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College Step Test</title> <meta name="description" content="Search results for: Queens College Step Test"> <meta name="keywords" content="Queens College Step Test"> <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 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="Queens College Step Test"> <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> 12582</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Queens College Step Test</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12582</span> The Effect of Physical Biorhythm Cycle on Health-Related Fitness Factors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Leyli%20Khavari">Leyli Khavari</a>, <a href="https://publications.waset.org/abstracts/search?q=Javad%20Yousefian"> Javad Yousefian</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study was to investigate the effect of physical biorhythm cycle on health-related fitness factors. For this purpose, 120 athlete and non-athlete male and female students were selected randomly and based on the level of physical activity divided into athletic and non-athletic groups. The exact date of birth and also when the subjects were in the positive, negative and critical physical biorhythm cycle was determined by calculation software biorhythm. The physical fitness factors tests, including Queens College Step Test, AAHPERD sit-ups; Wells stretch test and hand dynamometer. Students in three stages in positive, negative and critical physical cycle were tested. Data processing using SPSS software and statistical tests ANOVA with repeated measures and student t test was used for dependent. The results of this study showed that changes in physical fitness and physical biorhythm were not affected by changes in the 23-day physical cycle. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=AAHPERD%20test" title="AAHPERD test">AAHPERD test</a>, <a href="https://publications.waset.org/abstracts/search?q=biorhythm" title=" biorhythm"> biorhythm</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20cycle" title=" physical cycle"> physical cycle</a>, <a href="https://publications.waset.org/abstracts/search?q=Queens%20College%20Step%20Test" title=" Queens College Step Test"> Queens College Step Test</a> </p> <a href="https://publications.waset.org/abstracts/73048/the-effect-of-physical-biorhythm-cycle-on-health-related-fitness-factors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73048.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">182</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12581</span> Exhaustive Study of Essential Constraint Satisfaction Problem Techniques Based on N-Queens Problem</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Md.%20Ahsan%20Ayub">Md. Ahsan Ayub</a>, <a href="https://publications.waset.org/abstracts/search?q=Kazi%20A.%20Kalpoma"> Kazi A. Kalpoma</a>, <a href="https://publications.waset.org/abstracts/search?q=Humaira%20Tasnim%20Proma"> Humaira Tasnim Proma</a>, <a href="https://publications.waset.org/abstracts/search?q=Syed%20Mehrab%20Kabir"> Syed Mehrab Kabir</a>, <a href="https://publications.waset.org/abstracts/search?q=Rakib%20Ibna%20Hamid%20Chowdhury"> Rakib Ibna Hamid Chowdhury</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Constraint Satisfaction Problem (CSP) is observed in various applications, i.e., scheduling problems, timetabling problems, assignment problems, etc. Researchers adopt a CSP technique to tackle a certain problem; however, each technique follows different approaches and ways to solve a problem network. In our exhaustive study, it has been possible to visualize the processes of essential CSP algorithms from a very concrete constraint satisfaction example, NQueens Problem, in order to possess a deep understanding about how a particular constraint satisfaction problem will be dealt with by our studied and implemented techniques. Besides, benchmark results - time vs. value of N in N-Queens - have been generated from our implemented approaches, which help understand at what factor each algorithm produces solutions; especially, in N-Queens puzzle. Thus, extended decisions can be made to instantiate a real life problem within CSP’s framework. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=arc%20consistency%20%28AC%29" title="arc consistency (AC)">arc consistency (AC)</a>, <a href="https://publications.waset.org/abstracts/search?q=backjumping%20algorithm%20%28BJ%29" title=" backjumping algorithm (BJ)"> backjumping algorithm (BJ)</a>, <a href="https://publications.waset.org/abstracts/search?q=backtracking%20algorithm%20%28BT%29" title=" backtracking algorithm (BT)"> backtracking algorithm (BT)</a>, <a href="https://publications.waset.org/abstracts/search?q=constraint%20satisfaction%20problem%20%28CSP%29" title=" constraint satisfaction problem (CSP)"> constraint satisfaction problem (CSP)</a>, <a href="https://publications.waset.org/abstracts/search?q=forward%20checking%20%28FC%29" title=" forward checking (FC)"> forward checking (FC)</a>, <a href="https://publications.waset.org/abstracts/search?q=least%20constrained%20values%20%28LCV%29" title=" least constrained values (LCV)"> least constrained values (LCV)</a>, <a href="https://publications.waset.org/abstracts/search?q=maintaining%20arc%20consistency%20%28MAC%29" title=" maintaining arc consistency (MAC)"> maintaining arc consistency (MAC)</a>, <a href="https://publications.waset.org/abstracts/search?q=minimum%20remaining%20values%20%28MRV%29" title=" minimum remaining values (MRV)"> minimum remaining values (MRV)</a>, <a href="https://publications.waset.org/abstracts/search?q=N-Queens%20problem" title=" N-Queens problem"> N-Queens problem</a> </p> <a href="https://publications.waset.org/abstracts/69933/exhaustive-study-of-essential-constraint-satisfaction-problem-techniques-based-on-n-queens-problem" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69933.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">364</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12580</span> Physiological and Reproductive Changes in Honey Bee Female Castes Following Direct Colony Exposure to Pesticides</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Valizadeh%20Gever%20Bita">Valizadeh Gever Bita</a>, <a href="https://publications.waset.org/abstracts/search?q=Joel%20Caren"> Joel Caren</a>, <a href="https://publications.waset.org/abstracts/search?q=Louisa%20Huand"> Louisa Huand</a>, <a href="https://publications.waset.org/abstracts/search?q=Yu-Cheng%20Zhu"> Yu-Cheng Zhu</a>, <a href="https://publications.waset.org/abstracts/search?q=Esmaeil%20Amiri"> Esmaeil Amiri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Within a honey bee colony, queen is the sole reproducer of fertilized eggs, while queens are safeguarded by worker bees, trophallactic behavior and food sharing activities could expose them to agrochemicals. Here, we assessed the effects of three widely used pesticides—Acephate, Bifenthrin, and Chlorantraniliprole— on worker bees, to investigate indirect effects on the physiology and reproductive traits of queens as well as the eggs they produce. Using RT-qPCR we measured the expression of several detoxification and immune genes in adult worker bees, queens, and freshly laid eggs after pesticide exposure. These analyses aimed to elucidate the physiological changes in queens and potential transgenerational effects. While no significant changes in reproductive traits were observed following Chlorantraniliprole and Bifenthrin exposure, Acephate caused adverse effects on egg size, egg-laying activity, and queen weight. The expression of detoxification, immune and antioxidant-related genes in workers, queens and freshly laid eggs changed over time in response to these pesticides. The results of this investigation revealed that pesticides can cause negative impact on queen physiology and reproduction indirectly through their effects on exposed worker bees. These effects can potentially extend to the next generation of honey bees. