Understanding the learning approaches of first-year accounting students

This study evolves from the broader educational research that indicates the characteristics of the student and the perceptions of the teaching/learning environment influence the quality of student learning. The model of learning developed in the paper is based on Biggs' (1987a) model of student learning together with the congruence model of vocational interests and work environments proposed by Holland (1985,1992). The model of learning was tested using a sample of 826 first year accounting students using structural equation modelling (SEM).

The findings provide substantive information about the learning approaches of students with vocational interests congruent with the task demands of a first year accounting course. Additionally, there is strong support for the association between student perceptions of the teaching/learning environment and approaches to learning. In particular the re specified model of student learning identifies the relationship between student perceptions of the appropriateness of workload and the adoption of a surface approach to learning.

Variables influencing the mathematics performance of first-year tertiary students : a case study

The need to understand which factors most strongly affect performance in first-year mathematics programs at Khon Kaen University (KKU), in North Eastern Thailand, provided the main focus of the study which is described. First-year mathematics students in the 1990-1991 academic year, from four KKU faculty groups (Medicine and Nursing, Agriculture, Science and Education, and Engineering) were involved in this study. Research literatures addressing variables which were likely to influence performance in early tertiary mathematical study, and variables associated with difficulties in learning mathematics at the transition from upper secondary school to tertiary studies, were reviewed. The first major aim of the study was to identify the variables which were good predictors of first-year mathematics performance at KKU. Results from stepwise multiple regression analyses indicated that the following predictor variables were statistically significant and entered the regression equations for most Faculty groups: School Mathematics Achievement, Self-Esteem, Study Habits in Mathematics, and Faculty of Study. Other predictor variables that sometimes entered regression equations (depending on the Faculty group) were Socio-Economic-Status, Mathematics Language Competence, Mathematics Confidence, Attitude Towards Mathematics, and Gender. Depending on Faculty group, the statistically significant variables accounted for between 11% and 74% of scores on fist-year KKU mathematics examinations. The predictor variables contributed much more to the variance of scores on first-semester mathematics examinations than to the variance of scores on second-semester mathematics examinations. It was also found that scores on the Direct Entry Examination Mathematics test (administered by KKU) and the School Mathematics Achievement test (developed and administered by the author) had stronger correlations with first-year KKU mathematics performance than did scores on the National Entry Examination Mathematics tests (administered by the Thai Ministry of University Affairs). Scores on the three pre-university mathematics achievement test instruments were better predictors of first-semester mathematics performance than of second-semester mathematics performance. It was found that the mean Mathematics Confidence of male students was statistically significantly higher than that of female students, but there were no statistically significant gender differences in Mathematics Misplaced Confidence. Only about 30% of the main sample ( 30% of the male and 30% of the female sample groups) had appropriate confidence in mathematics, that is, they thought their answers were correct when they were, in fact, correct, and they thought they were wrong when they were, in fact, incorrect. So far as Faculty performance differences were concerned, Engineering students had the highest Mathematics Confidence scores, followed by the Medicine and Nursing group of students and the Science and Education group students. Agriculture students had the lowest mean Mathematics Confidence score. No statistically significant differences occurred in Mathematics Misplaced Confidence between different Faculty groups. The second main aim of the study was to investigate why many first-year students experienced difficulties in coping with their mathematics units. A small group of senior secondary mathematics teachers, university mathematics lecturers, and first-year mathematics students were interviewed during the first semester of the 1990-1991 academic year. Interviews were conducted by the author according to a questionnaire format, and were aimed at identifying factors causing difficulty in the transition from senior secondary to university mathematical study. The analysis of the quantitative data together with the interview data indicated that the major sources of difficulty were associated with: (a) students' mathematical abilities; (b) curriculum content; (c) course organisation; (d) students' study habits; (e) instructional styles; and (f) assessment procedures. The results of the investigation are discussed in the light of the relevant literature and related research. The study concludes with recommendations which are addressed to mathematics teachers and education administrators in senior secondary schools in Thailand, to the Thai Ministry of Education, and to the KKU Department of Mathematics.

Teacher praxis in the generation of students' questions in primary science

This thesis examined the praxis of a group of highly regarded primary teachers who encouraged their students to generate, clarify and use investigable questions in science. The findings revealed the importance of a teacher's beliefs, understanding of the nature of questioning, and pedagogical reasoning about teaching and learning in science.

