Undergraduate Student

1. The relation between attachment styles and fear of personal death was assessed. We classified a sample of Israeli undergraduate students into secure, ambivalent, and avoidant attachment groups and assessed the extent of, and the meaning attached to, overt fear of personal death as well as the extent of fear at a low level of awareness. Ambivalent subjects exhibited stronger overt fear of death than did secure and avoidant subjects, and both ambivalent and avoidant subjects showed stronger fear of death at a ...

Resumo: No presente artigo, é apresentada uma discussão acerca da atual estrutura dos cursos de licenciatura de universidades do Brasil, bem como algumas modificações que vêm sendo elaboradas em virtude das mudanças na legislação educacional. Por meio de um estudo exploratório, buscou-se explicitar as concepções de alguns alunos da disciplina de Prática de Ensino de dois cursos de Licenciatura em Matemática de Instituições Públicas do Estado do Paraná, acerca a formação em relação a algumas das competências expressas pelas diretrizes curriculares para a formação de professores. Os resultados apontam para a necessidade de uma ampla discussão em torno dos pressupostos teóricos e princípios norteadores desses cursos, de forma a transformar a realidade das ações junto aos acadêmicos. Palavras-chave: Formação docente; educação matemática; prática de ensino. Abstract: This article presents a discussion about the current structure of the courses for obtaining the licensure degree in some B...

This study examined the impact of different styles of television portrayal of a young adult male with Down Syndrome upon the attitudes of 92 undergraduate students. Their attitudes were considered using measures of beliefs, feelings of comfort, behavioral intentions, volunteering intentions, social desirability and variables associated with previous contact (quality and quantity of contact and media exposure). Participants were assigned to experimental conditions based on television viewing preferences. They viewed one of three programs: “Man Alive: David” (documentary), “Life Goes On” (drama), or “My So Called Life” (control). A multiple stepwise regression yielded a number of predictors of attitudes including: gender, experimental condition, quality and quantity of previous contact, prior media exposure, and social desirability.

Social capital is known as a key wealth underlying the development of nations, providing an environment of mutual respect, reciprocity and community awareness where strong civil societies can flourish. This paper shows how the development of social capital is included as a main topic in an entrepren eurship program for undergraduate students. It constitutes an approach to work on aspects like ethics and social responsibility that is very appropriate in the cont ext of entrepreneurship education. An activity is describe d where students are asked to generate social capital within their own community. In teams, they have to approach the owner or manager of a small business to perform a one-month technological, marketing or administrative work for the benefit of the business. Participants report that a major challenge is to conquer the owner's confidence, even after explaining that no financial compensation is expected by the team and its goal i s simply to generate social capital....

O artigo apresenta uma pesquisa qualitativa que utilizou a técnica dos grupos focais com o objetivo de investigar as expectativas de inserção futura no mercado de trabalho de estudantes universitários em fase de conclusão de curso. Foram compostos 13 grupos heterogêneos, de 2 a 6 participantes cada um, provenientes de 26 cursos. As sessões variaram de 40 minutos a duas horas, foram gravadas em vídeo cassete e transcritas para posterior análise. Os resultados foram submetidos às técnicas de análise de conteúdo. Destacam-se duas conclusões: i) não há clara definição do perfil profissional exigido no mercado de trabalho, o que prejudica a elaboração de planos futuros mais definidos e ii) o despreparo profissional está relacionado à qualidade dos estágios curriculares, avaliados como insuficientes e inadequados, o que compromete tanto o perfil profissional, quanto à inserção num mercado que coloca em xeque os limites rígidos entre alguns campos de atuação prática.

In 25 years of research and practice, hardiness has emerged as a pattern of attitudes and skills that is a pathway to resilience under stressful circumstances. As such, it is important to determine whether hardiness can be trained, and if such training improves performance and health. The few relevant studies available thus far have suggested this training effectiveness among working adults and students. Furthering this theme, the present study involves a large sample of undergraduate students, comparing those who experienced hardiness training as a regular credit course, with those who went through other courses taught by the same teachers. At the beginning of the courses, these two groups did not differ in demographics, hardiness levels, or grade-point-average (GPA). At the end of the courses, the Hardiness Training Group showed higher levels of hardiness, and GPA than did the Comparison Group. This improvement in GPA for the Hardiness Training Group persisted over the following 2-year period, even controlling for GPA and hardiness level prior to the training, and the grade received in the training. These results suggest the importance of hardiness training in facilitating a major indicator of excellent performance in college life.