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=apis%20mellifera" title="apis mellifera">apis mellifera</a>, <a href="https://publications.waset.org/abstracts/search?q=egg%20laying" title=" egg laying"> egg laying</a>, <a href="https://publications.waset.org/abstracts/search?q=detoxification%20enzymes" title=" detoxification enzymes"> detoxification enzymes</a>, <a href="https://publications.waset.org/abstracts/search?q=gene%20expression" title=" gene expression"> gene expression</a>, <a href="https://publications.waset.org/abstracts/search?q=honey%20bee%20queen" title=" honey bee queen"> honey bee queen</a> </p> <a href="https://publications.waset.org/abstracts/176760/physiological-and-reproductive-changes-in-honey-bee-female-castes-following-direct-colony-exposure-to-pesticides" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/176760.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">66</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12579</span> The Ratio of Second to Fourth Digit Length Correlates with Cardiorespiratory Fitness in Male College Students Men but Not in Female</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cheng-Chen%20Hsu">Cheng-Chen Hsu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: The ratio of the length of the second finger (index finger, 2D) to the fourth finger (ring finger, 4D) (2D:4D) is a putative marker of prenatal hormones. A low 2D:4D ratio is related to high prenatal testosterone (PT) levels. Physiological research has suggested that a low 2D:4D ratio is correlated with high sports ability. Aim: To examine the association between cardiorespiratory fitness and 2D:4D. Methods: Assessment of 2D:4D; Images of hands were collected from participants using a computer scanner. Hands were placed lightly on the surface of the plate. Image analysis was performed using Image-Pro Plus 5.0 software. Feature points were marked at the tip of the finger and at the center of the proximal crease on the second and fourth digits. Actual measurement was carried out automatically, 2D:4D was calculated by dividing 2nd by 4th digit length. YMCA 3-min Step Test; The test involves stepping up and down at a rate of 24 steps/min for 3 min; a tape recording of the correct cadence (96 beats/min) is played to assist the participant in keeping the correct pace. Following the step test, the participant immediately sits down and, within 5 s, the tester starts counting the pulse for 1 min. The score for the test, the total 1-min postexercise heart rate, reflects the heart’s ability to recover quickly. Statistical Analysis ; Pearson’s correlation (r) was used for assessing the relationship between age, physical measurements, one-minute heart rate after YMCA 3-minute step test (HR) and 2D:4D. An independent-sample t-test was used for determining possible differences in HR between subjects with low and high values of 2D:4D. All statistical analyses were carried out with SPSS 18 for Window. All P-values were two-tailed at P = 0.05, if not reported otherwise. Results: A median split by 2D:4D was applied, resulting in a high and a low group. One-minute heart rate after YMCA 3-minute step test was significantly difference between groups of male right-hand 2D:4D (p = 0.024). However, no difference in left-hand 2D:4D values between groups in male, and no digit ratio difference between groups in female. Conclusion: The results showed that cardiopulmonary fitness is related to right 2D:4D, only in men. We argue that prenatal testosterone may have an effect on cardiorespiratory fitness in male but not in female. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=college%20students" title="college students">college students</a>, <a href="https://publications.waset.org/abstracts/search?q=digit%20ratio" title=" digit ratio"> digit ratio</a>, <a href="https://publications.waset.org/abstracts/search?q=finger" title=" finger"> finger</a>, <a href="https://publications.waset.org/abstracts/search?q=step%20test" title=" step test"> step test</a>, <a href="https://publications.waset.org/abstracts/search?q=fitness" title=" fitness"> fitness</a> </p> <a href="https://publications.waset.org/abstracts/38489/the-ratio-of-second-to-fourth-digit-length-correlates-with-cardiorespiratory-fitness-in-male-college-students-men-but-not-in-female" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38489.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">275</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12578</span> Moderating Effects of Family Structure on College Achievement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jennifer%20Knudsen">Jennifer Knudsen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study observes the moderating effects of family structure on College Achievement across cohorts. Over the past half-century, social stigmas surrounding non-traditional families have shifted, as they make up an increasing proportion of American families. Using the General Social Survey, this study employs a varying coefficient model to test if family structure moderates the effects of other background variables on respondents’ educational attainment. Initial analysis suggests that living in alternative family arrangements has an increasingly negative effect on college achievement, whereas living in an intact family with a mother and father has a positive effect on college achievement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=family" title=" family"> family</a>, <a href="https://publications.waset.org/abstracts/search?q=college" title=" college"> college</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20structure" title=" family structure"> family structure</a> </p> <a href="https://publications.waset.org/abstracts/148449/moderating-effects-of-family-structure-on-college-achievement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148449.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">120</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12577</span> Predicting College Students’ Happiness During COVID-19 Pandemic; Be optimistic and Well in College!</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michiko%20Iwasaki">Michiko Iwasaki</a>, <a href="https://publications.waset.org/abstracts/search?q=Jane%20M.%20Endres"> Jane M. Endres</a>, <a href="https://publications.waset.org/abstracts/search?q=Julia%20Y.%20Richards"> Julia Y. Richards</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrew%20Futterman"> Andrew Futterman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study aimed to examine college students’ happiness during COVID19-pandemic. Using the online survey data from 96 college students in the U.S., a regression analysis was conducted to predict college students’ happiness. The results indicated that a four-predictor model (optimism, college students’ subjective wellbeing, coronavirus stress, and spirituality) explained 57.9% of the variance in student’s subjective happiness, F(4,77)=26.428, p<.001, R2=.579, 95% CI [.41,.66]. The study suggests the importance of learned optimism among college students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=COVID-19" title="COVID-19">COVID-19</a>, <a href="https://publications.waset.org/abstracts/search?q=optimism" title=" optimism"> optimism</a>, <a href="https://publications.waset.org/abstracts/search?q=spirituality" title=" spirituality"> spirituality</a>, <a href="https://publications.waset.org/abstracts/search?q=well-being" title=" well-being"> well-being</a> </p> <a href="https://publications.waset.org/abstracts/140210/predicting-college-students-happiness-during-covid-19-pandemic-be-optimistic-and-well-in-college" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/140210.