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This study aimed to investigate the attitudes of university students in the United Arab Emirates towards the marriage of people with disabilities. To achieve this goal, a sample of 396 students, consisting of 222 women and 174 men, was selected. All participants were administered a scale of 15 items built according to the closed-ended Likert. The results indicated a high level of positive attitudes towards this type of marriage. Furthermore, the results showed no statistically significant differences in attitudes attributed to variables such as gender and academic year, while there were statistically significant differences favoring students in scientific colleges over those in humanities colleges regarding academic specialization. The study also reflects a wider gendered analysis based on the field of Arab women with disabilities studies. This might help us to understand how the cultural and societal nature of these norms could impact ways in which students view marriage amongst people with disabilities thus providing more insights into an intersection between gender and disability within UAE. The study concluded with several recommendations, including that the UAE law on the rights of persons with disabilities must emphasize the right to marriage for persons with disabilities. Keywords: Marriage of people with disabilities, University students, Gender variable, Academic specialization, Introduction Family is a vital organ in the establishment and maintenance of societies as it facilitates relations and aims for compatibility among individuals in the community and is where children [...]

Over the last several decades, there have been numerous studies of both workers and college students who have a calling to a particular line of work. Many positive outcomes have been associated with the presence of a calling, but still much is unknown about both predictors and antecedents of having a calling. This pair of studies explored the extent to which college students' work orientation and parental influence (parents' work orientation and parental pressure) relates to students' presence of a calling, and how, in turn, all of these factors play a role in students' autonomous motivation, satisfaction, and commitment to their major/career path. Two separate samples of undergraduate students (n = 178; n=84) completed online surveys measuring the variables of interest to this study. The most notable results of these studies suggest that students' work orientation is associated with the presence of a calling, and that both presence of a calling and student calling orientation are associated with higher levels of autonomous motivation, and satisfaction and commitment to their major/career path. We found some evidence that perceived influence of parental pressure relates negatively to presence of a calling, autonomous motivation, and satisfaction. This research has implications for universities in supporting student development of a calling orientation and discernment of a calling. It also has implications for parents in how they can best support their children in pursuing a particular major and/or career path. Keywords: presence of a calling, work orientation, autonomous motivation, student choice of major, In recent years, a plethora of research (for a review, see Thompson & Bunderson, 2019) in the vocational behavior and career planning arenas has explored the notion of a vocational [...]

Student success is often described through traditional outcomes such as time to graduation and grade point average. Using a concurrent nested mixed-methods design (n = 119), we investigated how students themselves would define and describe student success. First, students qualitatively defined and described what student success meant to them. Afterward, students were asked, 'would you consider yourself a successful student' and selected important factors for student success broadly and/or for their success as students. Results demonstrated that 88.2% of students self-identified as being successful. The most frequent factors of student success were 1) Reaching my individual goals (86.6%), 2) Effectively managing my time (83.2%), and 3) Happiness (81.5%). Surprisingly traditional outcomes such as graduating on time and achieving their desired GPA were not selected as frequently, but were often used in qualitative definitions and descriptions of student success. We discuss how student success is both an outcome defined by traditional statistics, but also a process of growth. Implications suggest that universities could gain better measurement, programming, and marketing for their student body by asking students how they define and describe student success., In May 2021, College Pulse asked undergraduate students about their educational experiences during the COVID-19 pandemic. The survey's last question asked students, 'What does being successful mean to you?' One [...]

The testing effect phenomenon occurs when repeated retrieval practice leads to better long-term retention of information compared to repeated re-studying of material, but students tend to prefer repeated studying over testing themselves (Karpicke et al., 2009). We aimed to assess students' preference for who should implement testing--instructors or students--and determine the basis of their response. Our sample consisted of 177 undergraduate students who completed an online survey. Our results indicated that the majority of respondents felt that instructors should be responsible for providing testing opportunities (n = 108). Our qualitative analysis revealed that participants preferred instructors because of beliefs that 1) the instructors were the experts, and 2) teachers were the ones who create exams. When participants responded that students should provide their own testing opportunities, they indicated that students should be proactive in their own learning. Overall, our results suggest that instructors may want to consider implementing testing in their classes to aid learning. Keywords: testing effect; metacognition; learning strategies, Researchers demonstrate that when learning information, repeated retrieval practice, or testing, leads to better long-term memory retention compared to repeated studying (e.g., Karpicke et al., 2009; Karpicke & Roediger, 2008; [...]

