CINXE.COM

<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: military academic students</title> <meta name="description" content="Search results for: military academic students"> <meta name="keywords" content="military academic students"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="military academic students" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2024/2025/2026">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/committees" rel="nofollow">Committees</a> </li> <li class="nav-item dropdown"> <a class="nav-link dropdown-toggle" href="#" id="navbarDropdownPublications" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false"> Publications </a> <div class="dropdown-menu" aria-labelledby="navbarDropdownPublications"> <a class="dropdown-item" href="https://publications.waset.org/abstracts">Abstracts</a> <a class="dropdown-item" href="https://publications.waset.org">Periodicals</a> <a class="dropdown-item" href="https://publications.waset.org/archive">Archive</a> </div> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/page/support" title="Support">Support</a> </li> </ul> </div> </div> </nav> </div> </header> <main> <div class="container mt-4"> <div class="row"> <div class="col-md-9 mx-auto"> <form method="get" action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="military academic students"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 7930</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: military academic students</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7930</span> The Role of Family’s Emotional Climate and Emotional Expression Style in Academic Well-Being of Students with Military Parent</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ala%20Rakhshandeh">Ala Rakhshandeh</a>, <a href="https://publications.waset.org/abstracts/search?q=Zahra%20Ashkar"> Zahra Ashkar</a>, <a href="https://publications.waset.org/abstracts/search?q=Solmaz%20Dehghani%20Dolatabadi"> Solmaz Dehghani Dolatabadi</a>, <a href="https://publications.waset.org/abstracts/search?q=Hossein%20Bayat"> Hossein Bayat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study has been conducted to investigate the role of family emotional climate and emotional expression style in the academic well-being of students with military parents. Children, including 280 female students of Shahriar police officers, were selected by random sampling method, and they have been investigated through Alfred B. Hillburn's family emotional climate questionnaire (1964), King and Ammon's emotional expression questionnaire (1990), and Pitrinen, Sweeney, and Falto's academic well-being questionnaire (2014). The data were analyzed using statistical methods of correlation coefficient and stepwise multiple regression under the SPSS23 program. The results reveal that the variables of family emotional climate and emotional expression can explain 36.4% of the variance in academic well-being. This finding reveals that with an increase of standard deviation on the scores of family emotional climate and emotional expression, 0.513 and 0.155 standard deviations are added to the scores of academic well-being, respectively. The emotional climate of the family has a superior distinctive role in predicting the educational well-being of female students. Thus, the emotional climate of the family and the style of emotional expression play a meaningful role in the academic well-being of students with the military parent. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20climate" title="emotional climate">emotional climate</a>, <a href="https://publications.waset.org/abstracts/search?q=family" title=" family"> family</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20expression%20style" title=" emotional expression style"> emotional expression style</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20well-being" title=" academic well-being"> academic well-being</a> </p> <a href="https://publications.waset.org/abstracts/154692/the-role-of-familys-emotional-climate-and-emotional-expression-style-in-academic-well-being-of-students-with-military-parent" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154692.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">109</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7929</span> An Investigation into the Correlation between Music Preferences and Emotional Regulation in Military Cadets</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chiu-Pin%20Wei">Chiu-Pin Wei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aims to explore the impact of music preferences on the emotional well-being of military academy students, recognizing the potential long-term implications for their high-stress careers post-graduation. Given the significance of positive emotion regulation in military personnel, this study focuses on understanding the types of music preferred by military cadets and analyzing how these preferences correlate with their emotional states. The study employs a quantitative approach, utilizing the Music Category Scale and Mood Scale to collect data. Statistical tools, such as Statistical Product and Service Solutions (SPSS), are employed for inferential analysis, including t-tests for emotional responses to instrumental and vocal music, one-way variance analysis for different demographic factors (grades, genders, and music listening frequencies), and Pearson's correlation to examine the relationship between music preferences and moods of military students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=music%20preference" title="music preference">music preference</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20regulation" title=" emotional regulation"> emotional regulation</a>, <a href="https://publications.waset.org/abstracts/search?q=military%20academic%20students" title=" military academic students"> military academic students</a>, <a href="https://publications.waset.org/abstracts/search?q=SPASS" title=" SPASS"> SPASS</a> </p> <a href="https://publications.waset.org/abstracts/176500/an-investigation-into-the-correlation-between-music-preferences-and-emotional-regulation-in-military-cadets" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/176500.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">68</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7928</span> Internet Use and Academic Procrastination Behavior in High School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Endah%20Mastuti">Endah Mastuti</a>, <a href="https://publications.waset.org/abstracts/search?q=Prihastuti%20Sudaryono"> Prihastuti Sudaryono</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The rapid development of Internet usage and technology influences the academic behavior of students in high schools. One of the consequences is the emergence of academic procrastination behavior. Academic procrastination behavior is students’ procrastinate behavior in completing assignments. This study aimed to see whether there are differences in the duration of using the internet with academic procrastinate behavior among high school students in Surabaya. The number of research subject is 498 high school students. Instruments of the research are academic procrastination scale and duration of the internet usage questionnaire. The results from One Way Anova shows F value 0.241 with a significance level of 0.868 This demonstrates that there is no difference between the duration of the use of the Internet with academic procrastination behavior in high school students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20procrastination" title="academic procrastination">academic procrastination</a>, <a href="https://publications.waset.org/abstracts/search?q=duration%20of%20internet%20usage" title=" duration of internet usage"> duration of internet usage</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=senior%20high%20school" title=" senior high school"> senior high school</a> </p> <a href="https://publications.waset.org/abstracts/62382/internet-use-and-academic-procrastination-behavior-in-high-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62382.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">360</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7927</span> The Role of Psychological Factors in Prediction Academic Performance of Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hadi%20Molaei">Hadi Molaei</a>, <a href="https://publications.waset.org/abstracts/search?q=Yasavoli%20Davoud"> Yasavoli Davoud</a>, <a href="https://publications.waset.org/abstracts/search?q=Keshavarz"> Keshavarz</a>, <a href="https://publications.waset.org/abstracts/search?q=Mozhde%20Poordana"> Mozhde Poordana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study aimed was to prediction the academic performance based on academic motivation, self-efficacy and Resiliency in the students. The present study was descriptive and correlational. Population of the study consisted of all students in Arak schools in year 1393-94. For this purpose, the number of 304 schools students in Arak was selected using multi-stage cluster sampling. They all questionnaires, self-efficacy, Resiliency and academic motivation Questionnaire completed. Data were analyzed using Pearson correlation and multiple regressions. Pearson correlation showed academic motivation, self-efficacy, and Resiliency with academic performance had a positive and significant relationship. In addition, multiple regression analysis showed that the academic motivation, self-efficacy and Resiliency were predicted academic performance. Based on the findings could be conclude that in order to increase the academic performance and further progress of students must provide the ground to strengthen academic motivation, self-efficacy and Resiliency act on them. