the research sample was obtained using the Simple Random Sampling technique with the lottery method, it was obtained that the female students and the male students. The instrument used was a test in the form of an essay which consisted of 5 questions. The collected data were analyzed using the t-test through SPSS 24. The result showed, based on gender, that the average post-test score of the female students was higher than that of the male students, namely 89.53 > 74.24. From the results of the hypothesis testing, it was obtained tcount > ttable, namely 5.82 > 2.04, with a significant value of 0.00

Purpose of the study: This research aims to determine the effect of implementing the Contextual Teaching Learning (CTL) approach on the formation of junior high school students' physics behavior. Methodology: This research is quantitative research with associative causal type. The total research sample was 69 students with a sampling technique using purposive sampling. The instruments used in this research were questionnaires and interviews. The data analysis techniques used in this research are descriptive statistics and inferential statistics. Main Findings: Based on the results of statistical analysis using SPSS 21, it was found that there was an influence of the application of Contextual Teaching (CTL) on the formation of physics behavior in class VIII SMP students with an influence percentage of 42%. With the regression equation Y = 45.508 + 0.363X. This means that if the CTL approach is not used in the physics learning process, the student's physics behavior score will be 45.508. Then, for every 1% increase in the level of the CTL approach, the physics behavior of class VII middle school students will increase by 0.363.l. Novelty/Originality of this study: The findings of this research indicate that this approach in the teaching process is important to use as a means to increase the nuances of learning in the classroom to be more meaningful. The novelty of this research is that it is useful as a means of improving physics teaching and learning strategies in the classroom in order to shape students' positive behavior.

Countermovement jumping (CMJ) and free-arm countermovement jumping (CMJFA) express the explosive-elastic force of the lower limbs. Strategies to enhance performance in both types of jumping can be categorized into cognitive and ecological-dynamic approaches. However, the effectiveness of these approaches in improving CMJ and CMJFA remains incompletely understood. This study aims to investigate the impact of training protocols based on the two approaches to improving CMJ. Thirty-six subjects with an average age of 26 years were selected and divided into two groups: the ecological-dynamic group (EDG) and the cognitive group (CG). For 12 weeks, both groups followed separate protocols of three weekly one-hour sessions. EDG group followed a protocol focused on circle time. The CG group followed an instructor-led training protocol. Incoming and outgoing flight heights were measured. Pre and post-intervention differences within and between groups were assessed using t-tests for dependent and independent samples, respectively (p ≤ 0.05). CG demonstrated a 12.2% increase in CMJ and a 7.8% improvement in CMJFA, while EDG showed a 10.2% increase in CMJ and 19.5% progress in CMJFA. No statistically significant differences (p > 0.05) were observed between the groups in the improvement of CMJ; statistically significant differences (p < 0.05) were found in the improvement of CMJFA in favor of EDG. [ABSTRACT FROM AUTHOR]

This study uses structural regression analysis to test an integrated model that reveals the relationship between internal technology barriers, learning approaches, and technology adoption in educational contexts. The findings show that the direct effect of internal technology barriers on acceptance is significant. In addition to this, deep and surface learning approaches influence perceived internal technology barriers and acceptance, while learning approaches and internal technology barriers have a considerably large effect on acceptance. Based on the findings, both deep and surface learning approaches, together with the technology internal barriers, have a direct and significant effect on acceptance, suggesting that compared to surface learners, deep learners have more influential internal technology barriers in terms of technology acceptance. [ABSTRACT FROM AUTHOR]

This research study was undertaken to elicit a group of final-year student nurses' perceptions of their motivations and approaches to learning, and the implications of their views. It is important to explore this subject because students' motivations and approaches to learning can potentially impact patient care. This study was part of a larger research project. The sample consisted of 18 final-year student nurses at a large UK university. Students completed semi-structured interviews that used a qualitative constructivist approach to explore their educational experience. Students described what motivated them to learn, and how they approached their learning because of their understanding of which subjects they believed were and were not important. Students felt that clinical skills were the most important subjects, and topics such as health promotion, law and ethics, were less important and therefore they approached these subjects in a superficial way, learning just enough to pass their course. Clinical skills were perceived as more useful because they would be used directly in clinical practice. The findings of this study are significant to inform nurse educators as they plan curricula and provide an insight into what may potentially adversely affect patient care when students become registered nurses. [ABSTRACT FROM AUTHOR]