Author(s): Sunyoung Oh [sup.1] Author Affiliations: (1) grid.411203.5, 0000 0001 0691 2332, Department of Vocational Studies, Kyonggi University, , 24 Kyonggidae-ro 9-gil, Chungjeongno 2-ga, Seodaemun-gu, Seoul , South Korea Introduction [...], Although substantial research has documented the importance of belief in a just world for self (BJW-self) for subjective well-being (SWB), little is known about the individual characteristics that serve as antecedents of BJW-self. This article delineates how individual differences in perceived cultural tightness (PCT) and neuroticism may account for differences in BJW-self and how gender moderates this relationship. We proposed a moderated mediation model wherein the indirect relationships of PCT and neuroticism with SWB through BJW-self change depending on gender. Data were collected from 296 South Korean university students using an online survey at two time points about four days apart. As predicted, the results showed that for male participants, only PCT had a significant relationship with BJW-self, which in turn had a relationship with SWB. In addition, for female participants, only neuroticism was significantly associated with SWB via BJW-self. Overall, these findings extend research on belief in a just world by identifying individual characteristics that account for variance in BJW-self associated with SWB.

Author(s): Elvan Yildiz-Akyol [sup.1] , Kemal Öztemel [sup.1] Author Affiliations: (1) Psychological Counseling and Guidance Program, , Ankara, Turkey Introduction Technological developments accompanied by the continuous change in the world [...], The aim of this research is to gather information regarding the validity of the Student Career Construction Inventory (SCCI) among university students in order to examine the relation between adaptive readiness, adaptability resources, adapting responses and adaptation results. This research is composed of two different studies. Within the scope of Study 1, the validity of the SCCI was analyzed with a sample of Turkish university students (254 participants in total; 190 female, 64 male). On the other hand, within the scope of Study 2, structural equation modelling was utilized to test the career construction model of adaptation empirically. The participants of Study 2 were composed of 553 university students (429 female, 124 male) none of whom participated in Study 1. The first study involved translating SCCI into Turkish and testing the psychometric properties of the scale. The results have demonstrated that SCCI is a valid and reliable scale to be used for Turkish university students. During the second study, the career construction model of adaptation was used to empirically tested. The results of the structural equation modelling supported the career construction model of adaptation showed that adaptation results were affected by adaptive readiness, adaptability resources, and adapting responses sequentially and directly. By examining how Turkish University students construct their career, this investigation advances existing research from a different cultural perspective.

Author(s): Minghui Lu [sup.1] , Rong Wang [sup.1] , Yuqing Zou [sup.2] , Feifan Pang [sup.1] Author Affiliations: (1) grid.411863.9, 0000 0001 0067 3588, Special Education Department, School of Education, [...], This study investigated whether negative stereotypes are responsible for the effect of ASD knowledge on social distance from individuals with ASD among college students. A sample of 869 neurotypical Chinese college students completed a cross-sectional survey to assess social distance, ASD knowledge, and negative stereotypes. Pearson correlation analysis yielded significant correlations between social distance, ASD knowledge, and negative stereotypes. Multiple mediation analysis showed that negative stereotypes mediated the link between social distance and ASD knowledge. Specifically, greater ASD knowledge predicted reduced social distance through decreased stereotyping related to dangerousness, personal responsibility for the disorder, and discontinuity, but also predicted greater social distance through increased stereotyping related to social inappropriateness. The findings deepen our understanding of the association between ASD knowledge and social distance by revealing the mediating role of negative stereotypes, and provide information that can help improve anti-stigma initiatives in college settings.

