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Attitudes</title> <meta name="description" content="Search results for: Attitudes"> <meta name="keywords" content="Attitudes"> <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" 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class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="Attitudes"> <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> 217</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Attitudes</h1> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">217</span> Undergraduate Students’ Attitude towards the Statistics Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Somruay%20Apichatibutarapong">Somruay Apichatibutarapong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The purpose of this study was to address and comparison of the attitudes towards the statistics course for undergraduate students. Data were collected from 120 students in Faculty of Sciences and Technology, Suan Sunandha Rajabhat University who enrolled in the statistics course. The quantitative approach was used to investigate the assessment and comparison of attitudes towards statistics course. It was revealed that the overall attitudes somewhat agree both in pre-test and post-test. In addition, the comparison of students’ attitudes towards the statistic course (Form A) has no difference in the overall attitudes. However, there is statistical significance in all dimensions and overall attitudes towards the statistics course (Form B).</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Statistics%20attitude" title="Statistics attitude">Statistics attitude</a>, <a href="https://publications.waset.org/search?q=Student%E2%80%99s%20attitude" title=" Student’s attitude"> Student’s attitude</a>, <a href="https://publications.waset.org/search?q=Statistics" title=" Statistics"> Statistics</a>, <a href="https://publications.waset.org/search?q=Attitude%20test." title=" Attitude test."> Attitude test.</a> </p> <a href="https://publications.waset.org/9998784/undergraduate-students-attitude-towards-the-statistics-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9998784/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9998784/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9998784/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9998784/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9998784/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9998784/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9998784/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9998784/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9998784/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9998784/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9998784.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">1607</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">216</span> Prospective Class Teachers- Computer Experiences and Computer Attitudes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=L.%20Deniz">L. Deniz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The main purpose of the research is to investigate the computer experiences and computer attitudes of prospective class teachers. The research also investigated the differences between computer attitudes and computer experiences, computer competencies and the influence of genders. Ninety prospective class teachers participated in the research. Computer Attitude Scale- Marmara (CAS-M), and a questionnaire, about their computer experiences, and opinions toward the use of computers in the classroom setting, were administrated. The major findings are as follows: (1) 62% of prospective class teachers have computer at home; (2) 50% of the computer owners have computers less than three years; (3) No significant differences were found between computer attitudes and gender; (4) Differences were found between general computer attitudes and computer liking attitudes of prospective class teachers based on their computer competencies in favor of more competent ones.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Computer%20attitude" title="Computer attitude">Computer attitude</a>, <a href="https://publications.waset.org/search?q=computer%20experience" title=" computer experience"> computer experience</a>, <a href="https://publications.waset.org/search?q=prospective%0D%0Aclass%20teacher" title=" prospective class teacher"> prospective class teacher</a> </p> <a href="https://publications.waset.org/8160/prospective-class-teachers-computer-experiences-and-computer-attitudes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/8160/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/8160/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/8160/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/8160/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/8160/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/8160/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/8160/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/8160/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/8160/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/8160/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/8160.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">1557</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">215</span> Analyzing Preservice Teachers’ Attitudes towards Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ahmet%20Oguz%20Akturk">Ahmet Oguz Akturk</a>, <a href="https://publications.waset.org/search?q=Kemal%20Izci"> Kemal Izci</a>, <a href="https://publications.waset.org/search?q=Gurbuz%20Caliskan"> Gurbuz Caliskan</a>, <a href="https://publications.waset.org/search?q=Ismail%20Sahin"> Ismail Sahin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Rapid developments in technology in the present age have made it necessary for communities to follow technological developments and adapt themselves to these developments. One of the fields that are most rapidly affected by these developments is undoubtedly education. Determination of the attitudes of preservice teachers, who live in an age of technology and get ready to raise future individuals, is of paramount importance both educationally and professionally. The purpose of this study was to analyze attitudes of preservice teachers towards technology and some variables that predict these attitudes (gender, daily duration of internet use, and the number of technical devices owned). 329 preservice teachers attending the education faculty of a large university in central Turkey participated, on a volunteer basis, in this study, where relational survey model was used as the research method. Research findings reveal that preservice teachers’ attitudes towards technology are positive and at the same time, the attitudes of male preservice teachers towards technology are more positive than their female counterparts. As a result of the stepwise multiple regression analysis where factors predicting preservice teachers’ attitudes towards technology, it was found that duration of daily internet use was the strongest predictor of attitudes towards technology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Attitudes%20towards%20technology" title="Attitudes towards technology">Attitudes towards technology</a>, <a href="https://publications.waset.org/search?q=preservice%20teachers" title=" preservice teachers"> preservice teachers</a>, <a href="https://publications.waset.org/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/search?q=stepwise%20multiple%20regression%20analysis." title=" stepwise multiple regression analysis."> stepwise multiple regression analysis.</a> </p> <a href="https://publications.waset.org/10003221/analyzing-preservice-teachers-attitudes-towards-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10003221/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10003221/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10003221/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10003221/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10003221/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10003221/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10003221/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10003221/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10003221/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10003221/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10003221.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">1751</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">214</span> A National Survey of Clinical Psychology Graduate Student Attitudes toward Psychotherapy Treatment Manuals: A Replication Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=B.%20Bergstr%C3%B6m">B. Bergström</a>, <a href="https://publications.waset.org/search?q=A.%20Ladd"> A. Ladd</a>, <a href="https://publications.waset.org/search?q=A.%20Jones"> A. Jones</a>, <a href="https://publications.waset.org/search?q=L.%20Rosso"> L. Rosso</a>, <a href="https://publications.waset.org/search?q=P.%20Michael"> P. Michael</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Attitudes toward treatment manuals serve as a meaningful predictor of general attitudes toward evidence-based practice. Despite demonstrating high effectiveness in treating many mental disorders, manualized treatments have been underutilized by practitioners. Thus, one can assess the state of the field regarding the adoption of evidence-based practices by surveying practitioner attitudes towards manualized treatments. This study is an adapted replication that assesses psychology graduate student attitudes towards manualized treatments, as a general marker for attitudes towards evidence-based practice. Training programs provide future clinicians with the foundation for critical skills in clinical practice. Research demonstrates that post-graduate continuing education has little to no effect on clinical practice; thus, graduate programs serve as the primary, and often final platform for all future practice. However, there are little empirical data identifying the attitudes and training of graduate students in utilizing manualized treatments. The empirical analysis of this study indicates an increase in positive attitudes among graduate student attitudes towards manualized treatments (within the United States), when compared to past surveys of professional psychologists. Findings from this study may inform graduate programs of barriers for students in developing positive attitudes toward manualized treatments and evidence-based practice. This study also serves as a preliminary predictor of the state-of-the field, in regards to professional psychologists attitudes towards evidence-based practice, if attitudes remain stable. This study indicates that the attitudes toward utilizing evidence-based practices, such as treatment manuals, has become more positive since year 2000.