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">225</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12576</span> Experimental Study on the Effectiveness of Functional Training for Female College Students' Physical Fitness and Sport Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yangming%20Zhu">Yangming Zhu</a>, <a href="https://publications.waset.org/abstracts/search?q=Mingming%20Guo"> Mingming Guo</a>, <a href="https://publications.waset.org/abstracts/search?q=Xiaozan%20Wang"> Xiaozan Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: The purpose of this study is to integrate functional training into physical education to test the effectiveness of functional training in improving the physical fitness (PF) and sport skills (SS) of female college students. Methods: A total of 54 female college students from East China Normal University were selected for this study (27 in the experimental group and 27 in the control group), and 13 weeks of the experimental intervention was conducted during the semester. During the experimental period, the experimental group was functionally trained for 1 hour per week. The control group performed one-hour weekly sports (such as basketball, football, etc.) as usual. Before and after the experiment, the national students' physical fitness test was used to test the PF of the experimental group and the control group, and the SS of the experimental group and the control group were tested before and after the intervention. Then using SPSS and Excel to organize and analyze the data. Results: The independent sample T-test showed that there was no significant difference in the PF and SS between the experimental group and the control group before the experiment (T PF=71.86, p PF> 0.05, Tₛₛ=82.41,pₛₛ > 0.05); After the experiment, the PF of the experimental group was significantly higher than that of the control group (T Improve=71.86, p Improve < 0.05); after the experiment, the SS of the experimental group was significantly higher than that of the control group (Tₛₛ = 1.31, pₛₛ <0.01) Conclusions: Integrating functional training into physical education can improve the PF of female college students. At the same time, the integration of functional training into physical education can also effectively improve the SS of female college students. Therefore, it is suggested that functional training be integrated into the daily physical education of female college students so as to improve their PF and SS. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=functional%20training" title="functional training">functional training</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20fitness" title=" physical fitness"> physical fitness</a>, <a href="https://publications.waset.org/abstracts/search?q=sport%20skills" title=" sport skills"> sport skills</a>, <a href="https://publications.waset.org/abstracts/search?q=female%20college%20students" title=" female college students"> female college students</a> </p> <a href="https://publications.waset.org/abstracts/126525/experimental-study-on-the-effectiveness-of-functional-training-for-female-college-students-physical-fitness-and-sport-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/126525.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">131</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12575</span> The 2017 Shanghai Model Breaking Stalemate in Chinese Education Reform: A Discussion of China’s Scheduled Experiment in Access to Higher Education Between 2017 and 2020</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ping%20Chou">Ping Chou</a>, <a href="https://publications.waset.org/abstracts/search?q=Xiaoyan%20Zhou"> Xiaoyan Zhou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Domestically and internationally, the Chinese education has long been criticized for being test-oriented, and in spite of efforts made by the Chinese government, it remains hard to find a solution. This paper intends to look at the situation in a comparatively objective manner and discuss the significance of the Shanghai Model as a newly-scheduled experiment for education reform. As a breakthrough, in addition to comprehensive inner-quality evaluation, a small but important step is to be taken in shifting focus of attention back to students by giving them more freedom in selecting certain courses for aptitude tests for college admission. As the first author of the paper has studied and taught both in Chinese and American colleges and universities, comparisons are made when the situation becomes relevant. The official solution for test-oriented education is to make students well-rounded but the writers of this paper believe that it is even more important to make the system well-rounded so it can accept a spectrum of diverse individuals with different potential. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=college%20admission" title="college admission">college admission</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20reform" title=" education reform"> education reform</a>, <a href="https://publications.waset.org/abstracts/search?q=Shanghai%20model" title=" Shanghai model"> Shanghai model</a>, <a href="https://publications.waset.org/abstracts/search?q=test-oriented%20education" title=" test-oriented education"> test-oriented education</a> </p> <a href="https://publications.waset.org/abstracts/47006/the-2017-shanghai-model-breaking-stalemate-in-chinese-education-reform-a-discussion-of-chinas-scheduled-experiment-in-access-to-higher-education-between-2017-and-2020" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47006.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">338</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12574</span> Employer Learning, Statistical Discrimination and University Prestige</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Paola%20Bordon">Paola Bordon</a>, <a href="https://publications.waset.org/abstracts/search?q=Breno%20Braga"> Breno Braga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper investigates whether firms use university prestige to statistically discriminate among college graduates. The test is based on the employer learning literature which suggests that if firms use a characteristic for statistical discrimination, this variable should become less important for earnings as a worker gains labor market experience. In this framework, we use a regression discontinuity design to estimate a 19% wage premium for recent graduates of two of the most selective universities in Chile. However, we find that this premium decreases by 3 percentage points per year of labor market experience. These results suggest that employers use college selectivity as a signal of workers' quality when they leave school. However, as workers reveal their productivity throughout their careers, they become rewarded based on their true quality rather than the prestige of their college. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=employer%20learning" title="employer learning">employer learning</a>, <a href="https://publications.waset.org/abstracts/search?q=statistical%20discrimination" title=" statistical discrimination"> statistical discrimination</a>, <a href="https://publications.waset.org/abstracts/search?q=college%20returns" title=" college returns"> college returns</a>, <a href="https://publications.waset.org/abstracts/search?q=college%20selectivity" title=" college selectivity"> college selectivity</a> </p> <a href="https://publications.waset.org/abstracts/19851/employer-learning-statistical-discrimination-and-university-prestige" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19851.