STEM students often struggle in their first-year fundamental courses. Negative psychological states after the first exam in those courses can serve as either a source of demotivation or motivation throughout the semester. We examined how self-efficacy altered the effect of regret about their first exam on course performance. Using a longitudinal study of students enrolled in early courses that engineering majors take in their first semester, we measured cognitive and affective regret about their first exam, both right after that first exam and a month later, and self-efficacy before the first exam. We found that regret right after the exam did not predict course grade. However, affective regret a month later reduced course grade, controlling for first exam grade. In addition, self-efficacy buffered that effect; students with high self-efficacy did not have their course grade affected by regret whereas those with low self-efficacy showed declines in their course grade due to regret. Keywords: STEM, regret, self-efficacy, emotion, performance, Success in first-year courses is crucial in forming academic and career pathways. These courses provide an overview of related areas and are often required to proceed in a STEM major. [...]

The careers we pursue can say as much about our identities as do our personal experiences. When discussing identity, narrative theory often arises as we construct our identities through story. [...]

Student expectations of required workload, behaviour, resource use, role and relationship profoundly shape success in higher education and inform satisfaction with their learning experience. Teachers' expectations of students' behaviour can similarly affect the university learning experience and environment. When expectations between academic staff and students are not aligned, student satisfaction and staff morale are likely to suffer. This study sought to identify areas where the academic expectations of students and staff aligned or diverged and understand responses to any breaches of expectations. Here, we report on qualitative findings from a survey of 259 undergraduate students and 48 staff members and focus group interviews with 10 students and 15 staff members. Although their academic expectations aligned in most areas, students appeared to have broader conceptions of success at university than staff, and a stronger focus on the importance of personal relationships with staff and teaching quality. Academics expressed stronger injunctive norms about prioritisation of study and the importance of identifying as a student. These differences are likely to lead to tension between the two groups, particularly in areas of value for individuals. While clarifying expectations may improve alignment between the groups to some extent, the basis of these differences in individual priorities suggests that merely articulating expectations may not resolve the issue. We therefore argue for staff to adopt a co-creation approach to academic expectations and to 'meet students halfway' where possible., Author(s): Ryan Naylor [sup.1] , Fiona L. Bird [sup.2] , Nicole E. Butler [sup.2] Author Affiliations: (1) grid.1013.3, 0000 0004 1936 834X, Sydney School of Health Sciences, the University of [...]

With the general recognition that holistic competencies are beneficial for individuals, employers, and the economy, higher education institutions around the world have emphasized the inclusion of holistic competencies as one of the key learning outcomes. Although educators and researchers have stressed the importance of holistic competencies, less is known from the learners' perspective. The data were obtained from a questionnaire completed by 339 undergraduate students in a local university of Hong Kong, and 6 focus group interviews. Their perceived importance and perceived capacity of holistic competencies were analyzed. The results revealed that most of the perceived importance of holistic competencies are significantly higher than the perceived capacity. Through the follow-up focus group interviews, students discussed their preference regarding how the course content and assessment methods of a separate course for holistic competence development could be designed for the higher education curriculum. Keywords: holistic competencies; student perception; undergraduates; higher education curriculum, Introduction Many studies have examined the perceptions of employers toward the graduates' holistic competencies (e.g. Clokie & Fourie, 2016; Jackson, 2010) which reveal that employers are increasingly placing more emphasis [...]

This study explored the attitudes and self-perception towards writing of more than 700 undergraduate college students. A significant cross-section of the sample expressed conflicting feelings about their skill levels as writers and their levels of enjoyment associated with writing. The overall impressions of the data showed that many students were unsure about the very nature of writing, the actual purpose of writing, the components of quality writing, or the importance of writing. The data revealed that an examination is necessary regarding how effectively/ineffectively we have handled writing instruction as educators, and where our emphasis should be as we consider the future of writing instruction and literacy learning., Many students of all ages are reluctant to write and feel that they do not like to engage in writing activities. Interestingly enough, the Common Core State Standards (CCSS, 2010) [...]