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Evidence%20based%20treatment" title="Evidence based treatment">Evidence based treatment</a>, <a href="https://publications.waset.org/search?q=Future%20of%20clinical%20science" title=" Future of clinical science"> Future of clinical science</a>, <a href="https://publications.waset.org/search?q=Manualized%20treatment" title=" Manualized treatment"> Manualized treatment</a>, <a href="https://publications.waset.org/search?q=Student%20attitudes%20towards%20evidence%20based%20treatments." title=" Student attitudes towards evidence based treatments. "> Student attitudes towards evidence based treatments. </a> </p> <a href="https://publications.waset.org/10010528/a-national-survey-of-clinical-psychology-graduate-student-attitudes-toward-psychotherapy-treatment-manuals-a-replication-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10010528/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10010528/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10010528/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10010528/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10010528/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10010528/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10010528/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10010528/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10010528/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10010528/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10010528.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">830</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">213</span> The Role of Online Deliberation on Citizens’ Attitudes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Amalia%20Triantafillidou">Amalia Triantafillidou</a>, <a href="https://publications.waset.org/search?q=Georgios%20Lappas"> Georgios Lappas</a>, <a href="https://publications.waset.org/search?q=Prodromos%20Yannas"> Prodromos Yannas</a>, <a href="https://publications.waset.org/search?q=Alexandros%20Kleftodimos"> Alexandros Kleftodimos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, an experiment was conducted to assess the impact of online deliberation on citizens’ attitudes. Specifically, this research compared pre and post deliberation opinions of participants who deliberated online via an asynchronous platform regarding the issue of political opinion polls. Results indicate that online deliberation had a positive effect on citizens’ attitudes since it was found that following deliberation participants changed their views regarding public opinion polls. Specifically, online deliberation improved discussants perceptions regarding the reliability of polls, while suppressing their negative views about the misuse of polls by media, polling organizations and politicians. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Online%20deliberation" title="Online deliberation">Online deliberation</a>, <a href="https://publications.waset.org/search?q=attitudes%20change" title=" attitudes change"> attitudes change</a>, <a href="https://publications.waset.org/search?q=opinion%20polls" title=" opinion polls"> opinion polls</a>, <a href="https://publications.waset.org/search?q=e-democracy." title=" e-democracy."> e-democracy.</a> </p> <a href="https://publications.waset.org/10001960/the-role-of-online-deliberation-on-citizens-attitudes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10001960/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10001960/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10001960/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10001960/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10001960/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10001960/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10001960/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10001960/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10001960/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10001960/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10001960.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">1967</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">212</span> The Factors that Affect to the Overall Attitude toward SMS Advertising of Thai Mobile Phone Users</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Panprae%20Bunyapukkna">Panprae Bunyapukkna</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The aim of this study is to: (1) measure the overall attitudes of Thai mobile phone users toward SMS advertisements, and (2) identify demographic factors that affect the overall attitudes toward SMS advertisements of Thai mobile phone users. The sample in this study consists of 100 individuals who possess at least one mobile phone and who either live, work or study in Bangkok. Thirty-three respondents are male, while the other 67 respondents are female. The respondents are aged between 21 years and 45 years old. Convenient sampling technique was used in this study. The results of this study indicate that Thai mobile phone users in general hold negative attitudes toward SMS advertisements, and that negative attitudes prevailed in nearly all different demographic groups. The results also suggest that Thai mobile phone users find SMS advertisements irritating, but are indifferent as to whether SMS ads are informative, credible and entertaining as well.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Credibility" title="Credibility">Credibility</a>, <a href="https://publications.waset.org/search?q=consumer%20attitudes" title=" consumer attitudes"> consumer attitudes</a>, <a href="https://publications.waset.org/search?q=SMS%20advertising" title=" SMS advertising"> SMS advertising</a>, <a href="https://publications.waset.org/search?q=Thai%20mobile%20phone%20users." title=" Thai mobile phone users."> Thai mobile phone users.</a> </p> <a href="https://publications.waset.org/10007152/the-factors-that-affect-to-the-overall-attitude-toward-sms-advertising-of-thai-mobile-phone-users" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10007152/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10007152/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10007152/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10007152/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10007152/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10007152/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10007152/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10007152/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10007152/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10007152/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10007152.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">762</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">211</span> Self-Efficacy Perceptions and the Attitudes of Prospective Teachers towards Assessment and Evaluation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=M%C3%BCnevver%20Ba%C5%9Fman">Münevver Başman</a>, <a href="https://publications.waset.org/search?q=Ezel%20Tav%C5%9Fanc%C4%B1l"> Ezel Tavşancıl</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Making the right decisions about students depends on teachers’ use of the assessment and evaluation techniques effectively. In order to do that, teachers should have positive attitudes and adequate self-efficacy perception towards assessment and evaluation. The purpose of this study is to investigate relationship between self-efficacy perception and the attitudes of prospective teachers towards assessment and evaluation and what kind of differences these issues have in terms of a variety of demographic variables. The study group consisted of 277 prospective teachers who have been studying in different departments of Marmara University, Faculty of Education. In this study, ‘Personal Information Form’, ‘A Perceptual Scale for Measurement and Evaluation of Prospective Teachers Self-Efficacy in Education’ and ‘Attitudes toward Educational Measurement Inventory’ are applied. As a result, positive correlation was found between self-efficacy perceptions and the attitudes of prospective teachers towards assessment and evaluation. Considering different departments, there is a significant difference between the mean score of attitudes of prospective teachers and between the mean score of self-efficacy perceptions of them. However, considering variables of attending statistics class and the class types at the graduated high school, there is no significant difference between the mean score of attitudes of prospective teachers and between the mean score of self-efficacy perceptions of them. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Attitude" title="Attitude">Attitude</a>, <a href="https://publications.waset.org/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/search?q=prospective%20teacher" title=" prospective teacher"> prospective teacher</a>, <a href="https://publications.waset.org/search?q=self-efficacy." title=" self-efficacy. "> self-efficacy. </a> </p> <a href="https://publications.waset.org/10004169/self-efficacy-perceptions-and-the-attitudes-of-prospective-teachers-towards-assessment-and-evaluation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004169/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004169/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004169/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004169/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004169/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004169/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004169/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004169/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004169/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004169/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004169.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">1559</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">210</span> Political Information Exposures, Politicians- Perceptions, Political Attitudes and Political Participations among People in Bangkok Metropolitan Area</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Pratoom%20Rekklang">Pratoom Rekklang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purposes of this study are to study political information exposure, politicians- perceptions, political attitudes and political participations among people in Bangkok Metropolitan Area. The sample consisted of 420 which were selected by using accidental sampling method. Questionnaires were administered to all of the respondents to obtain the data for this research. T-test, one-way ANOVA and Pearson-s correlation coefficient were used to analyze the data. The findings are as follows: The difference in gender, education, income and occupation has significantly effect upon political information exposures. The difference in age, income has significantly effect upon politicians- perceptions. The difference in income has significantly effect upon political attitudes. The difference in gender, income and occupation has significantly effect upon political participations. There were a significantly relations between political information exposures, political attitudes, political participations and between politicians- perceptions, political attitudes and political participations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Political%20Information%20Exposures" title="Political Information Exposures">Political Information Exposures</a>, <a href="https://publications.waset.org/search?q=Politicians%27%20Perceptions" title=" Politicians' Perceptions"> Politicians' Perceptions</a>, <a href="https://publications.waset.org/search?q=Political%20Attitudes" title=" Political Attitudes"> Political Attitudes</a>, <a href="https://publications.waset.org/search?q=Political%20Participations." title=" Political Participations."