61,562 research outputs found
Open Educational Resource Textbook Impact on Students in an Introductory Nutrition Course
Objective
To determine if student outcomes, usage, perceptions, and engagement differ between introductory nutrition courses that used an open educational resource (OER) textbook compared with a traditional textbook.
Design
Cross-sectional.
Setting
College introductory nutrition course.
Participants
Students enrolled in introductory nutrition courses that used a traditional textbook or an OER textbook.
Intervention
Implementation of an OER textbook in all introductory nutrition courses during 1 semester.
Main Outcome Measure(s)
Usage, perceptions, and engagement with the textbook were evaluated by an online survey. Student outcome data (eg, grades) were collected from the learning management system at the end of the semester.
Analysis
Differences in student outcomes, usage, perceptions, and engagement were determined by t tests. Open-ended responses on textbook likes and dislikes were evaluated by thematic analysis.
Results
The number of students who completed the introductory nutrition course with a traditional textbook (n = 346) was higher than those who completed the course with an OER textbook (n = 311). There was no difference in student outcomes between textbooks. P values for student usage ranged from <.001 to .001, <.001 for engagement, and <.001 to .001 for perception with the OER textbook, with significantly better P values for outcomes than those with the traditional textbook. The $0 cost and place-based nature were noted as positive attributes of the OER textbook, whereas students appreciated the format and visual appeal of the traditional textbook.
Conclusions and Implications
Academic performance in introductory nutrition was not affected by an OER textbook. An OER textbook for introductory nutrition may be an appropriate solution for institutions seeking to reduce student costs
Implicit Theories and Self-efficacy in an Introductory Programming Course
Contribution: This study examined student effort and performance in an
introductory programming course with respect to student-held implicit theories
and self-efficacy. Background: Implicit theories and self-efficacy shed a light
into understanding academic success, which must be considered when developing
effective learning strategies for programming. Research Questions: Are implicit
theories of intelligence and programming, and programming-efficacy related to
each other and student success in programming? Is it possible to predict
student course performance using a subset of these constructs? Methodology: Two
consecutive surveys (N=100 and N=81) were administered to non-CS engineering
students in I\c{s}{\i}k University. Findings: Implicit theories and
self-beliefs are interrelated and correlated with effort, performance, and
previous failures in the course and students explain failure in programming
course with "programming-aptitude is fixed" theory, and also that programming
is a difficult task for themselves.Comment: Programming Education. 8 page
Highly prevalent but not always persistent: undergraduate and graduate student's misconceptions about psychology.
Although past research has documented the prevalence of misconceptions in introductory psychology classes, few studies have assessed how readily upper-level undergraduate and
graduate students endorse erroneous beliefs about the discipline. In Study 1, we administered a 30-item misconception test to an international sample of 670 undergraduate, Master’s and
doctoral students. Analyses indicated that participants identified and rejected the majority of misconceptions, with doctoral students performing better than their Master’s or undergraduate peers. In Study 2, we administered a revised version of our questionnaire to a novel sample of 557 students while controlling for number of years spent at university, psychology courses completed and need for cognition. Once again, we found that graduate students rejected more, affirmed less and reported lower levels of uncertainty than their undergraduate counterparts. Educational implications and future research directions are discussed
Surveying Turkish high school and university student attitudes and approaches to physics problem solving
Student attitudes and approaches to problem solving can impact how well they
learn physics. Prior research in the US using a validated Attitude and
Approaches to Problem Solving (AAPS) survey suggests that there are major
differences between students in introductory physics and astronomy courses and
physics experts in terms of their attitudes and approaches to physics problem
solving. Here we discuss the validation, administration and analysis of data
for the Turkish version of the AAPS survey for high school and university
students in Turkey. After the validation and administration of the Turkish
version of the survey, the analysis of the data was conducted by grouping the
data by grade level, school type, and gender. While there are no statistically
significant differences between the averages of various groups on the survey,
overall, the university students in Turkey were more expert-like than
vocational high school students. On an item by item basis, there are
statistically differences between the averages of the groups on many items. For
example, on average, the university students demonstrated less expert-like
attitudes about the role of equations and formulas in problem solving, in
solving difficult problems, and in knowing when the solution is not correct,
whereas they displayed more expert-like attitudes and approaches on items
related to meta-cognition in physics problem solving. A principal component
analysis on the data yields item clusters into which the student responses on
various survey items can be grouped. A comparison of the responses of the
Turkish and American university students enrolled in algebra-based introductory
physics courses shows that on more than half of the items, the responses of
these two groups were statistically significantly different with the US
students on average responding to the items in more expert-like manner.Comment: 16 pages, Keywords: Physics Education Research, Attitudes and
approaches to problem solving, Turkish students, American students, factor
analysis, principal component analysi
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When and why people misestimate future feelings: Identifying strengths and weaknesses in affective forecasting.