Originating from the field of physical education, physical literacy is an individual disposition that accentuates the importance of lifelong physical activity. Sport education is a sport-based physical education curriculum and instructional model that has been espoused to operationalize physical literacy. The purpose of this study was to examine the effects of sport education within a compulsory physical education program on university students' physical literacy and physical activity levels. A parallel-group single-blind cluster-randomized research design was used to examine the effect of a 10-lesson sport education intervention in physical education on students' physical activity and physical literacy from baseline through post-intervention and follow-up phases. A total of 372 participants completed all phases of data collection. Results showed increases in the affective and social domains of physical literacy across both groups. Findings also revealed a greater increase in daily self-reported physical activity levels and a reduction in perceived disempowering motivational climate in the sport education group at the follow-up phase. With a limited controlling and ego-evolving climate, sport education was found to be beneficial in developing the behavioral domain of undergraduate student physical literacy., Author(s): Siu Ming Choi [sup.1] , Kim Wai Raymond Sum [sup.1] , Fung Lin Elean Leung [sup.2] , Tristan Wallhead [sup.3] , Kevin Morgan [sup.4] , Daniel Milton [sup.4] , [...]

Addressing the root cause of Japanese higher education problems, the present literature-based study explores Japanese higher education's power relationship with one of the most influential stakeholders, the business world. It first draws attention to the incongruity between the business enterprises' proclaimed struggle with the securement of human resources capable of advancing overseas business and their rejection of international students deficient in Japanese(ness) qualities and employment of monolingual Japanese students. It is then argued that these conflicting discourses and practices have granted Japan's higher education leeway to be rhetorically global but practically non-global on Japanese-dominant campuses. Moreover, their reproduction of Japanese students' inward-looking mentality discourse is in synchronization with the implementation of internationalization programs that minimize interaction between Japanese and international students, with the former taking English as a foreign language classes and the latter placed in English-medium ones specifically designed for them. Suggestions are provided for future research that should explore how the Japanese business world's changing performance impinges on Japanese higher education's (non-) globalization policies, practices, and discourses centering around Japanese and international students., Author(s): Yoko Kobayashi [sup.1] Author Affiliations: (1) grid.411792.8, 0000 0001 0018 0409, Faculty of Humanities & Social Sciences, Iwate University, , 3-18-8 Ueda, Morioka, 020-8550, Iwate, Japan Introduction Against the [...]

Author(s): Vezir Aktas [sup.1] , Yeliz Kindap Tepe [sup.2] , Roland S. Persson [sup.1] Author Affiliations: (1) grid.118888.0, 0000 0004 0414 7587, School of Education and Communication, Jönköping University, , [...], Thousands of refugees have immigrated to Turkey because of the current Civil War in neighboring Syria. This is causing tensions between refugees and locals. These increasingly negative attitudes towards the incoming victims of conflict are of particular interest. The present study, therefore, aimed at determining the premises of the emergence of such negative attitudes. The research sample consisted of university students who all studied at various faculties at Cumhuriyet University in the Turkish province of Sivas. Data were collected by the Attitude Scale Towards Refugees, the Patriotism Attitude Scale, the Interpersonal Reactivity Index, and the Cirhinlioglu Religiosity Scale. Data were analyzed by Independent Sample t-tests as well as using Stepwise Regression Analyses. Results showed that the feeling of empathy correlated negatively with negative attitudes towards refugees, while blind patriotism, religiosity, and having nationalist/conservative orientations, correlated positively. Men were found to be more negative than women. The feeling of empathy was the most prominent factor in predicting the nature of attitudes towards refugees. Religious doctrine and distancing oneself from conservative and patriotic perspectives appeared to be effective in potentially preventing the development of negative attitudes. In conclusion, research results are discussed in the light of relevant literature.

In the 1880s, students at Mason Science College (a newly established, coeducational civic college which later became the University of Birmingham) ranked George Eliot as their favorite author. Through careful attention to archival records of extracurricular student engagement at Mason College, this essay explores the institutional impacts of Eliot's resonance with students in a late-nineteenth-century context of scientific education. Eliotian sympathy, the essay argues, contributed meaningfully to the cultivation of college spirit, helping to connect Mason students across increasingly specialized academic disciplines, even while ironically reinforcing curricular divisions. By reading Eliot with past generations of students, who turned to her novels at a time of profound academic transformation, this essay prompts reflection on the stakes of reading Eliot with students in our own moment of institutional change., In March 1886, the students of Mason Science College published a list of their 'Hundred Favourite Books' in the school literary magazine. 'Of making lists of books there is no [...]