> Political Participations.</a> </p> <a href="https://publications.waset.org/5421/political-information-exposures-politicians-perceptions-political-attitudes-and-political-participations-among-people-in-bangkok-metropolitan-area" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/5421/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/5421/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/5421/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/5421/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/5421/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/5421/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/5421/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/5421/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/5421/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/5421/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/5421.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">1553</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">209</span> Role of Social Capital on Consumer Attitudes, Peer Influence and Behavioral Intentions: A Social Media Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Qazi%20Mohammed%20Ahmed">Qazi Mohammed Ahmed</a>, <a href="https://publications.waset.org/search?q=Osman%20Sadiq%20Paracha"> Osman Sadiq Paracha</a>, <a href="https://publications.waset.org/search?q=Iftikhar%20Hussain"> Iftikhar Hussain</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study aims to explore the unaddressed relationship between social capital and consumers’ underlying behavioral intentions. The study postulates that this association is mediated by the role of attitudes and peer influence. The research attains evidence from a usable sample of 673 responses. The majority consists of the young and energetic social media users of Pakistan that utilize virtual communities as a way of life. A variance based structural equation modeling has been applied through SmartPLS 3. The results reveal that social capital exerts a statistically supportive association with both attitudes and peer influence. Contrastingly, this predictor variable shows an insignificant linkage with behavioral intentions but this relationship is fully mediated by consumer attitudes and peer influence. The paper enhances marketing literature with respect to an unexplored society of Pakistan. It also provides a lens for the contemporary advertisers, in terms of supporting their social media campaigns with affiliative and cohesive elements. The study also identifies a series of predictor variables that could further be tested with attitudes, subjective norms and behavioral responses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Behavioral%20intentions" title="Behavioral intentions">Behavioral intentions</a>, <a href="https://publications.waset.org/search?q=consumer%20attitudes" title=" consumer attitudes"> consumer attitudes</a>, <a href="https://publications.waset.org/search?q=peer%20influence" title=" peer influence"> peer influence</a>, <a href="https://publications.waset.org/search?q=social%20capital." title=" social capital."> social capital.</a> </p> <a href="https://publications.waset.org/10012011/role-of-social-capital-on-consumer-attitudes-peer-influence-and-behavioral-intentions-a-social-media-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10012011/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10012011/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10012011/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10012011/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10012011/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10012011/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10012011/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10012011/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10012011/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10012011/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10012011.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">596</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">208</span> Evolved Disease Avoidance Mechanisms, Generalized Prejudice, Modern Attitudes towards Individuals with Intellectual Disability</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Campbell%20Townsend">Campbell Townsend</a>, <a href="https://publications.waset.org/search?q=David%20Hamilton"> David Hamilton</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Previous research has demonstrated that negative attitudes towards people with physical disabilities and obesity are predicted by a component of perceived vulnerability to disease; germ aversion. These findings have been suggested as illustrations of an evolved but over-active mechanism which promotes the avoidance of pathogen-carrying individuals. To date, this interpretation of attitude formation has not been explored with regard to people with intellectual disability, and no attempts have been made to examine possible mediating factors. This study examined attitudes in 333 adults and demonstrated that the moderate positive relationship between germ aversion and negative attitudes toward people with intellectual disability is fully mediated by social dominance orientation, a general preference for hierarchies and inequalities among social groups. These findings have implications for the design of programs which attempt to promote community acceptance and inclusion of people with disabilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=avoidance" title="avoidance">avoidance</a>, <a href="https://publications.waset.org/search?q=evolutionary%20psychology" title=" evolutionary psychology"> evolutionary psychology</a>, <a href="https://publications.waset.org/search?q=intellectual%0Adisability" title=" intellectual disability"> intellectual disability</a>, <a href="https://publications.waset.org/search?q=prejudice" title=" prejudice"> prejudice</a> </p> <a href="https://publications.waset.org/11706/evolved-disease-avoidance-mechanisms-generalized-prejudice-modern-attitudes-towards-individuals-with-intellectual-disability" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/11706/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/11706/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/11706/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/11706/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/11706/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/11706/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/11706/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/11706/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/11706/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/11706/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/11706.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">1930</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">207</span> The Attitudes of Pre-Service Teachers towards Analytical Thinking Skill Development Based On Miller’s Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Thassanant%20Unnanantn">Thassanant Unnanantn</a>, <a href="https://publications.waset.org/search?q=Suttipong%20Boonphadung"> Suttipong Boonphadung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This research study aimed to survey and analyze the attitudes of pre-service teachers’ the analytical thinking development based on Miller’s Model. The informants of this study were 22 third year teacher students majoring in Thai. The course where the instruction was conducted was English for Academic Purposes in Thai Language 2. The instrument of this research was an open-ended questionnaire with two dimensions of questions: academic and satisfaction dimensions. The investigation revealed the positive attitudes. In the academic dimension, the majority of 12 (54.54%), the highest percentage, reflected that the method of teaching analytical thinking and language simultaneously was their new knowledge and the similar percentage also belonged to text cohesion in writing. For the satisfaction, the highest frequency count was from 17 of them (77.27%) and this majority favored the openness or friendliness of the teacher.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Analytical%20thinking%20development" title="Analytical thinking development">Analytical thinking development</a>, <a href="https://publications.waset.org/search?q=Attitudes" title=" Attitudes"> Attitudes</a>, <a href="https://publications.waset.org/search?q=Miller%E2%80%99s%0D%0AModel" title=" Miller’s Model"> Miller’s Model</a>, <a href="https://publications.waset.org/search?q=Pre-service%20teachers." title=" Pre-service teachers."> Pre-service teachers.</a> </p> <a href="https://publications.waset.org/10000536/the-attitudes-of-pre-service-teachers-towards-analytical-thinking-skill-development-based-on-millers-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10000536/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10000536/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10000536/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10000536/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10000536/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10000536/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10000536/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10000536/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10000536/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10000536/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10000536.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">2114</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">206</span> The Attitude of High School Teachers in Saudi Arabia towards Computers: Qualitative Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Manal%20O.%20Alothman">Manal O. Alothman</a>, <a href="https://publications.waset.org/search?q=Judy.%20Robertson"> Judy. Robertson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Teachers can play a huge role in encouraging students to use computers and can affect students’ attitudes towards computers. So understanding teachers’ beliefs and their use of computers is an important way to create effective motivational systems for teachers to use computers in the classroom in an effective way. A qualitative study (6 focus group) was carried out among Saudi High school teachers, both male and female, to examine their attitudes towards computers and to find out their computer skills and usage. The study showed a gender differences in that females were less likely to attend computer workshops, females also had less computer skills, and they have more negative attitudes towards computers than males. Also the study found that low computer skills in the classroom made students unlikely to have the lessons presented using computers. Furthermore, the study found some factors that effected teachers’ attitudes towards computers. These factors were computer experience and confidence as much having skills and good experience in computer use, the role and importance of computers had become in their life and in teaching as well.