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">580</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12573</span> Effect of Digital Technology on Students Interest, Achievement and Retention in Algebra in Abia State College of Education (Technical) Arochukwu</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Stephen%20O.%20Amaraihu">Stephen O. Amaraihu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research investigated the effect of Computer Based Instruction on Students’ interest, achievement, and retention in Algebra in Abia State College of Education (Technical), Arochukwu. Three research questions and two hypotheses guided the study. Two instruments, Maths Achievement Test (MAT) and Maths Interest Inventory were employed, to test a population of three hundred and sixteen (316) NCE 1 students in algebra. It is expected that this research will lead to the improvement of students’ performance and enhance their interest and retention of basic algebraic concept. It was found that the majority of students in the college are not proficient in the use of ICT as a result of a lack of trained personnel. It was concluded that the state government was not ready to implement the usage of mathematics in Abia State College of Education. The paper recommends, amongst others, the employment of mathematics Lectures with competent skills in ICT and the training of lecturers of mathematics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=achievement" title="achievement">achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20based%20instruction" title=" computer based instruction"> computer based instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=interest" title=" interest"> interest</a>, <a href="https://publications.waset.org/abstracts/search?q=retention" title=" retention"> retention</a> </p> <a href="https://publications.waset.org/abstracts/138639/effect-of-digital-technology-on-students-interest-achievement-and-retention-in-algebra-in-abia-state-college-of-education-technical-arochukwu" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/138639.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">209</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12572</span> Comparison of Student Grades in Dual-Enrollment Courses Taken Inside and Outside of Texas High Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cynthia%20A.%20Gallardo">Cynthia A. Gallardo</a>, <a href="https://publications.waset.org/abstracts/search?q=Kelly%20S.%20Hall"> Kelly S. Hall</a>, <a href="https://publications.waset.org/abstracts/search?q=Kristopher%20Garza"> Kristopher Garza</a>, <a href="https://publications.waset.org/abstracts/search?q=Linda%20Challoo"> Linda Challoo</a>, <a href="https://publications.waset.org/abstracts/search?q=Mais%20Nijim"> Mais Nijim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Dual-enrollment programs have become more prevalent in college and high school settings. Also known as early college programs, dual-enrollment programs help students acquire a head start in earning college credit for post-secondary studies. The number and percentage of high school students who take college courses while in high school is growing. However, little is known about how dual-enrolled students fare. The classroom environment is important to learning. This study compares dually enrolled high school students who take courses that yield college credit either within their high school or at some other location. Mann-Whitney U was the statistical test used. Mean proportions were compared for each of the five standard letter grades earned across the state of Texas. Results indicated that students earn similar passing A, B, and C grades when they take dual-enrollment courses at their high school location but are more likely to fail if they take dual-enrollment courses at non-high school locations. Implications of results are that student success rate of dual-enrollment college courses may have a significant difference between the locations and student performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20leadership" title="educational leadership">educational leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=dual-enrollment" title=" dual-enrollment"> dual-enrollment</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20performance" title=" student performance"> student performance</a>, <a href="https://publications.waset.org/abstracts/search?q=college" title=" college"> college</a> </p> <a href="https://publications.waset.org/abstracts/168852/comparison-of-student-grades-in-dual-enrollment-courses-taken-inside-and-outside-of-texas-high-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168852.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">99</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12571</span> Scholastic Ability and Achievement as Predictors of College Performance among Selected Second Year College Students at University of Perpetual Help System DALTA, Calamba</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shielilo%20R.%20Amihan">Shielilo R. Amihan</a>, <a href="https://publications.waset.org/abstracts/search?q=Ederliza%20De%20Jesus"> Ederliza De Jesus</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study determined the predictors of college performance of 2nd Yr students of UPHSD-Calamba. This quantitative study conducted a survey using the Scholastic Abilities Test for Adults (SATA), and the retrieval of entrance examinations results and current General Weighted Average (GWA) of the 242 randomly selected respondents. The mean, Pearson r and multiple regression analyses through SPSS revealed that students are capable of verbal, non-verbal and quantitative reasoning, reading vocabulary, comprehension, math calculation, and writing mechanics but have difficulty in math application and writing composition. The study found out the Scholastic Ability and Achievement, except in mathematics, are significantly related to college performance. It concludes that students with high ability and achievement may perform better in college. However, only English subset results in the entrance exam predicts the academic success of students in college while SATA and Math entrance exam results do not. The study recommends providing pre-college Math and Writing courses as requisites in college. It also suggests implementing formative curriculum-based enhancement programs on specific priority areas, profiling programs towards informed individual academic decision-making, revising the Entrance Examinations, monitoring the development of the students, and exploring other predictors of college academic performance such as non-cognitive factors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=scholastic%20ability" title="scholastic ability">scholastic ability</a>, <a href="https://publications.waset.org/abstracts/search?q=scholastic%20achievement" title=" scholastic achievement"> scholastic achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=entrance%20exam" title=" entrance exam"> entrance exam</a>, <a href="https://publications.waset.org/abstracts/search?q=college%20performance" title=" college performance"> college performance</a> </p> <a href="https://publications.waset.org/abstracts/48012/scholastic-ability-and-achievement-as-predictors-of-college-performance-among-selected-second-year-college-students-at-university-of-perpetual-help-system-dalta-calamba" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48012.