Perceived source credibility during crisis situations vary depending on the type of crisis being experienced. In addition, varying types of crises occurring during the same timeframe also affect perceived source credibility The purpose of this study was to identify the factors that influenced varying perceptions in the wake of three crises that occurred in Baton Rouge, Louisiana during the summer of 2016. The crises were two events that involved violence and a natural disaster. Through survey research, perceptions about universities and government agencies as credible sources were examined. Preferred communication channels were also identified. This study includes data specific to several dimensions of perceived source credibility. Key findings show which sources are considered most credible according to the type of crisis being experienced. Findings also include practical implications for effective communication that can be employed in the future., Source credibility is an important factor in information dissemination in times of crises (Westerman, Spence, & Van Der Heide, 2012; Liu, Austin, & Jin, 2011 and Weick, 1995). Credibility--i.e. trust [...]

It is widely accepted that addressing the climate crisis requires a multitiered response. This includes education. But knowledge of climate change doesn't magically translate to behavior modification or taking action [...]

The aim of this study was to identify the attitudes of undergraduate students in the Jordanian universities toward university violence and to suggest a solution(s) to prevent this violence. The study used both a mixed method approach to collect data from a stratified random sample of 540 male students selected from three geographic areas. The study findings show factors that contribute most to university violence. Based on the student participants' perspectives, the factors are: academic problems, university policies and rules, social/cultural issues, economic problems, and application of law, punishment, and justice. The study result also revealed that students' violent behavior is not supported by Jordanian culture and tribes. Rather, it is grounded to justify such behavior. Data analyses also found a link between violence and social inequalities. To prevent violence, the students in the study suggested some solutions, included increasing extra-curricular activities, encouraging dialogue among students, applying justice to all students, and updating universities' curricula. In light of study findings recommendations were made. Keywords: Student violence, youth violence, university violence, Introduction Generally, universities usually are considered the safest environments in which to study, think, and develop; however, this safe haven sadly is being in most Jordanian universities because university violence [...]

New-Left Feminism emerged on Canadian campuses in 1967. While prior to that date some Canadian women had been concerned with their limited circumstances, by and large, university students expressed little visible support for their cause. In this article, I will show that prior to the debut of New-Left Feminism, while they may not have been vocal, the 1967 graduates of Glendon College, York University, located in Toronto, Canada, were well aware of the barriers faced by Canadian women. In the intervening half-century, although many impediments to the full social participation of Canadian women were removed, Glendon graduates of 2017 continued to recognize the existence of limits on female Canadians. Indeed, in some areas, these recent graduates saw more barriers than their counterparts 50 years earlier. This can be attributed, in part, to the attention currently given in curricula to the lives of Canadian women, large numbers of female faculty, a public discourse that includes sexuality and issues of interest to women, and the 'relative deprivation' of Canadian females. Le nouveau feminisme de gauche est apparu en 1967 sur les campus du Canada. Meme si auparavant certaines Canadiennes se preoccupaient des limites de leur situation, les etudiantes universitaires manifestaient dans l'ensemble peu de soutien visible a leur cause. Dans cet article, je demontrerai qu'avant meme l'apparition du nouveau feminisme de gauche, les diplomees du Glendon College de l'Universite York de Toronto, a defaut de s'affirmer clairement, etaient tres au fait des barrieres auxquelles se heurtaient les femmes au Canada. Au cours du demi-siecle qui a suivi, meme si un grand nombre d'embuches a la participation complete des Canadiennes a la societe ont ete retirees, les diplomees de Glendon constataient toujours en 2017 les limites imposees aux Canadiennes. Meme que dans certains domaines, ces diplomees recentes trouvaient plus de barrieres que leurs consoeurs d'il y a cinquante ans. Cela est partiellement attribuable a l'importance qu'accordent actuellement a la vie des Canadiennes les programmes d'etudes, a l'importance numerique du corps enseignant feminin, a un discours public qui traite de la sexualite et des questions qui interessent les femmes et aux << carences relatives >> des Canadiennes., NEW-LEFT FEMINISM MADE ITS APPEARANCE on Canadian campuses in 1967 (Palmer 2009:299). While Canadian women concerned with their inequality had been promoting change for some time (Begin 1992; Gosselin 2006; [...]