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Attitude" title="Attitude">Attitude</a>, <a href="https://publications.waset.org/search?q=Education" title=" Education"> Education</a>, <a href="https://publications.waset.org/search?q=Student" title=" Student"> Student</a>, <a href="https://publications.waset.org/search?q=Teacher" title=" Teacher"> Teacher</a>, <a href="https://publications.waset.org/search?q=Technology." title=" Technology."> Technology.</a> </p> <a href="https://publications.waset.org/10000599/the-attitude-of-high-school-teachers-in-saudi-arabia-towards-computers-qualitative-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10000599/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10000599/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10000599/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10000599/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10000599/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10000599/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10000599/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10000599/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10000599/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10000599/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10000599.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">2384</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">205</span> The Measurement of Latvian and Russian Ethnic Attitudes, Using Evaluative Priming Task and Self-Report Methods</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Maria%20Bambulyaka">Maria Bambulyaka</a>, <a href="https://publications.waset.org/search?q=Irina%20Plotka"> Irina Plotka</a>, <a href="https://publications.waset.org/search?q=Nina%20Blumenau"> Nina Blumenau</a>, <a href="https://publications.waset.org/search?q=Dmitry%20Igonin"> Dmitry Igonin</a>, <a href="https://publications.waset.org/search?q=Elena%20Ozola"> Elena Ozola</a>, <a href="https://publications.waset.org/search?q=Laura%20Shimane"> Laura Shimane</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The purposes of researches - to estimate implicit ethnic attitudes by direct and indirect methods, to determine the accordance of two types measuring, to investigate influence of task type used in an experiment, on the results of measuring, as well as to determine a presence or communication between recent episodic events and chronologic correlations of ethnic attitudes. Method of the implicit measuring - an evaluative priming (EPT) carried out with the use of different SOA intervals, explicit methods of research are G.Soldatova-s types of ethnic identity, G.Soldatova-s index of tolerance, E.Bogardus scale of social distance. During five stages of researches received results open some aspects of implicit measuring, its correlation with the results of self-reports on different SOA intervals, connection of implicit measuring with emotional valence of episodic events of participants and other indexes, presenting a contribution to the decision of implicit measuring application problem for study of different social constructs</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Ethnic%20attitudes" title="Ethnic attitudes">Ethnic attitudes</a>, <a href="https://publications.waset.org/search?q=explicit%20method" title=" explicit method"> explicit method</a>, <a href="https://publications.waset.org/search?q=implicit%20method" title=" implicit method"> implicit method</a>, <a href="https://publications.waset.org/search?q=priming." title=" priming."> priming.</a> </p> <a href="https://publications.waset.org/5891/the-measurement-of-latvian-and-russian-ethnic-attitudes-using-evaluative-priming-task-and-self-report-methods" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/5891/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/5891/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/5891/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/5891/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/5891/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/5891/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/5891/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/5891/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/5891/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/5891/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/5891.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">1592</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">204</span> Worth A Thousand Words – How Drawings Provide Insight into Children-s Attitudes and Perceptions of Physical Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sandy%20Daley">Sandy Daley</a>, <a href="https://publications.waset.org/search?q=Sandra%20Jones"> Sandra Jones</a>, <a href="https://publications.waset.org/search?q=Don%20Iverson"> Don Iverson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The benefits of physical activity for children are promoted widely and well understood; however factors which impact on children-s beliefs and attitudes towards physical education need to be explored in more detail. The purpose of this study was to evaluate how primary school children value and perceive their involvement in physical education (PE) classes through the use of drawings. While this type of data collection has been used previously to determine a child-s response to specific health education classes, such as drug education, to the best of our knowledge it has not been used in the context of PE. Results from this study showed that kindergarten children found PE classes fun and engaging. Children in Year 4 and Year 6 were less satisfied with PE classes because of the activities offered, the lack of opportunity to play sport, and perception that teachers did not appear to value this area of the curriculum.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=attitudes" title="attitudes">attitudes</a>, <a href="https://publications.waset.org/search?q=physical%20education" title=" physical education"> physical education</a>, <a href="https://publications.waset.org/search?q=primary%20school%0D%0Achildren" title=" primary school children"> primary school children</a>, <a href="https://publications.waset.org/search?q=write%20and%20draw" title=" write and draw"> write and draw</a> </p> <a href="https://publications.waset.org/2245/worth-a-thousand-words-how-drawings-provide-insight-into-children-s-attitudes-and-perceptions-of-physical-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/2245/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/2245/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/2245/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/2245/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/2245/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/2245/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/2245/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/2245/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/2245/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/2245/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/2245.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">1689</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">203</span> A Sociological Study of Rural Women Attitudes toward Education, Health and Work outside Home in Beheira Governorate, Egypt</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=A.%20A.%20Betah">A. A. Betah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research was performed to evaluate the attitudes of rural women towards education, health and work outside the home. The study was based on a random sample of 147 rural women, Kafr-Rahmaniyah village was chosen for the study because its life expectancy at birth for females, education and percentage of females in the labor force, were the highest in the district. The study data were collected from rural female respondents, using a face-to-face questionnaire. In addition, the study estimated several factors like age, main occupation, family size, monthly household income, geographic cosmopolites, and degree of social participation for rural women respondents. Using Statistical Package for the Social Sciences (SPSS), data were analyzed by non-parametric statistical methods. The main finding in this study was a significant relationship between each of the previous variables and each of rural women’s attitudes toward education, health, and work outside home. The study concluded with some recommendations. The most important element is ensuring attention to rural women’s needs, requirements and rights via raising their health awareness, education and their contributions in their society. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Attitudes" title="Attitudes">Attitudes</a>, <a href="https://publications.waset.org/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/search?q=health" title=" health"> health</a>, <a href="https://publications.waset.org/search?q=rural%20women" title=" rural women"> rural women</a>, <a href="https://publications.waset.org/search?q=work%20outside%20the%20home." title=" work outside the home."> work outside the home.</a> </p> <a href="https://publications.waset.org/10006980/a-sociological-study-of-rural-women-attitudes-toward-education-health-and-work-outside-home-in-beheira-governorate-egypt" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10006980/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10006980/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10006980/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10006980/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10006980/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10006980/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10006980/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10006980/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10006980/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10006980/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10006980.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">1071</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">202</span> An Investigation of Customers’ Perception and Attitude towards Krung Thai Bank in Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Phatthanan%20Chaiyabut">Phatthanan Chaiyabut</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The purposes of this research were to identify the perception of customers towards Krung Thai Bank’s image and to understand the customer attitude towards Krung Thai Bank’s image in Bangkok, Thailand. This research utilized quantitative approach and used questionnaire as data collection tool. A sample size of 420 respondents was selected by simple random sampling. The findings revealed that the majority of respondents received information, news, and feeds concerning the bank through televisions the most. This information channel had significantly influenced on the customers and their decisions to utilize the bank’s products and services.