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20motivation" title="academic motivation">academic motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=resiliency" title=" resiliency"> resiliency</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title=" academic performance"> academic performance</a> </p> <a href="https://publications.waset.org/abstracts/24763/the-role-of-psychological-factors-in-prediction-academic-performance-of-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24763.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">497</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7926</span> Analyzing Students’ Preferences for Academic Advising: Cases of Two Institutions in Greater Tokyo in Japan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Megumi%20Yamasaki">Megumi Yamasaki</a>, <a href="https://publications.waset.org/abstracts/search?q=Eiko%20Shimizu"> Eiko Shimizu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The term academic advisor system first appeared in 2012 in Japan. After ten years, it is not yet functioning. One of Japanese college students’ characteristics is that they choose an institution but may not be interested in a major and want to earn a degree for a career. When the university encourages students to develop competencies as well as students to set personal goals during college life, it is critical to support students develop self-directed attitudes and advocacy skills. This paper will analyze the students’ current stage and how academic advising supports their development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20advising" title="academic advising">academic advising</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20development" title=" student development"> student development</a>, <a href="https://publications.waset.org/abstracts/search?q=self-directed" title=" self-directed"> self-directed</a>, <a href="https://publications.waset.org/abstracts/search?q=self-advocacy" title=" self-advocacy"> self-advocacy</a> </p> <a href="https://publications.waset.org/abstracts/152899/analyzing-students-preferences-for-academic-advising-cases-of-two-institutions-in-greater-tokyo-in-japan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152899.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">101</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7925</span> Intention Mediating Goal and Attitude Relationship with Academic Dishonesty among Undergraduate University Students, Ghana</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yayra%20Dzakadzie">Yayra Dzakadzie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The descriptive cross-sectional survey study assessed dishonest academic intention, mediating academic goals, and attitude relationship with academic dishonesty among university undergraduate students in Ghana. The target population for this study was all the final-year undergraduate students enrolled full-time in Ghanaian public universities. One thousand two hundred (1,200) undergraduate students participated in the study. Multistage sampling was used to select the sample for the study. A structured questionnaire was used to collect the needed data to test hypotheses. Structural Equation Modelling (PLS-SEM) was used for the analyses. The results revealed that academic goals and attitudes had direct and indirect effects on academic dishonesty behaviour. Also, academic intention was statistically a significant mediator in the relationship that academic goals and attitude have with academic dishonesty. It was concluded that when academic goals are high, it compels individual students to try new strategies, and when academic goals are low, the students would like to “cut corners” to meet expectations. It was also concluded that when the attitude towards academic dishonesty is low, students are more unlikely to form an intention to be academically dishonest. It is recommended that lecturers should make their students aware of the goals that need to be attained in their courses and provide them with feedback on goal progress. Students should set their proximal goals and enhance their commitment so that they avoid putting things off. Enforcement of rules and regulations against academic dishonesty must be fully adhered to since students’ positive attitudes can result in high intention, which would lead to academic dishonesty behaviour. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intention" title="intention">intention</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20goals" title=" academic goals"> academic goals</a>, <a href="https://publications.waset.org/abstracts/search?q=attitude" title=" attitude"> attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20dishonesty" title=" academic dishonesty"> academic dishonesty</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20university" title=" public university"> public university</a> </p> <a href="https://publications.waset.org/abstracts/152317/intention-mediating-goal-and-attitude-relationship-with-academic-dishonesty-among-undergraduate-university-students-ghana" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152317.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">99</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7924</span> Copper Content in Daily Food Rations Planned and Served to Students from Selected Military Academies and Soldiers Doing Compulsory Military Service in the Polish Army</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=J.%20Bertrandt">J. Bertrandt</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20K%C5%82os"> A. Kłos</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Waszkowski"> R. Waszkowski</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Nowicki"> T. Nowicki</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Pytlak"> R. Pytlak</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20St%C4%99zycka"> E. Stęzycka</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Gazdzinska"> A. Gazdzinska</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of the work was estimation of copper intake with the daily food rations used for alimentation of students of military high schools and soldiers doing compulsory military service in the Polish Army. An average planned copper content in daily food rations used for alimentation of students and soldiers amounted to 2.49±0.35 mg, and 2.44±0.25 mg respectively. The copper content in the daily food ration given for consumption to students amounted from 1.81±0.14 mg to 2.58±0.44 mg while daily food rations served to soldiers delivered from 2.06±0.45 mg to 2.13±0.33 mg. The copper content in the rations planned for students and soldiers’ alimentation was within the limits of the norms obligatory in Poland. Daily food rations given for consumption, except rations served for students, were within the limits of the recommended norms, but food rations really eaten by examined men didn’t cover the requirements for copper. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=copper" title="copper">copper</a>, <a href="https://publications.waset.org/abstracts/search?q=daily%20food%20ration" title=" daily food ration"> daily food ration</a>, <a href="https://publications.waset.org/abstracts/search?q=military%20service" title=" military service"> military service</a>, <a href="https://publications.waset.org/abstracts/search?q=food%20security" title=" food security"> food security</a>, <a href="https://publications.waset.org/abstracts/search?q=nutrition" title=" nutrition"> nutrition</a> </p> <a href="https://publications.waset.org/abstracts/3786/copper-content-in-daily-food-rations-planned-and-served-to-students-from-selected-military-academies-and-soldiers-doing-compulsory-military-service-in-the-polish-army" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3786.