Copyright of International Innovative Education Researcher (IEdRes) is the property of International Innovative Education Researcher (IEdRes) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal High School is the property of ECORFAN-Mexico S.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

AbstractEducation is important to society, yet many students do not complete the educations they start. In the present study of 426 students at a Norwegian university, we examined the predictive value of study-related variables with regard to student status one and five years after initial enrollment (stayers versus dropouts). The logistic regression analyses indicated that older students and students who spent less time studying were more likely to drop out after the first year. Students who completed less ECTS during the first year were more likely to drop out after five years. Contrary to our hypothesis, learning approaches and procrastination were not significant predictors for dropout. Overall, just studying and staying (on) the course mattered more for student success in the first year than self-reported measures on how the academic work was actually done. A caveat relates to the low response rate of the study (∼9%), which is addressed in the discussion.

Learning at school must be effective; sometimes, some obstacles make students want to avoid participating in sports learning because of internal and external deficiencies. The method used in this research is an experimental method with a one-group pretest-posttest design. The population in this study were 30 students of class VI at SDN Biru II using a systematic sampling technique. This study aimed to determine how much influence the play-jumping approach had on increasing the Physical Literacy of elementary school children. The method was to provide treatment for 12 meetings and use a questionnaire on motivation, self-confidence, physical competence, knowledge, and understanding of student learning. Data analysis techniques used the Normality Test and one sample t-test. All calculations were calculated using a software application. IBM SPSS stats 18. Based on the Determination test or R Square from the pre-test to the post-test results, it has a significant effect on the implementation of physical literacy activities that has a good influence on children's physical literacy. The results showed that the game-jumping learning approach positively increased students' physical literacy in physical education learning.

Scientific actions related to facts and everyday problems are needed in the biology learning process to train students' thinking skills. Thinking skills are useful for facing the challenges of education and technological developments in the 21st century. However, these conditions are not optimal, especially critical thinking skills for different academic abilities. The purpose of this study was to determine the effect of the PBL model on different academic abilities on the critical thinking of class XI students on the coordination system material. This quasi-experimental research was conducted on students of class XI IPA 1 at SMAN 10 Banjarmasin and class XI IPA 3 at SMAN 12 Banjarmasin. The sample of the upper academic ability is 26 students, and the lower academic ability is 28 students. The instrument used is an essay through pretest and posttest in the experimental class and control class. Data were analyzed using Anacova after the data fulfilled the normality and homogeneity tests. The results of the analysis show that there is an influence of the PBL learning model on critical thinking in students of different academic abilities, where the class F value is 91.84 with a p value of 0.000 or less than 0.05. The academic F score is 8.26 with a p value of 0.006 or less than 0.05. This learning model can be a solution to produce graduates who are competent in critical thinking. Abstrak Tindakan-tindakan ilmiah yang berkaitan dengan fakta dan masalah sehari-hari diperlukan dalam proses belajar biologi untuk melatihkan kemempuan berpikir siswa. Keterampilan berpikir berguna untuk menghadapi tantangan pendidikan dan perkembangan teknologi abad 21. Namun kondisi ini belum maksimal terutama keterampilan berpikir kritis pada kemampuan akademik berbeda. Tujuan penelitian ini yaitu mengetahui pengaruh model PBL pada kemampuan akademik berbeda terhadap berpikir kritis siswa kelas XI pada materi sistem koordinasi. Penelitian quasi eksperimen ini dilaksanakan pada siswa kelas XI IPA 1 SMAN 10 Banjarmasin dan kelas XI IPA 3 SMAN 12 Banjarmasin. Sampel kemampuan akademik atas berjumlah 26 siswa, dan akademik bawah 28 siswa. Instrumen yang digunakan berupa essay melalui pretest dan postest pada kelas eksperimen dan kelas kontrol. Data dianalisis menggunakan Anacova setelah data memenuhi uji normalitas dan homogenitas. Hasil analisis menunjukkan bahwa terdapat pengaruh model pembelajaran PBL terhadap berpikir kritis pada siswa kemampuan akademik yang berbeda, dimana nilai F hitung kelas sebesar 91,84 dengan nilai p 0,000 atau kurang dari 0,05. Nilai F hitung akademik sebesar 8,26 dengan nilai p 0,006 atau kurang dari 0,05. Model pembelajaran ini bisa menjadi solusi untuk menghasilkan lulusan pendidikan yang kompeten dalam berpikir kritis.