</p> <p>From the information concerning the attitudes towards overall image of the bank, it was found that the majority respondents rated the bank’s image at the good level. The top three average attitudes included the bank’s images in supports government's monetary policies, being renowned and stable, and contributing in economical amendments and developments, with the mean average of 4.01, 3.96 and 3.81 respectively. The attitudes toward the images included a business leader in banking, marketing, and competitions. Offering prompt services, and provided appropriate servicing time were rated moderate with the attitudes of 3.36 and 3.30 respectively.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Attitude" title="Attitude">Attitude</a>, <a href="https://publications.waset.org/search?q=Image" title=" Image"> Image</a>, <a href="https://publications.waset.org/search?q=Krung%20Thai%20bank" title=" Krung Thai bank"> Krung Thai bank</a>, <a href="https://publications.waset.org/search?q=Perception." title=" Perception."> Perception.</a> </p> <a href="https://publications.waset.org/9998592/an-investigation-of-customers-perception-and-attitude-towards-krung-thai-bank-in-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9998592/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9998592/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9998592/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9998592/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9998592/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9998592/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9998592/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9998592/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9998592/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9998592/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9998592.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">1629</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">201</span> The Effects of Visual Elements and Cognitive Styles on Students Learning in Hypermedia Environment </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Rishi%20Ruttun">Rishi Ruttun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>One of the major features of hypermedia learning is its non-linear structure, allowing learners, the opportunity of flexible navigation to accommodate their own needs. Nevertheless, such flexibility can also cause problems such as insufficient navigation and disorientation for some learners, especially those with Field Dependent cognitive styles. As a result students learning performance can be deteriorated and in turn, they can have negative attitudes with hypermedia learning systems. It was suggested that visual elements can be used to compensate dilemmas. However, it is unclear whether these visual elements improve their learning or whether problems still exist. The aim of this study is to investigate the effect of students cognitive styles and visual elements on students learning performance and attitudes in hypermedia learning environment. Cognitive Style Analysis (CSA), Learning outcome in terms of pre and post-test, practical task, and Attitude Questionnaire (AQ) were administered to a sample of 60 university students. The findings revealed that FD students preformed equally to those of FI. Also, FD students experienced more disorientation in the hypermedia learning system where they depend a lot on the visual elements for navigation and orientation purposes. Furthermore, they had more positive attitudes towards the visual elements which escape them from experiencing navigation and disorientation dilemmas. In contrast, FI students were more comfortable, did not get disturbed or did not need some of the visual elements in the hypermedia learning system.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Hypermedia%20learning" title="Hypermedia learning">Hypermedia learning</a>, <a href="https://publications.waset.org/search?q=cognitive%20styles" title=" cognitive styles"> cognitive styles</a>, <a href="https://publications.waset.org/search?q=visual%20elements" title=" visual elements"> visual elements</a>, <a href="https://publications.waset.org/search?q=support" title=" support"> support</a>, <a href="https://publications.waset.org/search?q=learning%20performance" title=" learning performance"> learning performance</a>, <a href="https://publications.waset.org/search?q=attitudes%20and%20perceptions" title=" attitudes and perceptions"> attitudes and perceptions</a> </p> <a href="https://publications.waset.org/15940/the-effects-of-visual-elements-and-cognitive-styles-on-students-learning-in-hypermedia-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/15940/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/15940/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/15940/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/15940/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/15940/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/15940/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/15940/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/15940/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/15940/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/15940/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/15940.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">1680</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">200</span> Attitudes of Academic Staff towards the Use of Information Communication Technology as a Pedagogical Tool for Effective Teaching in FCT College of Education, Zuba-Abuja, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Salako%20Emmanuel%20Adekunle">Salako Emmanuel Adekunle</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>With numerous advantages of ICT in teaching such as using images to improve the retentive memory of students, academic staff is yet to deliver instructions adequately and effectively due to no power supply, lack of technical supports and non-availability of functional ICT tools. This study was conducted to investigate the attitudes of academic staff towards the use of information communication technology as a pedagogical tool for effective teaching in FCT College of Education, Zuba-Abuja, Nigeria. A sample of 200 academic staff from five schools/faculties was involved in the study. The respondents were selected by using simple random sampling technique (SRST). A questionnaire was developed and validated by the experts in Measurement and Evaluation, and reliability co-efficient of 0.85 was obtained. It was used to gather relevant data from the respondents. This study revealed that the respondents had positive attitudes towards the use of ICT as a pedagogical tool for effective teaching. Also, the uses of ICT by the academic staff included: to encourage closer relationship for attainment of higher academic, and to deliver instructions effectively. The study also revealed that there is a significant relationship between the attitudes and the uses of ICT by the academic staff. Based on these findings, some recommendations were made which include: power supply should be provided to operate ICT facilities for effective teaching, and technical assistance on ICT usage for effective delivery of instructions should be provided among other recommendations.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Academic%20staff" title="Academic staff">Academic staff</a>, <a href="https://publications.waset.org/search?q=attitudes" title=" attitudes"> attitudes</a>, <a href="https://publications.waset.org/search?q=information%20communication%20technology" title=" information communication technology"> information communication technology</a>, <a href="https://publications.waset.org/search?q=pedagogical%20tool" title=" pedagogical tool"> pedagogical tool</a>, <a href="https://publications.waset.org/search?q=teaching%20and%20use." title=" teaching and use."> teaching and use.</a> </p> <a href="https://publications.waset.org/10008084/attitudes-of-academic-staff-towards-the-use-of-information-communication-technology-as-a-pedagogical-tool-for-effective-teaching-in-fct-college-of-education-zuba-abuja-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10008084/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10008084/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10008084/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10008084/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10008084/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10008084/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10008084/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10008084/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10008084/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10008084/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10008084.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">985</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">199</span> The Effects of an Immigration Policy on the Economic Integration of Migrants and on Natives’ Attitudes: The Case of Syrian Refugees in Turkey</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=S.%20Zeynep%20Siretioglu%20Girgin">S. Zeynep Siretioglu Girgin</a>, <a href="https://publications.waset.org/search?q=Gizem%20Turna%20Cebeci"> Gizem Turna Cebeci</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Turkey’s immigration policy is a controversial issue considering its legal, economic, social, and political and human rights dimensions. Formulation of an immigration policy goes hand in hand with political processes, where natives’ attitudes play a significant role. On the other hand, as was the case in Turkey, radical changes made in immigration policy or policies lacking transparency may cause severe reactions by the host society. The underlying discussion paper aims to analyze quantitatively the effects of the existing ‘open door’ immigration policy on the economic integration of Syrian refugees in Turkey, and on the perception of the native population of refugees. For the analysis, semi-structured in-depth interviews and focus group interviews have been conducted. After the introduction, a literature review is provided, followed by theoretical background on the explanation of natives’ attitudes towards immigrants. In the next section, a qualitative analysis of natives’ attitudes towards Syrian refugees is presented with the subtopics of (i) awareness, general opinions and expectations, (ii) open-door policy and management of the migration process, (iii) perception of positive and negative impacts of immigration, (iv) economic integration, and (v) cultural similarity. Results indicate that, natives concurrently have social, economic and security concerns regarding refugees, while difficulties regarding security and economic integration of refugees stand out. Socio-economic characteristics of the respondents, such as the educational level and employment status, are not sufficient to explain the overall attitudes towards refugees, while they can be used to explain the awareness of the respondents and the priority of the concerns felt.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Economic%20integration" title="Economic integration">Economic integration</a>, <a href="https://publications.waset.org/search?q=immigration%20policy" title=" immigration policy"> immigration policy</a>, <a href="https://publications.waset.org/search?q=integration%20policies" title=" integration policies"> integration policies</a>, <a href="https://publications.waset.org/search?q=migrants" title=" migrants"> migrants</a>, <a href="https://publications.waset.org/search?q=natives%E2%80%99%20attitudes" title=" natives’ attitudes"> natives’ attitudes</a>, <a href="https://publications.waset.org/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/search?q=Syrian%20refugees" title=" Syrian refugees"> Syrian refugees</a>, <a href="https://publications.waset.org/search?q=Turkey." title=" Turkey."