Author(s): Luzelle Naudé [sup.1] , Jacques Jordaan [sup.1] , Luna Bergh [sup.1] Author Affiliations: (Aff1) 0000 0001 2284 638X, grid.412219.d, University of the Free State, , P.O. Box 339, 9300, [...], The aim of this research study was to gain insight into a group of South African psychology students&apos; perceptions regarding tattoos. In particular, the prevalence of getting a tattoo; differences between various gender, racial, and religious groupings with regard to getting a tattoo; the most prominent reasons for getting or not getting a tattoo; and general perceptions regarding tattoos and people with tattoos were explored. Third-year psychology students participated in this multi-methods study. A survey regarding tattoo behavior and perceptions was completed by 175 participants, and interviews were conducted with five individuals. Descriptive statistics, chi-square analyses, as well as content and thematic analyses, were completed. While most participants (78.3%) did not have tattoos, they were relatively non-judgmental with regard to tattoo practices. Tattoos were valued for their symbolic personal meaning and as a form of self-expression, while religion, the permanence of tattoos and medical aspects deterred students from getting a tattoo.

Author(s): Kristen Bottema-Beutel [sup.1] , So Yoon Kim [sup.1] , David B. Miele [sup.2] Author Affiliations: (Aff1) 0000 0004 0444 7053, grid.208226.c, Department of Teacher Education, Special Education, and Curriculum [...], This study used mixed-effects logistic regression to examine undergraduates&apos; (N = 142) evaluations and reasoning about scenarios involving disability-based exclusion. Scenarios varied by disability [autism spectrum disorder (ASD) versus learning disability (LD)], the context of exclusion (classroom versus social), and whether or not a grade was at stake. Participants were more likely to determine exclusion was acceptable if the excluded student had an ASD diagnosis, there was a grade at stake, and it occurred in a classroom. Exclusion was less likely to be considered acceptable in the "no grade" compared to the "grade" conditions for LD students, but remained high in both conditions for autistic students. This study also describes contextual variations in participants&apos; justifications for their evaluations.

Four-hundred-and-sixty-six undergraduates at a large southeastern university completed a self-administered 46 item online survey (Undergraduate Survey on Attitudes toward a College Education) developed by the authors. Age of respondent was the only demographic factor significantly associated with being apathetic- the younger the student, the greater the apathy. Factors associated with having lower academic apathy/being excited about courses were feeling that their teachers were approachable and having a faculty mentor. Hence, the answer to student apathy may be more faculty than student driven- when faculty are viewed as being approachable and become a mentor (particularly for juniors and seniors), students are more likely to be excited about their courses. Exchange theory was the framework use to explain the findings. Implications and limitations were identified., IntroductionUniversity teachers are often asked by friends, 'How do students today differ from those in the past?' The question elicits a range of responses, and not always positive ones. 'Lazy,' [...]

Student engagement research has been dominated by a behavioral approach. Based on the Motivation and Engagement Wheel, a psychological interpretation of student engagement, this study examined the relationships among student motivation, engagement, and mastery of generic skills as a desired learning outcome. A sample of 2013 Chinese undergraduates from 11 universities in China participated in a survey. Although the results largely confirmed the relationships hypothesized between motivation, engagement, and students' mastery of generic skills, this study revealed one path that was inconsistent with the hypothesis: maladaptive motivation had a positive or non-significant, rather than negative, effect on adaptive engagement. These findings reinforce the need for a psychological perspective on student engagement in the current international trend of student engagement research and indicate some characteristics of student engagement in the cultural context of China. Some implications for the enhancement of student engagement are discussed., Author(s): Hongbiao Yin [sup.1] Author Affiliations: (Aff1) 0000 0004 1937 0482, grid.10784.3a, Department of Curriculum and Instruction, Faculty of Education, The Chinese University of Hong Kong, , Shatin, N.T., Hong [...]