Educational success is mainly based on the formation of effective learners. Students' learning is affected by several variables, such as intelligence, motivation, teaching and learning approaches. Research showed that approaches to learning are among one of the most important variables that influence students' learning quality. They are related to how students experience and organize the subject matter of a learning task. It is important to understand what and how students learn, rather than how much they remember. This paper aims to test the validity of the Turkish version of the Approaches and Study Skill Inventory for Students (ASSIST), which explores the types of learning approaches (deep surface or strategic), applied to the first-year undergraduate engineering students having mathematics as a compulsory course at Istanbul Technical University. Validation has been done by explanatory factor analysis. Afterwards, the relationship between the learning approaches and extracurricular factors is critiqued. For this purpose, the association between the language of the subject (English or Turkish) and the students' learning approaches are investigated. Similarly, the relationship between learning approaches and parental education level as well as high school type is examined. Correlations between learning approaches conceptions of learning and teaching types are also tested. [ABSTRACT FROM AUTHOR]

Copyright of Trakya Journal of Education is the property of Trakya Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

At a time when traditional fieldwork is coming under pressure, be it from shrinking budgets, reducing carbon footprints, increased concerns for personal safety or the desire to make field skills accessible to all, how do we ensure that the key skills of observation, data collection and landscape analysis can still be developed in our students? This paper evaluates the experiences of students using immersive virtual reality (VR) to interrogate highly accurate georeferenced landscape models, made from data collected by Unmanned Aerial Vehicles, through the medium of Q methodology. It finds that there appears to be an association between prior engagement and expertise with IT and gaming technologies, such that those who declare some degree of prowess engage with and embrace the opportunities of using VR. This suggests that to allow more students to adopt positive approaches to learning in this manner, educators need to worry less about ever complex and realistic models, and invest more into positive prior experiences of using technology. Moreover, an important voice in the narrative around the physical nature of "being in the field" and social interaction with peers and tutors questions an approach that is still a relatively solitary experience. [ABSTRACT FROM AUTHOR]

INTRODUCTION: Every learner has a way of interacting with the knowledge they have acquired, and this interaction is called a learning approach. Knowing the student's favorite learning methods will facilitate them with directions tailored to their unique needs. This study aims to measure the differences in learning approaches among first-year medical and dental students of a private university, in Malaysia. MATERIALS AND METHODS: A three-month analytical cross-sectional study was undertaken among the interested students. The self-administered, validated ASSIST questionnaire was used to measure students' preferred learning approaches. The Pearson correlation and independent sample t-test were used to analyze the data with SPSS software. The p-value was set at less than 0.05 to indicate significant level. RESULTS: A total of 225 students participated, out of which 150 (66.7%) respondents were medical students, and 75 (33.3%) were dental students. Medical students reported a favoured considerably deep learning approach over dental students (t=2.874, p=0.004), and preferred the strategic approach to learning (t=2.051, p=0.041). There was a weak and no significant correlation between the concept of learning (learning as reproducing knowledge [RK] p=0.377, learning involving personal understanding [PU] p=0.269), self-rating (p=0.824), and the surface learning approach. Both medical and dental students have no significant difference in surface learning approach with t=0.556 and p=0.579. CONCLUSION: Medical students favoured deep and strategic learning over dental students. While there was no significant difference in the surface learning approach, the deep and strategic learning approaches were substantially connected with the notion of learning, types of courses/teaching, and self-rating. The knowledge of learning approaches will assist educators in making efforts to address students through successful teaching strategies. Once teachers understand the need to accommodate individual strengths and needs, they will devise appropriate new teaching methods. [ABSTRACT FROM AUTHOR]