> Turkey.</a> </p> <a href="https://publications.waset.org/10007705/the-effects-of-an-immigration-policy-on-the-economic-integration-of-migrants-and-on-natives-attitudes-the-case-of-syrian-refugees-in-turkey" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10007705/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10007705/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10007705/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10007705/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10007705/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10007705/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10007705/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10007705/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10007705/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10007705/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10007705.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">1282</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">198</span> Students’ Attitudes Toward Seeking Psychological Help</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=P.%20Gudelj">P. Gudelj</a>, <a href="https://publications.waset.org/search?q=E.%20Frani%C4%87"> E. Franić</a>, <a href="https://publications.waset.org/search?q=M.%20Kolega"> M. Kolega</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Mental health is crucial for personal, social, and socio-economic development, becoming an increasingly relevant topic, especially in the post-global pandemic era. One vulnerable demographic comprises students who, during the pandemic, faced challenges such as adapting to new educational methods, societal or residential changes, heightened stress, responsibilities, and entering the job market. These life challenges proved insurmountable for some individuals during this phase. This research aimed to examine students' attitudes towards individuals seeking psychological help. By gaining a better understanding of young people's perceptions of seeking psychological assistance, a clearer insight into how to make psychological support more accessible and acceptable can be achieved. A questionnaire was completed by 210 students from various disciplines at the University of Zagreb. While the majority of students expressed a positive attitude towards seeking psychological help, a very small percentage reported having sought it. One of the most common obstacles to seeking appropriate help was a lack of financial means, with the most significant motivators being the positive experiences of those who sought help and an affordable cost.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Mental%20health" title="Mental health">Mental health</a>, <a href="https://publications.waset.org/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/search?q=psychological%20support" title=" psychological support"> psychological support</a>, <a href="https://publications.waset.org/search?q=attitudes." title=" attitudes."> attitudes.</a> </p> <a href="https://publications.waset.org/10013759/students-attitudes-toward-seeking-psychological-help" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013759/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013759/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013759/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013759/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013759/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013759/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013759/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013759/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013759/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013759/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013759.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">89</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">197</span> Types of Motivation to Learn English: A Case Study of a Rural University, in Quintana Roo, Mexico</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sandra%20Valdez-Hern%C3%A1ndez">Sandra Valdez-Hernández</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Motivation is one of the most important factors when teaching language. Most institutions, at least in Mexico, pay low attention to the types of motivation students have when they are studying English; however, considering the motivation they have may lead to better understanding about their needs and purposes for learning English and the professors may understand and focus on their interests for making them persist in action through the course. This topic has been widely investigated in different countries, but more research needs to be done in Mexico to shed light on this area of potential impact. This quantitative study examines how students (n = 180) at a Rural University in Quintana Roo perceive their different types of motivation, intrinsic and extrinsic, instrumental, and integrative and the attitudes for the language. The findings reveal a high degree of intrinsic and instrumental motivation and provide insights into the perceived attitudes for learning English. Finding ways to persist in action may lead to better comprehending the reasons for learning English.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Attitudes%20for%20motivation" title="Attitudes for motivation">Attitudes for motivation</a>, <a href="https://publications.waset.org/search?q=types%20of%20motivation" title=" types of motivation"> types of motivation</a>, <a href="https://publications.waset.org/search?q=Extrinsic%20and%20Intrinsic%20motivation" title=" Extrinsic and Intrinsic motivation"> Extrinsic and Intrinsic motivation</a>, <a href="https://publications.waset.org/search?q=instrumental%20and%20integrative%20motivation." title=" instrumental and integrative motivation."> instrumental and integrative motivation.</a> </p> <a href="https://publications.waset.org/10013613/types-of-motivation-to-learn-english-a-case-study-of-a-rural-university-in-quintana-roo-mexico" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013613/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013613/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013613/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013613/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013613/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013613/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013613/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013613/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013613/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013613/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013613.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">116</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">196</span> Environmental Sanitation Dilemma in the Tamale Metropolis, Ghana</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Paul%20N.%20Napari">Paul N. Napari</a>, <a href="https://publications.waset.org/search?q=Patrick%20B.%20Cobbinah"> Patrick B. Cobbinah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p class="Abstract" style="text-indent:10.2pt">The 21<sup>st</sup> century has been characterized by rapid urbanization with its associated environmental sanitation challenges especially in developing countries. However, studies have focused largely on institutional capacity and the resources needed to manage environmental sanitation challenges, with few insights on the attitudes of city residents. This paper analyzes the environmental sanitation situation in a rapidly urbanizing Tamale metropolis, examines how city residents’ attitudes have contributed to poor environmental sanitation and further reviews approaches that have been employed to manage environmental sanitation. Using secondary and empirical data sources, the paper reveals that only 7.5 tons of 150 tons of total daily solid wastes generated is effectively managed. The findings suggest that the poor sanitation in the city is influenced by two factors; poor attitudes of city residents and weak institutions. While poor attitudes towards environmental sanitation has resulted in indiscriminate disposal of waste, weak institutions have resulted in lack of capacity and pragmatic interventions to manage the environmental sanitation challenges in the city. The paper recommends public education on environmental sanitation, public private partnership, increased stakeholder engagement and preparation and implementation of environmental sanitation plan as mechanisms to ensure effective environmental sanitation management in the Tamale metropolis.<o:p></o:p></p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Environmental%20sanitation" title="Environmental sanitation">Environmental sanitation</a>, <a href="https://publications.waset.org/search?q=developing%20countries" title=" developing countries"> developing countries</a>, <a href="https://publications.waset.org/search?q=waste%20management" title=" waste management"> waste management</a>, <a href="https://publications.waset.org/search?q=developing%20countries" title=" developing countries"> developing countries</a>, <a href="https://publications.waset.org/search?q=Tamale" title=" Tamale"> Tamale</a>, <a href="https://publications.waset.org/search?q=urbanization." title=" urbanization."> urbanization.</a> </p> <a href="https://publications.waset.org/9997314/environmental-sanitation-dilemma-in-the-tamale-metropolis-ghana" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9997314/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9997314/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9997314/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9997314/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9997314/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9997314/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9997314/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9997314/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9997314/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9997314/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9997314.