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">260</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12570</span> Social and Peer Influences in College Choice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ali%20Bhayani">Ali Bhayani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> College is a high involvement decision making where students are expected to evaluate several college offerings before selecting a college or a course to study. However, even in high involvement product like college, students get influenced by opinion leaders and suffer from social contagion. This narrative style study, involving 98 first year students, was able to demonstrate that social contagion differs with regards to gender, ethnicity and personality. Recommendations from students with academically strong background would impact on the college choice of the undergraduate students and limit information search. Study was able to identify the incidence of anchoring heuristics amongst the students. Managerial implications with regards to design of marketing campaign follows at the end of the study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20contagion" title="social contagion">social contagion</a>, <a href="https://publications.waset.org/abstracts/search?q=opinion%20leaders" title=" opinion leaders"> opinion leaders</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=consumer%20behavior" title=" consumer behavior"> consumer behavior</a> </p> <a href="https://publications.waset.org/abstracts/30202/social-and-peer-influences-in-college-choice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30202.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">365</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12569</span> The Relationship between Physical Fitness and Academic Performance among University Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bahar%20Ayberk">Bahar Ayberk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study was conducted to determine the relationship between physical fitness and academic performance among university students. A far-famed saying ‘Sound mind in a sound body’ referring to the potential quality of increased physical fitness in the intellectual development of individuals seems to be endorsed. There is a growing body of literature the impact of physical fitness on academic achievement, especially in elementary and middle-school aged children. Even though there are numerous positive effects related to being physically active and physical fitness, their effect on academic achievement is not very much clear for university students. The subjects for this study included 25 students (20 female and 5 male) enrolled in Yeditepe University, Physiotherapy and Rehabilitation Department of Health Science Faculty. All participants filled in a questionnaire about their socio-demographic status, general health status, and physical activity status. Health-related physical fitness testing, included several core components: 1) body composition evaluation (body mass index, waist-to-hip ratio), 2) cardiovascular endurance evaluation (queen’s college step test), 3) muscle strength and endurance evaluation (sit-up test, push-up test), 4) flexibility evaluation (sit and reach test). Academic performance evaluation was based on student’s Cumulative Grade Point Average (CGPA). The prevalence of the subjects participating physical activity was found to be 40% (n = 10). CGPA scores were significantly higher among students having regular physical activity when we compared the students having regular physical activities or not (respectively 2,71 ± 0.46, 3.02 ± 0.28 scores, p = 0.076). The result of the study also revealed that there is positive correlation relationship between sit-up, push up and academic performance points (CGPA) (r = 0.43, p ≤ 0.05 ) and negative correlation relationship between cardiovascular endurance parameter (Queen's College Step Test) and academic performance points (CGPA) (r = -0.47, p ≤ 0.05). In conclusion, the findings confirmed that physical fitness level was generally associated with academic performance in the study group. Cardiovascular endurance and muscle strength and endurance were associated with student’s CGPA, whereas body composition and flexibility were unrelated to CGPA. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title="academic performance">academic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=health-related%20physical%20fitness" title=" health-related physical fitness"> health-related physical fitness</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20activity" title=" physical activity"> physical activity</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20fitness%20testing" title=" physical fitness testing"> physical fitness testing</a> </p> <a href="https://publications.waset.org/abstracts/87979/the-relationship-between-physical-fitness-and-academic-performance-among-university-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87979.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">163</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12568</span> Correlation between Meaning in Life and Academic Performance in Japanese College Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jihyun%20Park">Jihyun Park</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research suggests that meaning in life or Ikigai can be associated with better academic performances in Japanese college students. To measure meaning in life in Japanese college students, the Ikigai questionnaire and the Meaning in Life Questionnaire (MLQ) are both used, and the survey was collected using Microsoft Teams Forms for a total of 80 Japanese college students. The data revealed that students who have a higher than a 3.0 grade point average (GPA) showed the highest score in both the Ikigai and MLQ. The participants with between a 2.0 and a 3.0 GPA reported lower scores in both MLQ and Ikigai than the previous participants. The group of students who have lower than a 2.0 GPA had the lowest scores for MLQ and Ikigai. This result can indicate that implementing meaning in life or Ikigai to early college students can bring about better academic performance, which also can improve students’ college life better as well. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=college%20students%27%20academic%20performance" title="college students' academic performance">college students' academic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=Ikigai" title=" Ikigai"> Ikigai</a>, <a href="https://publications.waset.org/abstracts/search?q=meaning%20in%20life" title=" meaning in life"> meaning in life</a>, <a href="https://publications.waset.org/abstracts/search?q=purpose%20of%20life" title=" purpose of life"> purpose of life</a> </p> <a href="https://publications.waset.org/abstracts/162503/correlation-between-meaning-in-life-and-academic-performance-in-japanese-college-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162503.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">92</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12567</span> First-Generation College Students and Persistence: A Phenomenological Study of Students’ Experiences in Indonesian Higher Education </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Taufik%20Mulyadin">Taufik Mulyadin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The tuition reform for public colleges that the Indonesian government initiated and has implemented since 2013 resulted in the growing number of college students from low-income families, many of whose parents did not attend college. This study sought to examine the experiences of persistence for Indonesian first-generation college students in public universities utilizing social capital as a framework. It is a qualitative study with a phenomenological approach primarily to capture the essence of how Indonesian first-generation college students interpret, process, and experience their persistence during college years. Fifteen Indonesian young college graduates were involved as well as questionnaire and interview were employed for data collection in this study. It revealed certain themes from the experiences that first-generation college students attributed to their persistence: (a) family encouragement, (b) support from friends, (c) guidance from faculty and staff, (d) fund of knowledge they bring with them, (e) financial aid availability, and (f) self-motivation. By examining first-generation college students’ voices, Indonesian public universities can better support, engage, and retain this group of students who were historically struggled to persist in college and complete their degree. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=first-generation%20student" title="first-generation student">first-generation student</a>, <a href="https://publications.waset.org/abstracts/search?q=Indonesian%20higher%20education" title=" Indonesian higher education"> Indonesian higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=persistence" title=" persistence"> persistence</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20universities" title=" public universities"> public universities</a> </p> <a href="https://publications.waset.org/abstracts/89470/first-generation-college-students-and-persistence-a-phenomenological-study-of-students-experiences-in-indonesian-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89470.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">263</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12566</span> Career Decisiveness among Indian College Going Students: A Psychosocial Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Preeti%20Nakhat">Preeti Nakhat</a>, <a href="https://publications.waset.org/abstracts/search?q=Neeta%20Sinha"> Neeta Sinha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Career plays an indispensable role in shaping one’s outlook on life. Choosing right career adds 'feathers to the life' whereas wrong career decision 'takes a toll 'in one’s life. It is pivotal for the students to know the career opportunities related to their field where they can escalate and excel. With the aim to comprehend certainty and indecisiveness in career decision among college students, a study will be conducted. The study focuses to gain insight on decisiveness and indecisiveness of career among the students. The hypotheses for the study are (1) There is no relation between the medium of education (vernacular/English medium) and career decisiveness among the college students. (2) There is no relation between the faculty(science, commerce, arts)chosen and career decisiveness. (3)There is no relation between father’s qualification and career decisiveness. To test the aforementioned hypotheses, a survey questionnaire will be used. The questionnaire is 'Career decision scale' by Samuel H. Osipow. This study will include 200 college going students. The data will be collected from first, second, third, and fourth year students. Statistical analysis of the data collected with be done through SPSS/Excel calculation and then the hypotheses will be tested. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=career%20decisiveness" title="career decisiveness">career decisiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=career%20indecisiveness" title=" career indecisiveness"> career indecisiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=college%20students" title=" college students"> college students</a>, <a href="https://publications.waset.org/abstracts/search?q=career" title=" career"> career</a> </p> <a href="https://publications.waset.org/abstracts/70164/career-decisiveness-among-indian-college-going-students-a-psychosocial-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70164.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">300</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12565</span> Perceptions of College Students on Whether an Intelligent Tutoring System Is a Tutor</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michael%20Smalenberger">Michael Smalenberger</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Intelligent tutoring systems (ITS) are computer-based platforms which can incorporate artificial intelligence to provide step-by-step guidance as students practice problem-solving skills. ITS can replicate the benefits of one-on-one tutoring, foster transactivity in collaborative environments, and lead to substantial learning gains when used to supplement the instruction of a teacher or when used as the sole method of instruction. Developments improving the ease of ITS creation have recently increased their proliferation, leading many K-12 schools and institutions of higher education in the United States to regularly use ITS within classrooms. We investigated how students perceive their experience using an ITS. In this study, 111 undergraduate students used an ITS in a college-level introductory statistics course and were subsequently asked for feedback on their experience. Results show that their perceptions were generally favorable of the ITS, and most would seek to use an ITS both for STEM and non-STEM courses in the future. Along with detailed transaction-level data, this feedback also provides insights on the design of user-friendly interfaces, guidance on accessibility for students with impairments, the sequencing of exercises, students’ expectation of achievement, and comparisons to other tutoring experiences. We discuss how these findings are important for the creation, implementation, and evaluation of ITS as a mode and method of teaching and learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=college%20statistics%20course" title="college statistics course">college statistics course</a>, <a href="https://publications.waset.org/abstracts/search?q=intelligent%20tutoring%20systems" title=" intelligent tutoring systems"> intelligent tutoring systems</a>, <a href="https://publications.waset.org/abstracts/search?q=in%20vivo%20study" title=" in vivo study"> in vivo study</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20perceptions%20of%20tutoring" title=" student perceptions of tutoring"> student perceptions of tutoring</a> </p> <a href="https://publications.waset.org/abstracts/136666/perceptions-of-college-students-on-whether-an-intelligent-tutoring-system-is-a-tutor" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/136666.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">101</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12564</span> The Moderating Role of Test Anxiety in the Relationships Between Self-Efficacy, Engagement, and Academic Achievement in College Math Courses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yuqing%20Zou">Yuqing Zou</a>, <a href="https://publications.waset.org/abstracts/search?q=Chunrui%20Zou"> Chunrui Zou</a>, <a href="https://publications.waset.org/abstracts/search?q=Yichong%20Cao"> Yichong Cao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Previous research has revealed relationships between self-efficacy (SE), engagement, and academic achievement among students in Western countries, but these relationships remain unknown in college math courses among college students in China. In addition, previous research has shown that test anxiety has a direct effect on engagement and academic achievement. However, how test anxiety affects the relationships between SE, engagement, and academic achievement is still unknown. In this study, the authors aimed to explore the mediating roles of behavioral engagement (BE), emotional engagement (EE), and cognitive engagement (CE) in the association between SE and academic achievement and the moderating role of test anxiety in college math courses. Our hypotheses are that the association between SE and academic achievement was mediated by engagement