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">275</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7923</span> Correlation between Meaning in Life and Academic Performance in Japanese College Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jihyun%20Park">Jihyun Park</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research suggests that meaning in life or Ikigai can be associated with better academic performances in Japanese college students. To measure meaning in life in Japanese college students, the Ikigai questionnaire and the Meaning in Life Questionnaire (MLQ) are both used, and the survey was collected using Microsoft Teams Forms for a total of 80 Japanese college students. The data revealed that students who have a higher than a 3.0 grade point average (GPA) showed the highest score in both the Ikigai and MLQ. The participants with between a 2.0 and a 3.0 GPA reported lower scores in both MLQ and Ikigai than the previous participants. The group of students who have lower than a 2.0 GPA had the lowest scores for MLQ and Ikigai. This result can indicate that implementing meaning in life or Ikigai to early college students can bring about better academic performance, which also can improve students’ college life better as well. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=college%20students%27%20academic%20performance" title="college students' academic performance">college students' academic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=Ikigai" title=" Ikigai"> Ikigai</a>, <a href="https://publications.waset.org/abstracts/search?q=meaning%20in%20life" title=" meaning in life"> meaning in life</a>, <a href="https://publications.waset.org/abstracts/search?q=purpose%20of%20life" title=" purpose of life"> purpose of life</a> </p> <a href="https://publications.waset.org/abstracts/162503/correlation-between-meaning-in-life-and-academic-performance-in-japanese-college-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162503.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">92</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7922</span> Values Education in Military Schools and Işıklar Air Force High School Sample</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mehmet%20Eren%20%C3%87elik">Mehmet Eren Çelik</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Values are notions that help people to decide what is good or not and to direct their attitude. Teaching values has always been very important throughout the history. Values should be thought in younger ages to get more efficiency. Therefore military schools are the last stop to learn values effectively. That’s why values education in military schools has vital importance. In this study the military side of values education is examined. The purpose of the study is to show how important values education is and why military students need values education. First of all what value is and what values education means is clearly explained and values education in schools and specifically in military schools is stated. Then values education in Işıklar Air Force High School exemplifies the given information. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=I%C5%9F%C4%B1klar%20Air%20Force%20High%20School" title="Işıklar Air Force High School">Işıklar Air Force High School</a>, <a href="https://publications.waset.org/abstracts/search?q=military%20school" title=" military school"> military school</a>, <a href="https://publications.waset.org/abstracts/search?q=values" title=" values"> values</a>, <a href="https://publications.waset.org/abstracts/search?q=values%20education" title=" values education "> values education </a> </p> <a href="https://publications.waset.org/abstracts/24619/values-education-in-military-schools-and-isiklar-air-force-high-school-sample" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24619.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">387</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7921</span> Evaluation of the Families' Psychological Nature and the Relationship between the Academic Success According to the Students' Opinion</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sebnem%20Erismen">Sebnem Erismen</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmet%20Guneyli"> Ahmet Guneyli</a>, <a href="https://publications.waset.org/abstracts/search?q=Azize%20Ummanel"> Azize Ummanel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to explore the relationship between the students' academic success and families' psychological nature. The study based upon the quantitative research, and descriptive model is used. Relational descriptive model is used while evaluating the relation between families’ psychological nature and the academic success level of the students. A total of 523 secondary school students have participated the study. Personal Information Form, Family Structure Evaluation Form (FSEF) and School Reports were employed as the primary methods of data gathering. ANOVA and LSD Scheffe Test were used for analysing the data. Results of the study indicate that there are differences between the FSEF scores according to the students’ and teachers’ gender; however, no differences between the class level and seniority of the teachers were seen. Regarding the academic success of the students, it was seen that majority of them have high points. It was also seen that the academic success level of the students differentiates regarding to the classroom teachers’ gender and seniority. In conclusion, it was seen that there is a relation between the families’ psychological nature and students' academic success. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=families%E2%80%99%20perceived%20psychological%20nature" title="families’ perceived psychological nature">families’ perceived psychological nature</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20success" title=" academic success"> academic success</a>, <a href="https://publications.waset.org/abstracts/search?q=families%20effect%20on%20the%20academic%20success" title=" families effect on the academic success"> families effect on the academic success</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/82196/evaluation-of-the-families-psychological-nature-and-the-relationship-between-the-academic-success-according-to-the-students-opinion" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82196.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">293</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7920</span> Factors Influencing International Second Language Student's Perceptions of Academic Writing Practices</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Shannaq">A. Shannaq</a> </p> <p class="card-text"><strong>Abstract:</strong></p> English is the accepted lingua franca of the academic world, and English medium higher education institutions host many second-language speakers of English (L2) who wish to pursue their studies through the medium of English. Assessment in higher education institutions is largely done in writing, which makes the mastery of academic writing essential. While such mastery can be, and often is, difficult for students who speak English as a first language, it is undoubtedly more so for L2 students attempting to adopt Anglophone academic written norms. There does not appear to be a great deal of research with regard to L2 students’ perceptions of their academic writing practices. This research investigates the writing practices of international L2 students in their first year of undergraduate study at NZ universities. Qualitative longitudinal data in the form of semi-structured interviews and documentation (assignments’ written instructions, students’ written assignments, tutors’ feedback on the students’ assignments) were collected from 4 undergraduate international L2 students at the beginning, middle, and end of the academic year 2017. Findings reveal that motivation, agency, and self-efficacy impact students’ perceptions of their academic writing practices and define the course of actions learners take under the time constraints which are set for their assignments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20writing" title="academic writing">academic writing</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20as%20a%20second%20language" title=" English as a second language"> English as a second language</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20second%20language%20students" title=" international second language students"> international second language students</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20writing%20practices" title=" undergraduate writing practices"> undergraduate writing practices</a> </p> <a href="https://publications.waset.org/abstracts/116195/factors-influencing-international-second-language-students-perceptions-of-academic-writing-practices" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/116195.