Our research focused on Management of learning approaches in overcrowded classes by primary school teachers in the city of Kindu, (Analysis of finalist students by the model of Lessard and Schmidt). In undertaking this research, the way in which public primary school teachers in the city of Kindu manage their student learning approaches with these overstaffed numbers has been the problem at the center of this research. After investigation, we came to the following conclusions : the application of the model by primary school teachers in the city of Kindu does not respect the hierarchy presented by Lessard and Schmidt; all the socio-demographic variables taken into account (6), 2 variables (networks and schools) very significantly explain the management of students' learning approaches, while only one variable (seniority of teachers) which significantly influences the management of learning approaches student learning and finally the last three (student age, teacher age and class size) do not significantly explain the management of learning processes. [ABSTRACT FROM AUTHOR]

Copyright of Mehmet Akif Ersoy University Journal of Education Faculty is the property of Mehmet Akif Ersoy Universitesi Egitim Fakultesi Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this study was to explore university college students' experiences with online teaching one year after the lockdown in spring 2021.With quantitative cluster analysis, we have identified a "learning gradient" among students, showing that cluster 1 students have the most positive preferences towards online teaching and the highest degree of self-regulation and learning outcome, cluster 2 students are mixed (both positive and negative experiences), and cluster 3 students have the most negative preferences and the lowest self-regulation and learning outcome. In this study, we used 5 focus group interviews with 29 students based on their preferences towards online teaching to discuss and reflect on their own study planning, the shift in the learning environment, their perceived learning outcome, and positive and negative experiences from online teaching. The results from this study have shown that students' self-regulated learning strategies during online teaching environment are important for their learning outcome. Thus, we demonstrate the disjunction between students' learning outcome and the classroom as a fixed place for learning. [ABSTRACT FROM AUTHOR]

Students are often encouraged to learn 'deeply' by abstracting generalizable principles from course content rather than memorizing details. So widespread is this perspective that Likert-style inventories are now routinely administered to students to quantify how much a given course or curriculum evokes deep learning. The predictive validity of these inventories, however, has been criticized based on sparse empirical support and ambiguity in what specific outcome measures indicate whether deep learning has occurred. Here we further tested the predictive validity of a prevalent deep learning inventory, the Revised Two-Factor Study Process Questionnaire, by selectively analyzing outcome measures that reflect a major goal of medical education—i.e., knowledge transfer. Students from two undergraduate health sciences courses completed the deep learning inventory before their course's final exam. Shortly after, a random subset of students rated how much each final exam item aligned with three task demands associated with transfer: (1) application of general principles, (2) integration of multiple ideas or examples, and (3) contextual novelty. We then used these ratings from students to examine performance on a subset of exam items that were collectively perceived to demand transfer. Despite good reliability, the resulting transfer outcomes were not substantively predicted by the deep learning inventory. These findings challenge the validity of this tool and others like it. [ABSTRACT FROM AUTHOR]