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">3979</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">195</span> Students’ Perceptions of the Use of Social Media in Higher Education in Saudi Arabia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Omar%20Alshehri">Omar Alshehri</a>, <a href="https://publications.waset.org/search?q=Vic%20Lally"> Vic Lally</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examined the attitudes of using social media tools to support learning at a university in Saudi Arabia. Moreover, it investigated the students’ current usage of these tools and examined the barriers they could face during the use of social media tools in the education process. Participants in this study were 42 university students. A web-based survey was used to collect data for this study. The results indicate that all of the students were familiar with social media and had used at least one type of social media for learning. It was found out that all students had very positive attitudes towards the use of social media and welcomed using these tools as a supplementary to the curriculum. However, the results indicated that the major barriers to using these tools in learning were distraction, opposing Islamic religious teachings, privacy issues, and cyberbullying. The study recommended that this study could be replicated at other Saudi universities to investigate factors and barriers that might affect Saudi students’ attitudes toward using social media to support learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Saudi%20Arabia" title="Saudi Arabia">Saudi Arabia</a>, <a href="https://publications.waset.org/search?q=social%20media" title=" social media"> social media</a>, <a href="https://publications.waset.org/search?q=benefits%20of%20social%20media%20use" title=" benefits of social media use"> benefits of social media use</a>, <a href="https://publications.waset.org/search?q=barriers%20to%20social%20media%20use" title=" barriers to social media use"> barriers to social media use</a>, <a href="https://publications.waset.org/search?q=higher%20education." title=" higher education. "> higher education. </a> </p> <a href="https://publications.waset.org/10009918/students-perceptions-of-the-use-of-social-media-in-higher-education-in-saudi-arabia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10009918/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10009918/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10009918/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10009918/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10009918/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10009918/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10009918/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10009918/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10009918/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10009918/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10009918.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">2349</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">194</span> Measuring Awareness of Waste Management among School Children using Rasch Model Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=N.%20Esa">N. Esa</a>, <a href="https://publications.waset.org/search?q=M.%20A.%20Samsuddin"> M. A. Samsuddin</a>, <a href="https://publications.waset.org/search?q=N.%20Yakob"> N. Yakob</a>, <a href="https://publications.waset.org/search?q=H.%20M.%20Yunus"> H. M. Yunus</a>, <a href="https://publications.waset.org/search?q=M.%20H.%20Ibrahim"> M. H. Ibrahim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The enormous amount of solid waste generated poses huge problems in waste management. It is therefore important to gauge the awareness of the public with regards to waste management. In this study, an instrument was developed to measure the beliefs, attitudes and practices about waste management of school children as an indication of their waste management awareness. This instrument has showed that a positive awareness towards waste management refers mainly to attitudes. However it is not easy for people to practice waste management as a reflection of their awareness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Awareness" title="Awareness">Awareness</a>, <a href="https://publications.waset.org/search?q=Measurement" title=" Measurement"> Measurement</a>, <a href="https://publications.waset.org/search?q=Rasch%20Model" title=" Rasch Model"> Rasch Model</a>, <a href="https://publications.waset.org/search?q=Waste%0AManagement" title=" Waste Management"> Waste Management</a> </p> <a href="https://publications.waset.org/3489/measuring-awareness-of-waste-management-among-school-children-using-rasch-model-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/3489/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/3489/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/3489/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/3489/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/3489/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/3489/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/3489/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/3489/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/3489/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/3489/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/3489.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">2556</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">193</span> Authoritarian Parenting Received from Mothers Reveals Individual Differences in Preschooler's False-belief, but not in Advanced Theory of Mind</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Alejandra%20Rodr%C3%ADguez%20Villalobos">Alejandra Rodríguez Villalobos</a>, <a href="https://publications.waset.org/search?q=Michael%20Padilla-Mora"> Michael Padilla-Mora</a>, <a href="https://publications.waset.org/search?q=Jaime%20Fornaguera%20Tr%C3%ADas"> Jaime Fornaguera Trías</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Remarkable changes, like the progress in the ability to understand others' minds, can be identified in several socio-cognitive dimensions between age four and seven. Recently, the parenting attitudes have been considerate as one of the potential extrinsic modifiers of these important developmental aspects. The aim of present study is to explore the relationship among authoritarian parenting attitudes and individual differences in Theory of Mind performance. The study included ninety-two Costarrican preschoolers. Six False-belief tasks, an Advanced Theory of Mind test and the Parenting Attitudes Inventory were used. The results demonstrate that participants with high and low Authoritarian Parenting Received differ in their performance on First and Second Order False-belief tasks, but not in Advanced Theory of Mind tasks. Theoretical considerations about possible explanations regarding these results are discussed and methodological limitations are considered to shed light over future directions.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Authoritarian%20parenting" title="Authoritarian parenting">Authoritarian parenting</a>, <a href="https://publications.waset.org/search?q=cognitive%20development" title=" cognitive development"> cognitive development</a>, <a href="https://publications.waset.org/search?q=false-%20belief" title=" false- belief"> false- belief</a>, <a href="https://publications.waset.org/search?q=individual%20differences" title=" individual differences"> individual differences</a>, <a href="https://publications.waset.org/search?q=theory%20of%20mind" title=" theory of mind"> theory of mind</a>, <a href="https://publications.waset.org/search?q=parenting." title=" parenting."> parenting.</a> </p> <a href="https://publications.waset.org/4414/authoritarian-parenting-received-from-mothers-reveals-individual-differences-in-preschoolers-false-belief-but-not-in-advanced-theory-of-mind" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/4414/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/4414/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/4414/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/4414/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/4414/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/4414/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/4414/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/4414/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/4414/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/4414/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/4414.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">1917</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">192</span> Constructing an Attitude Scale: Attitudes toward Violence on Televisions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=G%C3%B6ksu%20G%C3%B6zen%20Citak">Göksu Gözen Citak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The process of constructing a scale measuring the attitudes of youth toward violence on televisions is reported. A 30-item draft attitude scale was applied to a working group of 232 students attending the Faculty of Educational Sciences at Ankara University between the years 2005-2006. To introduce the construct validity and dimensionality of the scale, exploratory and confirmatory factor analysis was applied to the data. Results of the exploratory factor analysis showed that the scale had three factors that accounted for 58,44% (22,46% for the first, 22,15% for the second and 13,83% for the third factor) of the common variance. It is determined that the first factor considered issues related individual effects of violence on televisions, the second factor concerned issues related social effects of violence on televisions and the third factor concerned issues related violence on television programs. Results of the confirmatory factor analysis showed that all the items under each factor are fitting the concerning factors structure. An alpha reliability of 0,90 was estimated for the whole scale. It is concluded that the scale is valid and reliable. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Attitudes%20toward%20violence" title="Attitudes toward violence">Attitudes toward violence</a>, <a href="https://publications.waset.org/search?q=confirmatory%20factor%20analysis" title=" confirmatory factor analysis"> confirmatory factor analysis</a>, <a href="https://publications.waset.org/search?q=constructing%20attitude%20scale" title=" constructing attitude scale"> constructing attitude scale</a>, <a href="https://publications.waset.org/search?q=exploratory%20factor%20analysis" title=" exploratory factor analysis"> exploratory factor analysis</a>, <a href="https://publications.waset.org/search?q=violence%20on%20televisions." title=" violence on televisions."> violence on televisions.</a> </p> <a href="https://publications.waset.org/4615/constructing-an-attitude-scale-attitudes-toward-violence-on-televisions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/4615/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/4615/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/4615/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/4615/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/4615/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/4615/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/4615/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/4615/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/4615/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/4615/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/4615.