First-year law students’ construction of professional identity through writing

While there is a considerable body of research on law student identity construction based on interviews and transcripts of classroom talk, there is very little work based on student written texts. In this article two letters of advice written by beginning law students are analysed, using Ivanic and Camps’s (2001) framework, as an example of identity formation. Legal identity is argued to be formed by students’ attempts to accommodate a dynamic, partial, practitioner role of provider of advice to the traditional analytic focus of the law student. The process of accommodation is evident in the language of the letters, which show disfluencies resulting from attempts to combine different roles into a coherent legal identity. Comparison with a professionally written letter suggests that, rather than seeking to shape a coherent position, lawyers are able simultaneously to hold incompatible perspectives, concealing the tensions by foregrounding some perspectives and backgrounding others.

Body image and self-esteem among Asian, Pacific Islander, and white college students in Hawaii and Australia

Body image and its relationship to self-esteem was examined among Asian, Pacific Islander, and White women and men from Hawaii and Australia (n = 172). Although Pacific Islander and White participants had higher body mass indices than Asians, Pacific Islanders were more satisfied than Asians with their health and more satisfied than Asians and Whites with their appearance. Thus, higher body weight and greater body satisfaction may co-occur among Pacific Islanders, whereas lower weight and lower body satisfaction may co-occur among Asians. The findings suggest different levels of risk for body image dissatisfaction, and its associated psychological consequences, across ethnic groups.

Perceptions of engineering from female secondary college students in regional Victoria

Survey and focus group interviews with female students in regional Victoria resulted in identification of four perceived barriers that influence them to exclude engineering as a career choice. These barriers were identified as a lack of interest in the perceived image, a lack of knowledge, a traditionally maledominated industry, and limited recognisable role models. This paper reports on what Year 10 females are saying about the barriers and, consequently, how engineering can be promoted to overcome these barriers.

An update of Murrayan needs: A pilot study among American college students

Much research work on motives has been based on the taxonomy of psychogenic needs originally proposed by Murray and his colleagues in 1938. However, many of these needs have received little attention, and some of them may be less relevant now than they were 70 years ago. Two studies were conducted to investigate current motives. In Study 1, we used the Striving Assessment to elicit the personal strivings of 255 undergraduate university students. Murray’s taxonomy was unable to account for 50% of the 2,937 strivings. These strivings were thematically groups into 11 new categories and combined with 7 Murrayan needs to form the Comprehensive Motivation Coding System (CMCS). In Study 2, Thematic Apperception Test (TAT) stories produced by 143 undergraduate student participants were coded by these two systems. Murray’s system was unable to fully account for 42% of motives identified in the TAT stories, but the CMCS was able to account for 89%. These findings suggest that Murrayan needs may not adequately describe contemporary motivations and that the CMCS has the potential to do so. However, due to the limited demographics of our sample, further investigations are needed.

The influence of mindfulness meditation on angry emotions and violent behavior on Thai technical college students

Introduction: Violence among technical college students is a significant issue in Thailand, South East Asia, and yet few interventions are available for use with this group. In this study the outcomes of a culturally appropriate intervention, mindfulness meditation (MM), on anger and violent behavior are reported. The MM intervention was delivered over three consecutive weeks to technical college students (n = 40) and the effects compared to a comparison group (n = 56) who attend classes as usual. Methods: Both the intervention and comparison group completed a series of validated self-report measures on aggressive and violent behavior perpetration and victimization on three occasions (pre-intervention, 1 month and 3 month post-intervention). Results: Program participants reported lower levels of anger expression at one month follow-up, but there were no observed group. ×. time interactions for self-reported violent behavior. Rates of victimization changed over time, with one interaction effect observed for reports of being threatened. Conclusions: MM may have the potential to improve emotional self-control, but is likely to only impact on violent behavior when this is anger mediated.

Reflections on being a first generation self-advocate: belonging, social connections, and doing things that matter

Background Despite good policy intentions, people with intellectual disability continue to be socially excluded. Social geographers suggest the potential of self-authored spaces as catalysts for social inclusion. One such space, self-advocacy, is commonly perceived as part of a political movement for social change rather than a vehicle for social inclusion of its members. This paper investigated what involvement in self-advocacy has meant to long-term members of a self-advocacy group in Victoria, Australia. Methods In-depth interviews were conducted with 12 self-advocates about their reflections on involvement in the group. These data together with the commentary of 5 self-advocates during interviews with 18 self-advocacy supporters about their recollections of involvement in the group were transcribed and analysed thematically. Findings Through their involvement in self-advocacy, members of the group had gained a sense of belonging, social connections, and purposeful occupation, which included paid project work, lobbying, and organisational leadership and management. Conclusions This study suggests that self-advocacy groups can be places that foster social inclusion, potentially offering “membership” of an exclusive group, a wider social movement and of mainstream society.