Recent approaches to initial teacher education programmes consider non-academic qualities when selecting prospective teachers. The motivation to become a teacher is crucial in the admission to, progression in, and graduation from initial teacher education programmes. Previous research has highlighted the association between motivational factors and educational outcomes but not the underlying mechanisms. This study aimed to identify how the motivation to enter the teaching profession influenced prospective teachers' approaches to learning and their academic outcomes. We used the Factors Influencing Teaching-Choice, and Revised Approaches to Study Inventory scales with a sample of 217 first-year prospective teachers enrolled in initial teacher education programmes at a Catalan university (Spain). The findings indicated that social utility values, intrinsic career values, and social antecedent components were linked to deep and strategic approaches to learning, leading to a positive impact on prospective teachers' academic success. Moreover, social antecedent components were linked to a surface approach to learning and negatively impacted prospective teachers' academic outcomes. These results suggested that approaches to learning could be a pathway by which motivation to become a teacher affects academic outcomes. Practical implications are discussed in terms of pedagogical strategies that may help improve prospective teachers' learning. [ABSTRACT FROM AUTHOR]

This study examines the relationship between secondary school students' perceptions of mathematics teachers' teacher interaction behaviours and their mathematics learning approaches The study group of the research, in which the relational scanning model was used, consists of 1013 volunteer students. "Teacher Interaction Scale" and "Mathematics Learning Approaches Scale" were used to collect data in the study. While the teacher interaction scale consists of eight sub-dimensions and the mathematics learning approaches scale consists of three consists of sub-dimensions. Descriptive statistics and regression analyzes were used to analyze the data. The following findings were reached in the study: (1) It is seen that secondary school students adopt strategic, in-depth and surface learning approaches respectively in mathematics lessons. (2) Students perceive their mathematics teachers as helpful/friendly the most, then as understanding and leader, respectively. (3) There is a relationship between teacher interaction behaviours and students' approaches to learning mathematics. Strict and leader teacher behaviour characteristics are significant predictors of mathematics learning approaches. It has been seen that there is a positive relationship between the leader teacher feature and the deep learning approach, a negative relationship between the strict teacher feature and the deep learning approach, a positive relationship between the strict teacher feature and the surface learning approach, and a negative relationship between the strict teacher feature and the strategic learning approach. [ABSTRACT FROM AUTHOR]

Learning approaches describe the students' degree of cognitive commitment to learning in diverse types of academic tasks and educational environments. Even though from a micro-level perspective different profiles of approaches have been identified in high-achievement undergraduates attending several majors, such profiles have not been examined from a macro-level approach in terms of distinct educational cultures. Therefore, the research involved two studies conducted on undergraduates from Argentina and Spain: The first one was aimed at analyzing the psychometric features of the Approaches and Study Skills Inventory for Students (ASSIST) whereas the second was focused on examining the learning approaches profiles of high and low achievers attending the same major (Psychology) in two different educational cultures (Spain and Argentina). The scale's original internal structure, examined on a sample of 400 participants (50% Spanish), was verified except for one item, which was fatherly eliminated. The resulting structure was tested and proven verified in a new sample (N = 1,334; 58.3% Spanish) by confirmatory factor analysis, factorial invariance, and internal consistency studies. External validity evidence was examined as well. Additionally, norms to be used in the professional field were calculated. Profiles of learning approaches by academic achievement from each country were examined by latent class analysis. In both cases, high achievers reported higher and more frequent use of the Deep and Strategic approaches and lower and less frequent usage of the Surface one. Further studies should replicate these analyses in undergraduates attending other majors in order to test the hypothesis sustaining these findings' generalization. [ABSTRACT FROM AUTHOR]

Copyright of Pamukkale University Journal of Education is the property of Pamukkale University Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The inclusion of ethical competence in the training of master’s degree students remains a challenge. It has important links to the professionalization process, but unevenness has been found in its development and implementation, and this appears to generate shortcomings in training processes. The aim of this study is to understand the meaning of ethical competence and to identify factors that facilitate its inclusion in master’s degree programs. A multicentre phenomenological study was carried out at universities in Spain and Argentina. Students and faculty from ten master’s degree programs in different subjects participated. Three broad overall categories emerged from our analysis: competencies related to the professional profile; factors in the professionalizing process; and training in ethical competence. These categories suggest that ethical competence is a core rather than an added value for any professional, thereby stressing the need to address its pedagogical importance in education.