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">1957</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">191</span> Analysis of Education Faculty Students’ Attitudes towards E-Learning According to Different Variables</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Eyup%20Yurt">Eyup Yurt</a>, <a href="https://publications.waset.org/search?q=Ahmet%20Kurnaz"> Ahmet Kurnaz</a>, <a href="https://publications.waset.org/search?q=Ismail%20Sahin"> Ismail Sahin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The purpose of the study is to investigate the education faculty students’ attitudes towards e-learning according to different variables. In current study, the data were collected from 393 students of an education faculty in Turkey. In this study, theattitude towards e‐learning scale and the demographic information form were used to collect data. The collected data were analyzed by t-test, ANOVA and Pearson correlation coefficient. It was found that there is a significant difference in students’ tendency towards e-learning and avoidance from e-learning based on gender. Male students have more positive attitudes towards e-learning than female students. Also, the students who used the internet lesshave higher levels of avoidance from e-learning. Additionally, it is found that there is a positive and significant relationship between the number of personal mobile learning devices and tendency towards e-learning. On the other hand, there is a negative and significant relationship between the number of personal mobile learning devices and avoidance from e-learning. Also, suggestions were presented according to findings.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Education%20faculty%20students" title="Education faculty students">Education faculty students</a>, <a href="https://publications.waset.org/search?q=attitude%20towards%20e-learning" title=" attitude towards e-learning"> attitude towards e-learning</a>, <a href="https://publications.waset.org/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/search?q=daily%20Internet%20usage%20time" title=" daily Internet usage time"> daily Internet usage time</a>, <a href="https://publications.waset.org/search?q=m-learning." title=" m-learning."> m-learning.</a> </p> <a href="https://publications.waset.org/9998523/analysis-of-education-faculty-students-attitudes-towards-e-learning-according-to-different-variables" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9998523/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9998523/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9998523/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9998523/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9998523/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9998523/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9998523/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9998523/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9998523/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9998523/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9998523.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">2164</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">190</span> Awareness and Attitudes of Primary Grade Teachers (1-4thGrade) towards Inclusive Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=P.%20Maheshwari">P. Maheshwari</a>, <a href="https://publications.waset.org/search?q=M.%20Shapurkar"> M. Shapurkar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The present research aimed at studying the awareness and attitudes of teachers towards inclusive education. The sample consisted of 60 teachers, teaching in the primary section (1st – 4th) of regular schools affiliated to the SSC board in Mumbai. Sample was selected by Multi-stage cluster sampling technique. A semi-structured self-constructed interview schedule and a self-constructed attitude scale was used to study the awareness of teachers about disability and Inclusive education, and their attitudes towards inclusive education respectively. Themes were extracted from the interview data and quantitative data was analyzed using SPSS package. Results revealed that teachers had some amount of awareness but an inadequate amount of information on disabilities and inclusive education. Disability to most (37) teachers meant “an inability to do something”. The difference between disability and handicap was stated by most as former being cognitive while handicap being physical in nature. With regard to Inclusive education, a large number (46) stated that they were unaware of the term and did not know what it meant. Majority (52) of them perceived maximum challenges for themselves in an inclusive set up, and emphasized on the role of teacher training courses in the area of providing knowledge (49) and training in teaching methodology (53). Although, 83.3% of teachers held a moderately positive attitude towards inclusive education, a large percentage (61.6%) of participants felt that being in inclusive set up would be very challenging for both children with special needs and without special needs. Though, most (49) of the teachers stated that children with special needs should be educated in regular classroom but they further clarified that only those should be in a regular classroom who have physical impairments of mild or moderate degree.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Attitudes" title="Attitudes">Attitudes</a>, <a href="https://publications.waset.org/search?q=awareness" title=" awareness"> awareness</a>, <a href="https://publications.waset.org/search?q=inclusive%20education" title=" inclusive education"> inclusive education</a>, <a href="https://publications.waset.org/search?q=teachers." title=" teachers."> teachers.</a> </p> <a href="https://publications.waset.org/10003021/awareness-and-attitudes-of-primary-grade-teachers-1-4thgrade-towards-inclusive-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10003021/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10003021/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10003021/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10003021/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10003021/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10003021/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10003021/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10003021/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10003021/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10003021/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10003021.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">3396</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">189</span> The Mediating Role of Level of Education and Income on the Relationship between Political Ideology and Attitude towards Immigration</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Zohreh%20Bang%20Tavakoli">Zohreh Bang Tavakoli</a>, <a href="https://publications.waset.org/search?q=Shuktika%20Chatterjee"> Shuktika Chatterjee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This study is investigating the impact of ideological structures in terms of conservative and liberal on shaping immigration acceptance attitudes under the contribution of socio-economic status. According to motivated reasoning theory, political ideology is identified as a recurrent impact on the formation of attitude, while conservatives tend to express more hostility toward immigrants in comparison to liberals which are proposed to be more tolerant towards immigrants. Our finding suggests that political ideology will structure individual attitudes when citizens socio-economic vulnerability and level of education are low enough to consider immigrants as a threat. Therefore, economic vulnerability is proposed to weaken the ideological predispositions’ resistance. There has been some threats and factors such as level of education and economic condition proposed by group competition theory and labor market competition theory as fundamental factors which can strengthen or weaken the effects of political ideology on individuals’ attitudes towards immigration; those mechanisms for liberals and conservatives will be operated differently.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Conservative" title="Conservative">Conservative</a>, <a href="https://publications.waset.org/search?q=immigration" title=" immigration"> immigration</a>, <a href="https://publications.waset.org/search?q=liberal" title=" liberal"> liberal</a>, <a href="https://publications.waset.org/search?q=political%20ideology." title=" political ideology."> political ideology.</a> </p> <a href="https://publications.waset.org/10012169/the-mediating-role-of-level-of-education-and-income-on-the-relationship-between-political-ideology-and-attitude-towards-immigration" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10012169/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10012169/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10012169/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10012169/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10012169/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10012169/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10012169/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10012169/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10012169/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10012169/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10012169.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">601</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">188</span> Dialogue Journals as an EFL Learning Strategy in the Preparatory Year Program: Learners' Attitudes and Perceptions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Asma%20Alyahya">Asma Alyahya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This study attempts to elicit the perceptions and attitudes of EFL learners of the Preparatory Year Program at KSU towards dialogue journal writing as an EFL learning strategy. The descriptive research design used incorporated both qualitative and quantitative instruments to accomplish the objectives of the study. A learners’ attitude questionnaire and follow-up interviewswith learners from a randomly selected representative sample of the participants were employed. The participants were 55 female Saudi university students in the Preparatory Year Program at King Saud University. The analysis of the results indicated that the PYP learners had highly positive attitudes towards dialogue journal writing in their EFL classes and positive perceptions of the benefits of the use of dialogue journal writing as an EFL learning strategy. The results also revealed that dialogue journals are considered an effective EFL learning strategy since they fulfill various needs for both learners and instructors. Interestingly, the analysis of the results also revealed that Saudi university level students tend to write about personal topics in their dialogue journals more than academic ones.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Dialogue%20journals" title="Dialogue journals">Dialogue journals</a>, <a href="https://publications.waset.org/search?q=EFL" title=" EFL"> EFL</a>, <a href="https://publications.waset.org/search?q=learning%20strategy" title=" learning strategy"> learning strategy</a>, <a href="https://publications.waset.org/search?q=writing." title=" writing."> writing.</a> </p> <a href="https://publications.waset.org/10000554/dialogue-journals-as-an-efl-learning-strategy-in-the-preparatory-year-program-learners-attitudes-and-perceptions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10000554/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a 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