For some time there has been a focus in higher education research towards understanding the student experience of learning. This article presents a narrative analysis of the experience of a teacher who re-entered the learning world of undergraduate students by enrolling in a challenging chemical engineering course. The analysis identifies multiple lenses in the narrative: of student, of researcher, of teacher, and of mature student. A personal reflective genre was noted which displayed an overriding emotional tenor, linked both to the emotions associated with the individual experience of struggling with difficult tasks and those arising from negotiating the social interactions of the learning environment. This hermeneutic engagement points to the value in teachers exploring their own learning, as well as new possibilities for critically examining the implications of apparently progressive teaching methodologies.

This study was designed to identify the relationship between free time management and quality of life, exploring whether the amount of free time or the way people using their free time relates to their quality of life. Data were collected from National Pingtung University of Science and Technology in Taiwan. Of the 500 questionnaires distribute, 403 usable questionnaires were received

Video feedback has been shown to increase performance estimates on the part of speech anxious individuals (R. M. Rapee & K. Hayman, 1996). The present experiment tested a video feedback condition against 2 control conditions. A possible moderator of video feedback effects, the degree to which participants underrated their initial speech, was also tested, as was the possibility of mediation of video feedback's effects by increases in self-efficacy. Participants were 90 speech anxious undergraduate students. Although video feedback showed transitory effects across the sample as a whole, the effect was consistently positive for participants who highly underrated their first speech. Self-efficacy was an important predictor of change in self-perception of performance, but was not a mediator of video feedback's effects.

High standards of academic conduct, including the awareness raising of plagiaristic behaviours, are regarded as a central part of the development of individual scholarship in higher education systems worldwide. This research contributes to original knowledge in relation to understanding how students develop an understanding of plagiarism and how they actualise it within their undergraduate programmes in Thailand. Data were collected through a survey, numerical modelling and interview, and the Theory of Planned Behaviour is adopted as a lens through which the issues are interpreted and explored. The findings expose in detail not only the inadequacy of students’ understanding of both the gravity and complex and extensive nature of plagiarism but also their motivations for engaging in plagiaristic behaviour, which mainly centred upon lack of control and confidence in their academic endeavours. The study has implications for practitioners and administrators in higher education, particularly in relation to explicit expectations of students’ academic conduct.

Research has suggested that mindfulness and acceptance may be important factors in the development, maintenance and treatment of both obesity and eating disorders. However, very few scales exist that apply constructs of acceptance and mindfulness to eating behavior. A measure of acceptance about food related thoughts would be especially beneficial in investigating links between acceptance and problematic eating, and in better understanding mechanisms of action of effective treatments for obesity and eating disorders. The Food Acceptance and Awareness Questionnaire (FAAQ) was developed to measure acceptance of urges and cravings to eat or the extent to which individuals might try to control or change these thoughts. The FAAQ is a self-report questionnaire made up of ten items each rated on a seven-point Likert scale (1 = very seldom true to 6 = always true). Higher scores indicate greater acceptance of motivations to eat. The FAAQ was given to a sample of 463 undergraduate students along with several other measures of eating behavior and other psychological variables. Concurrent associations with variables theorized to be closely linked (Eating Attitudes Test, EAT; the Dutch Eating Behavior Questionnaire, DEBQ; body mass index, BMI) and not very closely linked (the Depression Anxiety Stress Scale, DASS) were evaluated in order to indicate the new scale's convergent and divergent validity. These results demonstrated highly significant correlations with these measures in the expected direction, with stronger correlations for the theoretically-consistent variables than the theoretically-inconsistent variables. Exploratory factor analyses confirmed a structural two-factor model. Factor 1 seems to measure one's ability to regulate eating despite urges and cravings, and Factor 2 seems to measure desire to maintain internal control over eating thoughts. The FAAQ was also administered to a separate sample of 29 overweight or obese women enrolled in a weight loss program, and found to be predictive of weight loss. Taken together, results suggest that the FAAQ is a psychometrically sound instrument which might be a valuable tool for assessing acceptance of food related thoughts and urges.► FAAQ appears to be a valid and reliable measure. ► The FAAQ has a two factor structure: Acceptance and Willingness. ► Increases in FAAQ scores are associated with weight loss.