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">139</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7919</span> The Efficacy of Motivation Management Training for Students’ Academic Achievement and Self-Concept</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ramazan%20Hasanzadeh">Ramazan Hasanzadeh</a>, <a href="https://publications.waset.org/abstracts/search?q=Leyla%20Vatandoust"> Leyla Vatandoust </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examined the efficacy of motivation management training for students’ academic achievement and self-concept. The pretest–posttest quasi-experimental study used a cluster random sampling method to select subjects for the experimental (20 subjects) and control (20 subjects) groups. posttest was conducted with both groups to determine the effect of the training. An academic achievement and academic self-concept questionnaire (grade point average requirement) was used for the pretest and posttest. The results showed that the motivation management training increased academic self-concept and academic achievement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=motivation%20management" title="motivation management">motivation management</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20self-concept" title=" academic self-concept"> academic self-concept</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title=" academic achievement"> academic achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a> </p> <a href="https://publications.waset.org/abstracts/74590/the-efficacy-of-motivation-management-training-for-students-academic-achievement-and-self-concept" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74590.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">261</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7918</span> Impact of Grade Sensitivity on Learning Motivation and Academic Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Salwa%20Aftab">Salwa Aftab</a>, <a href="https://publications.waset.org/abstracts/search?q=Sehrish%20Riaz"> Sehrish Riaz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of this study was to check the impact of grade sensitivity on learning motivation and academic performance of students and to remove the degree of difference that exists among students regarding the cause of their learning motivation and also to gain knowledge about this matter since it has not been adequately researched. Data collection was primarily done through the academic sector of Pakistan and was depended upon the responses given by students solely. A sample size of 208 university students was selected. Both paper and online surveys were used to collect data from respondents. The results of the study revealed that grade sensitivity has a positive relationship with the learning motivation of students and their academic performance. These findings were carried out through systematic correlation and regression analysis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title="academic performance">academic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=correlation" title=" correlation"> correlation</a>, <a href="https://publications.waset.org/abstracts/search?q=grade%20sensitivity" title=" grade sensitivity"> grade sensitivity</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20motivation" title=" learning motivation"> learning motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=regression" title=" regression"> regression</a> </p> <a href="https://publications.waset.org/abstracts/53128/impact-of-grade-sensitivity-on-learning-motivation-and-academic-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53128.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">400</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7917</span> The Diverse Impact of Internet Addiction on College Students: An Analysis of Behavioral and Academic Consequences</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mozadded%20Hossen">Mozadded Hossen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the varied effects of internet addiction on college students, specifically examining the behavioral and academic outcomes. The widespread use of the Internet in academic settings has substantially impacted students' mental well-being and academic achievements. The study investigates the correlation between excessive internet usage and addiction, which manifests through symptoms including social isolation, anxiety, despair, and sleep disruptions. Additionally, the study examines the relationship between internet addiction and academic results, finding that kids with more severe addiction levels generally have lower academic performance, experience diminished focus, and show reduced involvement in academic tasks. The study intends to analyze the many consequences of internet addiction to gain insights into its ramifications. It also urges educational institutions to develop techniques that can reduce the negative impact of internet addiction and encourage healthier internet use among students. The results emphasize the necessity of implementing comprehensive measures to tackle the behavioral and academic difficulties caused by internet addiction among college students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=internet%20addiction" title="internet addiction">internet addiction</a>, <a href="https://publications.waset.org/abstracts/search?q=behavioral%20consequences" title=" behavioral consequences"> behavioral consequences</a>, <a href="https://publications.waset.org/abstracts/search?q=college%20students" title=" college students"> college students</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20isolation" title=" social isolation"> social isolation</a> </p> <a href="https://publications.waset.org/abstracts/189424/the-diverse-impact-of-internet-addiction-on-college-students-an-analysis-of-behavioral-and-academic-consequences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/189424.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">32</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7916</span> Application of Artificial Neural Network to Prediction of Feature Academic Performance of Students </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=J.%20K.%20Alhassan">J. K. Alhassan</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20S.%20Actsu"> C. S. Actsu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is on the prediction of feature performance of undergraduate students with Artificial Neural Networks (ANN). With the growing decline in the quality academic performance of undergraduate students, it has become essential to predict the students’ feature academic performance early in their courses of first and second years and to take the necessary precautions using such prediction-based information. The feed forward multilayer neural network model was used to train and develop a network and the test carried out with some of the input variables. A result of 80% accuracy was obtained from the test which was carried out, with an average error of 0.009781. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title="academic performance">academic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=artificial%20neural%20network" title=" artificial neural network"> artificial neural network</a>, <a href="https://publications.waset.org/abstracts/search?q=prediction" title=" prediction"> prediction</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a> </p> <a href="https://publications.waset.org/abstracts/36018/application-of-artificial-neural-network-to-prediction-of-feature-academic-performance-of-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36018.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">467</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7915</span> Chinese Doctoral Students in Canada: The Influence of Financial Status and Cultural Cognition on Academic Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xuefan%20Li">Xuefan Li</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Parts of Chinese doctoral students in Canada are facing significant academic pressure. The factors contributing to such pressure are diverse, including financial conditions and cultural differences. Students from various academic disciplines have been interviewed to investigate the factors that Chinese students consider when selecting Canada as a destination for doctoral studies, as well as to identify the challenges they face during their academic pursuits and the associated factors influencing their performance. The findings indicate that their motivations to pursue doctoral study in Canada are concluded as both push and pull factors. Financial conditions and cultural differences are critical factors affecting academic performance, with disciplinary variations in the degree of influence observed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese%20doctoral%20students" title="Chinese doctoral students">Chinese doctoral students</a>, <a href="https://publications.waset.org/abstracts/search?q=financial%20status" title=" financial status"> financial status</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20cognition" title=" cultural cognition"> cultural cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title=" academic performance"> academic performance</a> </p> <a href="https://publications.waset.org/abstracts/164053/chinese-doctoral-students-in-canada-the-influence-of-financial-status-and-cultural-cognition-on-academic-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164053.