and that test anxiety played a moderating role in the association. To explore the research questions, the authors collected data through self-reported surveys among 147 students at a northwestern university in China. Self-reported surveys were used to collect data. The motivated strategies for learning questionnaire (MSLQ) (Pintrich, 1991), the metacognitive strategies questionnaire (Wolters, 2004), and the engagement versus disaffection with learning scale (Skinner et al., 2008) were used to assess SE, CE, and BE and EE, respectively. R software was used to analyze the data. The main analyses used were reliability and validity analysis of scales, descriptive statistics analysis of measured variables, correlation analysis, regression analysis, and structural equation modeling (SEM) analysis and moderated mediation analysis to look at the structural relationships between variables at the same time. The SEM analysis indicated that student SE was positively related to BE, EE, and CE and academic achievement. BE, EE, and CE were all positively associated with academic achievement. That is, as the authors expected, higher levels of SE led to higher levels of BE, EE, and CE, and greater academic achievement. Higher levels of BE, EE, and CE led to greater academic achievement. In addition, the moderated mediation analysis found that the path of SE to academic achievement in the model was as significant as expected, as was the moderating effect of test anxiety in the SE-Achievement association. Specifically, test anxiety was found to moderate the association between SE and BE, the association between SE and CE, and the association between EE and Achievement. The authors investigated possible mediating effects of BE, EE, and CE in the associations between SE and academic achievement, and all indirect effects were found to be significant. As for the magnitude of mediations, behavioral engagement was the most important mediator in the SE-Achievement association. This study has implications for college teachers, educators, and students in China regarding ways to promote academic achievement in college math courses, including increasing self-efficacy and engagement and lessening test anxiety toward math. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20engagement" title="academic engagement">academic engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=test%20anxiety" title=" test anxiety"> test anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title=" academic achievement"> academic achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=college%20math%20courses" title=" college math courses"> college math courses</a>, <a href="https://publications.waset.org/abstracts/search?q=behavioral%20engagement" title=" behavioral engagement"> behavioral engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20engagement" title=" cognitive engagement"> cognitive engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20engagement" title=" emotional engagement"> emotional engagement</a> </p> <a href="https://publications.waset.org/abstracts/149832/the-moderating-role-of-test-anxiety-in-the-relationships-between-self-efficacy-engagement-and-academic-achievement-in-college-math-courses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149832.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">93</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12563</span> The Analysis of Differential Item and Test Functioning between Sexes by Studying on the Scholastic Aptitude Test 2013</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Panwasn%20Mahalawalert">Panwasn Mahalawalert</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purposes of this research were analyzed differential item functioning and differential test functioning of SWUSAT aptitude test classification by sex variable. The data used in this research is the secondary data from Srinakharinwirot University Scholastic Aptitude Test 2013 (SWUSAT). SWUSAT test consists of four subjects. There are verbal ability test, number ability test, reasoning ability test and spatial ability test. The data analysis was analyzed in 2 steps. The first step was analyzing descriptive statistics. In the second step were analyzed differential item functioning (DIF) and differential test functioning (DTF) by using the DIFAS program. The research results were as follows: The results of DIF and DTF analysis for all 10 tests in year 2013. Gender was the characteristic that found DIF all 10 tests. The percentage of item number that found DIF is between 6.67% - 60%. There are 5 tests that most of items favors female group and 2 tests that most of items favors male group. There are 3 tests that the number of items favors female group equal favors male group. For Differential test functioning (DTF), there are 8 tests that have small level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aptitude%20test" title="aptitude test">aptitude test</a>, <a href="https://publications.waset.org/abstracts/search?q=differential%20item%20functioning" title=" differential item functioning"> differential item functioning</a>, <a href="https://publications.waset.org/abstracts/search?q=differential%20test%20functioning" title=" differential test functioning"> differential test functioning</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20measurement" title=" educational measurement"> educational measurement</a> </p> <a href="https://publications.waset.org/abstracts/43030/the-analysis-of-differential-item-and-test-functioning-between-sexes-by-studying-on-the-scholastic-aptitude-test-2013" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43030.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">411</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12562</span> An Investigation of Differential Item and Test Functioning of Scholastic Aptitude Test 2011 (SWUSAT 2011)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ruangdech%20Sirikit">Ruangdech Sirikit</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purposes of this study were analyzed differential item functioning and differential test functioning of SWUSAT aptitude test classification by sex variable. The data used in this research is the secondary data from Srinakharinwirot University Scholastic Aptitude Test 2011 (SWUSAT 2011) SWUSAT test consists of four subjects. There are verbal ability test, number ability test, reasoning ability test and spatial ability test. The data analysis was carried out in 2 steps. The first step was analyzing descriptive statistics. In the second step were analyzed differential item functioning (DIF) and differential test functioning (DTF) by using the DIFAS program. The research results were as follows: The results of data analysis for all 10 tests in year 2011. Sex was the characteristic that found DIF all 10 tests. The percentage of item number that found DIF was between 10% - 46.67%. There are 4 tests that most of items favors female group. There are 3 tests that most of items favors male group and there are 3 tests that the number of items favors female group equal favors male group. For Differential test functioning (DTF), there are 8 tests that have small DIF effect variance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=differential%20item%20functioning" title="differential item functioning">differential item functioning</a>, <a href="https://publications.waset.org/abstracts/search?q=differential%20test%20functioning" title=" differential test functioning"> differential test functioning</a>, <a href="https://publications.waset.org/abstracts/search?q=SWUSAT" title=" SWUSAT"> SWUSAT</a>, <a href="https://publications.waset.org/abstracts/search?q=aptitude%20test" title=" aptitude test"> aptitude test</a> </p> <a href="https://publications.waset.org/abstracts/37499/an-investigation-of-differential-item-and-test-functioning-of-scholastic-aptitude-test-2011-swusat-2011" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37499.