People try to make decisions that will improve their lives and make them happy, and to do so, they rely on affective forecasts-predictions about how future outcomes will make them feel. Decades of research suggest that people are poor at predicting how they will feel and that they commonly overestimate the impact that future events will have on their emotions. Recent work reveals considerable variability in forecasting accuracy. This investigation tested a model of affective forecasting that captures this variability in bias by differentiating emotional intensity, emotional frequency, and mood. Two field studies examined affective forecasting in college students receiving grades on a midterm exam (Study 1, N = 643), and U.S. citizens after the outcome of the 2016 presidential election (Study 2, N = 706). Consistent with the proposed model, participants were more accurate in forecasting the intensity of their emotion and less accurate in forecasting emotion frequency and mood. Overestimation of the effect of the event on mood increased over time since the event. Three experimental studies examined mechanisms that contribute to differential forecasting accuracy. Biases in forecasting intensity were caused by changes in perceived event importance; biases in forecasting frequency of emotion were caused by changes in the frequency of thinking about the event. This is the first direct evidence mapping out strengths and weaknesses for different types of affective forecasts and the factors that contribute to this pattern. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
How physics instruction impacts students' beliefs about learning physics: A meta-analysis of 24 studies
In this meta-analysis, we synthesize the results of 24 studies using the
Colorado Learning Attitudes about Science Survey (CLASS) and the Maryland
Physics Expectations Survey (MPEX) to answer several questions: (1) How does
physics instruction impact students' beliefs? (2) When do physics majors
develop expert-like beliefs? and (3) How do students' beliefs impact their
learning of physics? We report that in typical physics classes, students'
beliefs deteriorate or at best stay the same. There are a few types of
interventions, including an explicit focus on model-building and/or developing
expert- like beliefs that lead to significant improvements in beliefs. Further,
small courses and those for elementary education and non-science majors also
result in improved beliefs. However, because the available data oversamples
certain types of classes, it is unclear whether these improvements are actually
due to the interventions, or due to the small class size, or student population
typical of the kinds of classes in which these interventions are most often
used. Physics majors tend to enter their undergraduate education with more
expert-like beliefs than non-majors and these beliefs remain relatively stable
throughout their undergraduate careers. Thus, typical physics courses appear to
be selecting students who already have strong beliefs, rather than supporting
students in developing strong beliefs. There is a small correlation between
students' incoming beliefs about physics and their gains on conceptual
mechanics surveys. This suggests that students with more expert-like incoming
beliefs may learn more in their physics courses, but this finding should be
further explored and replicated. Some unanswered questions remain. To answer
these questions, we advocate several specific types of future studies.Comment: 30 pages. Accepted to Phys Rev ST-PE
The motivation to express prejudice
Contemporary prejudice research focuses primarily on people who are motivated to respond without prejudice and the ways in which unintentional bias can cause these people to act inconsistent with this motivation. However, some real-world phenomena (e.g., hate speech, hate crimes) and experimental findings (e.g., Plant & Devine, 2001; 2009) suggest that some expressions of prejudice are intentional. These phenomena and findings are difficult to explain solely from the motivations to respond without prejudice. We argue that some people are motivated to express prejudice, and we develop the motivation to express prejudice (MP) scale to measure this motivation. In seven studies involving more than 6,000 participants, we demonstrate that, across scale versions targeted at Black people and gay men, the MP scale has good reliability and convergent, discriminant, and predictive validity. In normative climates that prohibit prejudice, the internal and external motivations to express prejudice are functionally non-independent, but they become more independent when normative climates permit more prejudice toward a target group. People high in the motivation to express prejudice are relatively likely to resist pressure to support programs promoting intergroup contact and vote for political candidates who support oppressive policies. The motivation to express prejudice predicted these outcomes even when controlling for attitudes and the motivations to respond without prejudice. This work encourages contemporary prejudice researchers to broaden the range of samples, target groups, and phenomena that they study, and more generally to consider the intentional aspects of negative intergroup behavior
Relationship between stress and healthy lifestyle factors of college students
OBJECTIVES: We assessed the correlation between college students' perceived stress (PS) and healthy lifestyle factors (HLFs) in this cross-sectional study. METHODS: Data were collected from 1396 undergraduates enrolled in an introductory nutrition course. We measured PS and 5 HLFs (physically active, healthy diet, non-smoker, non-binge drinker, healthy BMI). RESULTS: The mean PS score was 15.0 ± 0.2 (maximum, 40) and the mean number of HLFs reported was 2.9 ± 0.03. Females were more likely to report 4-5 HLFs than males (31% vs 20%). We found a statistically significant inverse correlation between PS and HLFs for women (p < .01). CONCLUSIONS: Health promotion interventions that support healthy food choices, physical activity and low-risk substance use may reduce perceived stress in the college population.Published versio
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