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">70</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7914</span> The Influence of Gender and Harmful Alcohol Consumption on Academic Performance in Spanish University Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20S.%20Rodr%C3%ADguez">M. S. Rodríguez</a>, <a href="https://publications.waset.org/abstracts/search?q=F.%20Cadaveira"> F. Cadaveira</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20F.%20P%C3%A1ramo"> M. F. Páramo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> First year university students comprise one of the groups most likely to indulge in hazardous alcohol consumption. The transition from secondary school to university presents a range of academic, social and developmental challenges requiring new responses that will meet the demands of this highly competitive environment. The main purpose of this research was to analyze the influence of gender and hazardous alcohol consumption on academic performance of 300 university students in Spain in a three-year follow-up study. Alcohol consumption was measured using the Alcohol Use Identification Test (AUDIT), and the average university grades were provided by the Academic Management Services of the University. Analysis of variance showed that the level of alcohol consumption significantly affected academic performance. Students undertaking hazardous alcohol consumption obtained the lowest grades during the first three years at university. These effects were particularly marked in the sample of women with a hazardous pattern of alcohol consumption, although the interaction between gender and this type of consumption was not significant. The study highlights the impact of hazardous alcohol consumption on the academic trajectory of university students. The findings confirm that alcohol consumption predicts poor academic performance in first year students and that the low level of performance is maintained throughout the university career. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title="academic performance">academic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=alcohol%20consumption" title=" alcohol consumption"> alcohol consumption</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20students" title=" university students"> university students</a> </p> <a href="https://publications.waset.org/abstracts/49985/the-influence-of-gender-and-harmful-alcohol-consumption-on-academic-performance-in-spanish-university-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49985.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">311</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7913</span> Predictors of Academic Dishonesty among Serially Frustrated Students in Ogun State, Southwest, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Oyesoji%20Aremu">Oyesoji Aremu</a>, <a href="https://publications.waset.org/abstracts/search?q=Taiwo%20Williams"> Taiwo Williams</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examined some factors (academic self-efficacy, locus of control, motivation and gender) that could predict academic dishonesty among serially frustrated students in Ogun State, South West, Nigeria. Serial academically frustrated students are students who are unable to attain and meet academic expectations set by themselves or significant others. A sample of 250 undergraduate students selected from two faculties from a University in Ogun State,South West Nigeria took part in the study. Multiple regression analysis was employed to determine the joint and relative contributions of the independent variables to the prediction of the dependent variable. T-test was used to test the hypothesis determining the gender difference between the independent variables (academic self-efficacy, locus of control and motivation) and academic dishonesty of serial academically frustrated male and female students. The results of the study showed all the independent variables jointly contributed to predicting academic dishonesty, while only academic self-efficacy and motivation had relative contributions to the dependent measure. There was no significant difference in the academic self-efficacy and motivation among males and females on academic dishonesty of the serial academically frustrated students but locus of control showed a significant difference between male and female students on academic dishonesty. Implications for counseling of the findings are discussed in the study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20dishonesty" title="academic dishonesty">academic dishonesty</a>, <a href="https://publications.waset.org/abstracts/search?q=serially%20frustrated%20students" title=" serially frustrated students"> serially frustrated students</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20self-efficacy" title=" academic self-efficacy"> academic self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=locus%20of%20control" title=" locus of control"> locus of control</a> </p> <a href="https://publications.waset.org/abstracts/65363/predictors-of-academic-dishonesty-among-serially-frustrated-students-in-ogun-state-southwest-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65363.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">253</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7912</span> Human Relationships in the Virtual Classrooms as Predictors of Students Academic Resilience and Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eddiebal%20P.%20Layco">Eddiebal P. Layco</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to describe students' virtual classroom relationships in terms of their relationship to their peers and teachers; academic resilience; and performance. Further, the researcher wants to examine if these virtual classroom relations predict students' resilience and performance in their academics. The data were collected from 720 junior and senior high school or grade 7 to 12 students in selected state universities and colleges (SUCs) in Region III offering online or virtual classes during S.Y. 2020-2021. Results revealed that virtual classroom relationships such as teacher-student and peer relationships predict academic resilience and performance. This implies that students' academic relations with their teachers and peers have something to do with their ability to bounce back and beat the odds amidst challenges they faced in the online or virtual learning environment. These virtual relationships significantly influence also their academic performance. Adequate teacher support and positive peer relations may lead to enhanced academic resilience, which may also promote a meaningful and fulfilled life academically. Result suggests that teachers should develop their students' academic resiliency and maintain good relationships in the classroom since these results in academic success. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=virtual%20classroom%20relationships" title="virtual classroom relationships">virtual classroom relationships</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher-pupil%20relationship" title=" teacher-pupil relationship"> teacher-pupil relationship</a>, <a href="https://publications.waset.org/abstracts/search?q=peer-relationship" title=" peer-relationship"> peer-relationship</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20resilience" title=" academic resilience"> academic resilience</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title=" academic performance"> academic performance</a> </p> <a href="https://publications.waset.org/abstracts/138837/human-relationships-in-the-virtual-classrooms-as-predictors-of-students-academic-resilience-and-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/138837.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">153</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7911</span> A Quantitative Study Identifying the Prevalence of Anxiety in Dyslexic Students in Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amanda%20Abbott-Jones">Amanda Abbott-Jones</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Adult students with dyslexia in higher education can receive support for their cognitive needs but may also experience negative emotion such as anxiety due to their dyslexia in connection with their studies. This paper aims to test the hypothesis that adult dyslexic learners have a higher prevalence of academic and social anxiety than their non-dyslexic peers. A quantitative approach was used to measure differences in academic and social anxiety between 102 students with a formal diagnosis of dyslexia compared to 72 students with no history of learning difficulties. Academic and social anxiety was measured in a questionnaire based on the State-Trait Anxiety Inventory. Findings showed that dyslexic students showed statistically significant higher levels of academic, but not social anxiety in comparison to the non-dyslexic sample. Dyslexic students in higher education show academic anxiety levels that are well above what is shown by students without dyslexia. The implications of this for the dyslexia practitioner is that delivery of strategies to deal with anxiety should be seen equally as important, if not more so, than interventions to deal with cognitive difficulties. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Academic" title="Academic">Academic</a>, <a href="https://publications.waset.org/abstracts/search?q=Anxiety" title=" Anxiety"> Anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=Dyslexia" title=" Dyslexia"> Dyslexia</a>, <a href="https://publications.waset.org/abstracts/search?q=Quantitative" title=" Quantitative"> Quantitative</a> </p> <a href="https://publications.waset.org/abstracts/123097/a-quantitative-study-identifying-the-prevalence-of-anxiety-in-dyslexic-students-in-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/123097.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">135</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7910</span> Implications of Private Military Security Companies on Stewardship of the Profession of Arms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kevin%20Krupski">Kevin Krupski</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Private Military Security Companies have grown to become a major force contributor to nations in military operations. Scholars have debated the implications of this in relation to control and efficiency related to the privatization of violence, but there has been little discussion on how these companies affect the profession of arms. Specifically, this paper seeks to address how the privatization of violence influences the military’s stewardship, whether private military security companies are capable of stewardship of the military profession, and whether there are aspects of stewardship of the military profession that private military security companies are capable of emulating. This paper reviews literature on stewardship, the relationship of the military to the state, and private military security companies in order to identify overlap between uniformed military services and the private sector. Then, it offers a typology for determining under what conditions an organization would act as a steward. Ultimately, there are insufficient reasons for private military security companies to act as stewards of the profession of arms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=stewardship" title="stewardship">stewardship</a>, <a href="https://publications.waset.org/abstracts/search?q=military%20profession" title=" military profession"> military profession</a>, <a href="https://publications.waset.org/abstracts/search?q=civil-military" title=" civil-military"> civil-military</a>, <a href="https://publications.waset.org/abstracts/search?q=security" title=" security"> security</a> </p> <a href="https://publications.waset.org/abstracts/84135/implications-of-private-military-security-companies-on-stewardship-of-the-profession-of-arms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84135.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">251</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7909</span> Use of Social Media Among University Student and Its Effect on the Achievement of Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saba%20Latif">Saba Latif</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The use of social media among university students is a topic of ongoing debate, with conflicting views on its impact on academic achievement. This study aimed to explore the relationship between social media use and academic achievement among university students and to identify factors that may contribute to positive or negative effects. The study used a mixed-methods design, including a survey of 500 university students and qualitative interviews with a subset of participants. The survey results showed that social media use was prevalent among students, with Facebook and Instagram are the most commonly used platforms. The findings also indicated a positive relationship between social media use and academic achievement, with students who reported higher levels of social media use also reporting higher GPAs. However, the qualitative interviews revealed that excessive use of social media could be a distraction that hinders academic performance, especially when students use it to procrastinate or to stay up late at night. Overall, the findings suggest that social media use can have both positive and negative effects on academic achievement among university students. Responsible and balanced use of social media, such as setting limits on usage and avoiding procrastination, may help students maximize the benefits while minimizing the risks. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20media" title="social media">social media</a>, <a href="https://publications.waset.org/abstracts/search?q=university" title=" university"> university</a>, <a href="https://publications.waset.org/abstracts/search?q=achievement" title=" achievement"> achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=effective" title=" effective"> effective</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a> </p> <a href="https://publications.waset.org/abstracts/180568/use-of-social-media-among-university-student-and-its-effect-on-the-achievement-of-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/180568.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">83</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7908</span> Mental Vulnerability and Coping Strategies as a Factor for Academic Success for Pupils with Special Education Needs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=T.%20Dubayova">T. Dubayova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Slovak, as well as foreign authors, believe that the influence of non-cognitive factors on a student's academic success or failure is unquestionable. The aim of this paper is to establish a link between the mental vulnerability and coping strategies used by 4<sup>th</sup> grade elementary school students in dealing with stressful situations and their academic performance, which was used as a simple quantitative indicator of academic success. The research sample consists of 320 students representing the standard population and 60 students with special education needs (SEN), who were assessed by the Strengths and Difficulties Questionnaire (SDQ) by their teachers and the Children’s Coping Strategies Checklist (CCSC-R1) filled in by themselves. Students with SEN recorded an extraordinarily high frequency of mental vulnerability (34.5 %) than students representing the standard population (7 %). The poorest academic performance of students with SEN was associated with the avoidance behavior displayed during stressful situations. Students of the standard population did not demonstrate this association. Students with SEN are more likely to display mental health problems than students of the standard population. This may be caused by the accumulation of and frequent exposure to situations that they perceive as stressful. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=coping" title="coping">coping</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20vulnerability" title=" mental vulnerability"> mental vulnerability</a>, <a href="https://publications.waset.org/abstracts/search?q=pupil%20with%20special%20education%20needs" title=" pupil with special education needs"> pupil with special education needs</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20performance" title=" school performance"> school performance</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20success" title=" school success"> school success</a> </p> <a href="https://publications.waset.org/abstracts/39969/mental-vulnerability-and-coping-strategies-as-a-factor-for-academic-success-for-pupils-with-special-education-needs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39969.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">354</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7907</span> Academic Writing vs Creative Writing for Arabic Speaking Students </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yacoub%20Aljaffery">Yacoub Aljaffery</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Many English writing instructors try to avoid creative writing in their classrooms thinking they need to teach essay rules and organization skills. They seem to forget that creative writing has do’s and don’ts as well. While academic writing is different from fiction writing in some important ways (although perhaps the boundaries are fruitfully blurring), there is much that can be writerly selves. The differences between creative writing and academic writing are that creative writing is written mainly to entertain with the creativity of the mind and academic writing is written mainly to inform in a formal manner or to incite the reader to make an action such as purchase the writer’s product. In this research paper, we are going to find out how could Arabic speaking students, who are learning academic writing in universities, benefit from creative writing such as literature, theatrical scripts, music, and poems. Since Arabic language is known as poetic language, students from this culture tend to like writing with creativity. We will investigate the positive influence of creative writing rules on academic essays and paragraphs in universities, and We will prove the importance of using creative writing activities in any academic writing classroom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ESL%20teaching" title="ESL teaching">ESL teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20methods" title=" teaching methods"> teaching methods</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20writing" title="academic writing ">academic writing </a>, <a href="https://publications.waset.org/abstracts/search?q=creative%20writing" title=" creative writing"> creative writing</a> </p> <a href="https://publications.waset.org/abstracts/16224/academic-writing-vs-creative-writing-for-arabic-speaking-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16224.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">554</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7906</span> Effects of Family Socioeconomic Status and Parental Involvement on Elementary School Students’ Academic Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Qingli%20Lei">Qingli Lei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the impact of family socioeconomic status and parental involvement on the academic performance of elementary school students, specifically focusing on migrant students in China. The findings reveal that gender has a stronger influence on academic performance compared to local status and parental tutoring time. Female students tend to achieve higher scores than males. Parental education level does not significantly predict academic performance, while parent tutoring time does have a significant impact. Furthermore, there is a significant interaction between local status and parental education level, indicating that migrant students with lower-educated parents perform better than their local counterparts, while local children excel when their parents' education levels are higher. These results emphasize the importance of parental involvement, particularly for immigrant students, and highlight the need for interventions that enhance parental engagement in education to improve academic outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title="academic performance">academic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20socioeconomic%20status" title=" family socioeconomic status"> family socioeconomic status</a>, <a href="https://publications.waset.org/abstracts/search?q=migrant%20students" title=" migrant students"> migrant students</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20involvement" title=" parental involvement"> parental involvement</a> </p> <a href="https://publications.waset.org/abstracts/166948/effects-of-family-socioeconomic-status-and-parental-involvement-on-elementary-school-students-academic-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166948.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">101</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7905</span> Designing a Syllabus for an Academic Writing Course Instruction Based on Students' Needs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nuur%20Insan%20Tangkelangi">Nuur Insan Tangkelangi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Needs on academic writing competence as the primary focus in higher education encourage the university institutions around the world to provide academic writing courses to support their students dealing with their tasks pertaining to this competence. However, a pilot study conducted previously in one of the universities in Palopo, a city in South Sulawesi, revealed that even though the institution has provided academic writing courses, supported by some workshops related to academic writing and some supporting facilities at campus, the students still face difficulties in completing their assignments related to academic writing, particularly in writing their theses. The present study focuses on investigating the specific needs of the students in the same institution in terms of competences required in academic writing. It is also carried out to examine whether the syllabus exists and accommodates the students’ needs or not. Questionnaire and interview were used to collect data from sixty students of sixth semester and two lecturers of the academic courses. The results reveal that the students need to learn all aspects of linguistic competence (language features, lexical phrases, academic language and vocabulary, and proper language) and some aspects in discourse competence (how to write introduction, search for appropriate literature, design research method, write coherent paragraphs, refer to sources, summarize and display data, and link sentences smoothly). Regarding the syllabus, it is found that the academic writing courses provided in the institution, where this study takes place, do not have syllabus. This condition is different from other institutions which provide syllabi for all courses. However, at the commencement of the course, the students and the lecturers have negotiated their learning goals, topics discussed, learning activities, and assessment criteria for the course. Therefore, even though the syllabus does not exist, but the elements of the syllabus are there. The negotiation between the students and the lecturers contributes to the students’ attitude toward the courses. The students are contented with the course and they feel that their needs in academic writing have been accommodated. However, some suggestions for the next academic writing courses are stated by the students. Considering the results of this study, a syllabus is then proposed which is expected to accommodate the specific needs of students in that institution. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Students%27%20needs" title="Students' needs">Students' needs</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20writing" title=" academic writing"> academic writing</a>, <a href="https://publications.waset.org/abstracts/search?q=syllabus%20design%20for%20instruction" title=" syllabus design for instruction"> syllabus design for instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=case%20study" title=" case study"> case study</a> </p> <a href="https://publications.waset.org/abstracts/72505/designing-a-syllabus-for-an-academic-writing-course-instruction-based-on-students-needs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72505.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">207</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7904</span> Character Strengths and Military Leadership</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lobna%20Cherif">Lobna Cherif</a>, <a href="https://publications.waset.org/abstracts/search?q=Valerie%20Wood"> Valerie Wood</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The importance of both character and resilience for military members has been emphasized at the highest levels of military leadership. Initial research suggests that the presence of character strengths might be relevant in predicting success and well-being for some military populations (e.g., recruits). In this presentation, we will first review our research investigating the perceived importance of character strengths for Canadian military cadet (N = 134) success, the top strengths endorsed by cadets, and, in a subset of cadets (n = 94), the relationships among core strengths and resilience. Participants first completed a survey comprised of a resilience measure and demographic items, then one month later completed a Values in Action (VIA) character strengths profile, questions related to character strengths (their personal top-five character strengths, and strengths they believed were important for military-related stressors and leadership, academic success, resilience, and completion of the military challenge). Findings indicated that military cadets consider (among others), perseverance, judgment, and teamwork to be most critical for bouncing back from stressors. However, the most frequently endorsed strengths that characterized cadets were bravery, honesty, and perseverance. Finally, perseverance, bravery, and humor were positively correlated with cadet resilience, while endorsement of love was negatively correlated with resilience. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=character%20strengths" title="character strengths">character strengths</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership" title=" leadership"> leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=positive%20psychology" title=" positive psychology"> positive psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=resilience" title=" resilience"> resilience</a> </p> <a href="https://publications.waset.org/abstracts/142192/character-strengths-and-military-leadership" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142192.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">189</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7903</span> Re-Defining Academic Literacy: An Information Literacy Approach to Helping Chinese International Students Succeed in American Colleges</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yi%20Ding">Yi Ding</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the upsurge of Chinese international students in American higher education, serious academic problems Chinese international students are suffering from are also striking. While most practices and research in higher education focus on the role of professors, writing centers, and tutoring centers to help international students succeed in college, this research study focuses on a more fundamental skill that is neglected in most conversations: information literacy, which is usually addressed by academic librarians. Transitioning from an East-Asian, developing educational system that values authority, set knowledge more than independent thinking, scholarly conversation, Chinese international students need support from academic librarians to acquire information literacy, which is crucial to understand expectations of a Western academic setting and thus to succeed in college. This research study illustrates how academic librarians can play an integral role in helping Chinese international students acclimate to the expectations of American higher education by teaching information literacy as academic literacy unique to the Western academic setting. Six keys of information literacy put forward by Association of College and Research Libraries, which are 'Authority Is Constructed and Contextual', 'Information Creation as a Process', 'Information Has Value', 'Research as Inquiry', 'Scholarship as Conversation', and 'Searching as Strategic Exploration', are analyzed through the lens of Chinese educational system and students’ backgrounds. Based on the analysis as well as results from surveys and interviews among academic librarians, professors, and international students, this research further examines current practices from a wide range of academic libraries and finally, provides evidence-based recommendations for academic librarians to use information literacy instruction to help Chinese international students succeed in American higher education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20librarians" title="academic librarians">academic librarians</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20international%20students" title=" Chinese international students"> Chinese international students</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20literacy" title=" information literacy"> information literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20success" title=" student success"> student success</a> </p> <a href="https://publications.waset.org/abstracts/79861/re-defining-academic-literacy-an-information-literacy-approach-to-helping-chinese-international-students-succeed-in-american-colleges" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79861.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">243</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7902</span> The Use of Hedging Devices in Studens’ Oral Presentation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Siti%20Navila">Siti Navila</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Hedging as a kind of pragmatic competence is an essential part in achieving the goal in communication, especially in academic discourse where the process of sharing knowledge among academic community takes place. Academic discourse demands an appropriateness and modesty of an author or speaker in stating arguments, to name but few, by considering the politeness, being cautious and tentative, and differentiating personal opinions and facts in which these aspects can be achieved through hedging. This study was conducted to find the hedging devices used by students as well as to analyze how they use them in their oral presentation. Some oral presentations from English Department students of the State University of Jakarta on their Academic Presentation course final test were recorded and explored formally and functionally. It was found that the most frequent hedging devices used by students were shields from all hedging devices that students commonly used when they showed suggestion, stated claims, showed opinion to provide possible but still valid answer, and offered the appropriate solution. The researcher suggests that hedging can be familiarized in learning, since potential conflicts that is likely to occur while delivering ideas in academic contexts such as disagreement, criticism, and personal judgment can be reduced with the use of hedging. It will also benefit students in achieving the academic competence with an ability to demonstrate their ideas appropriately and more acceptable in academic discourse. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20discourse" title="academic discourse">academic discourse</a>, <a href="https://publications.waset.org/abstracts/search?q=hedging" title=" hedging"> hedging</a>, <a href="https://publications.waset.org/abstracts/search?q=hedging%20devices" title=" hedging devices"> hedging devices</a>, <a href="https://publications.waset.org/abstracts/search?q=lexical%20hedges" title=" lexical hedges"> lexical hedges</a>, <a href="https://publications.waset.org/abstracts/search?q=Meyer%20classification" title=" Meyer classification"> Meyer classification</a> </p> <a href="https://publications.waset.org/abstracts/31732/the-use-of-hedging-devices-in-studens-oral-presentation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31732.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">460</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7901</span> The Effects of Infographics as a Supplementary Tool in Promoting Academic Reading Skill in an EFL Class</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Niracha%20Chompurach">Niracha Chompurach</a>, <a href="https://publications.waset.org/abstracts/search?q=Dararat%20Khampusaen"> Dararat Khampusaen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> EFL students have to be able to synthesize the texts they are reading critically to compose and connect the information. This study focuses on the effects of the application of Infographics as a supplementary tool to improve Thai EFL students’ Academic reading skills. Infographics are graphic visual representations of information, data, and knowledge offering students to work on gathering multiple types of information, such as pictures, texts, graphs, mapping, and charts. The study aims to investigate if the Infographics as a supplementary tool in academic reading lessons can make a difference in students’ reading skills, and the students’ opinions toward the application of infographics as a reading tool. The participants of this study were 3rd year Thai EFL Khon Kaen University students who took English Academic Reading course. This study employed Infographics assignments, Infographics rubric, and Gucus group interview. This study would advantage for both EFL teachers and students as a means to engage the students to handle the larger load of and represents the complex information in visible and comprehensible way. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EFL" title="EFL">EFL</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=infographics" title=" infographics"> infographics</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20education" title=" language education"> language education</a> </p> <a href="https://publications.waset.org/abstracts/84635/the-effects-of-infographics-as-a-supplementary-tool-in-promoting-academic-reading-skill-in-an-efl-class" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84635.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">163</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=military%20academic%20students&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=military%20academic%20students&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=military%20academic%20students&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=military%20academic%20students&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=military%20academic%20students&page=6">6</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=military%20academic%20students&page=7">7</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=military%20academic%20students&page=8">8</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=military%20academic%20students&page=9">9</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=military%20academic%20students&page=10">10</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=military%20academic%20students&page=264">264</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=military%20academic%20students&page=265">265</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=military%20academic%20students&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>