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">611</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12561</span> Research on the Correlation between College Students' Physical Fitness and Running Habits: Data Mining of Smart Phone Sports App</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mingming%20Guo">Mingming Guo</a>, <a href="https://publications.waset.org/abstracts/search?q=Xiaozan%20Wang"> Xiaozan Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: The purpose of this study is to examine the correlation between the physical fitness of Chinese college students and their daily running habits (RH). Methods: A total of 718 college students from East China Normal University participated in this study (385 boys and 333 girls). Each participant participated in the Chinese Students’ Physical Fitness Test during the 2018-2019 school year. In addition, each student is also required to use the app to record all their running results during each run during the 2018-2019 school year. Researchers can query and export all running records through the app's management platform. Results: (1) The total number of kilometers run by the students showed a significant negative correlation with their vital capacity (VC), sitting body flexion (SBF), and long jump (LJ) (rᵥ <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=college%20students" title="college students">college students</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20fitness" title=" physical fitness"> physical fitness</a>, <a href="https://publications.waset.org/abstracts/search?q=running%20habits" title=" running habits"> running habits</a>, <a href="https://publications.waset.org/abstracts/search?q=data%20mining" title=" data mining"> data mining</a> </p> <a href="https://publications.waset.org/abstracts/126514/research-on-the-correlation-between-college-students-physical-fitness-and-running-habits-data-mining-of-smart-phone-sports-app" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/126514.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">139</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12560</span> Truancy and Academic Performance of Colleges of Education Students in South Western Nigeria: Implication for Evaluation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Oloyede%20Akinniyi%20Ojo">Oloyede Akinniyi Ojo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated the relationship between truancy and academic performance of Colleges of Education students in southwestern, Nigeria. It also examined the relationship between College Physical environment and truancy behavior among students. Furthermore, it examined the relationship between male and female students involvement in truancy behavior. Purposive sampling was used to select four colleges of education in south-western Nigeria and 120 students per college were selected from year 3 while stratified sampling was used to select schools and courses. A total of 480 students participated in the study. Three research instruments were used for this study namely: Lecturers Attendance Record, Students Statement of Result and ‘College Environment Questionnaires’ (CEQ). Four research questions guided the study. Data was analyzed using descriptive, Chi-square and T-Test. CEQ was validated by a team of experts in the field of educational evaluation. Test reliability was established at an r=0-74. The study concluded that truancy exist in colleges of education and that there was a significant relationship between truancy and academic performance of male and female truants, the study also revealed that physical environment has so much effect on the truancy behavior of the students, hence the study recommended that effort should be made to provide attractive college environment for effective learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title="academic performance">academic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=colleges%20of%20education" title=" colleges of education"> colleges of education</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=truancy" title=" truancy"> truancy</a> </p> <a href="https://publications.waset.org/abstracts/37785/truancy-and-academic-performance-of-colleges-of-education-students-in-south-western-nigeria-implication-for-evaluation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37785.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">191</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12559</span> Nesting Habitat Preference of Indigenous Bumblebee, Bombus haemorrhoidalis in Himalayan Range of Azad Jammu and Kashmir, Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Umer%20Ayyaz%20Aslam%20Sheikh">Umer Ayyaz Aslam Sheikh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Non Apis bee like the bumblebees are important due to their utilization of diverse floral plants and belong to the richest and most conspicuous flower visitors in alpine, temperate and arctic environments for pollination in both natural and managed cropping systems. These bees generally construct underground nests and habitat devastation and crumbling are major causes for their decline in nature. The present study was conducted in the Himalayan range of Azad Jammu, and Kashmir, Pakistan, surveys were conducted during the early spring season to observe maximum Bombus haemorrhoidalis queens (emerged after winter diapauses) searching for a nesting place. Whole study area was grouped into four types of landscape (open field, relatively open , relatively wooded and wooded), five habitat types (field, field boundary, pasture forest boundary and forest) and these habitat further grouped into four different patch types including withered grass, new grass, tussocks and stones and moss. Maximum nest seeking bumblebee queens preferred relatively open field landscape followed by open fields and forest boundaries. Field boundaries were recorded as most proffered habitat along with withered grasses for nesting sites of B. haemorrhoidalis queens. A wooded landscape with stone and moss type of patches were found least preferred nesting sites. This study will be helpful in the future for conservation program this for declining bumblebee species in this region. It will also provide the baseline for the conservation of other bumblebee species of the world. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bumblebee" title="bumblebee">bumblebee</a>, <a href="https://publications.waset.org/abstracts/search?q=Bombus%20haemorrhoidalis" title=" Bombus haemorrhoidalis"> Bombus haemorrhoidalis</a>, <a href="https://publications.waset.org/abstracts/search?q=habitat" title=" habitat"> habitat</a>, <a href="https://publications.waset.org/abstracts/search?q=nest%20seeking%20preference" title=" nest seeking preference"> nest seeking preference</a>, <a href="https://publications.waset.org/abstracts/search?q=Pakistan" title=" Pakistan"> Pakistan</a> </p> <a href="https://publications.waset.org/abstracts/109809/nesting-habitat-preference-of-indigenous-bumblebee-bombus-haemorrhoidalis-in-himalayan-range-of-azad-jammu-and-kashmir-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/109809.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">137</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12558</span> Research on Online Consumption of College Students in China with Stimulate-Organism-Reaction Driven Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wei%20Lu">Wei Lu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the development of information technology in China, network consumption is becoming more and more popular. As a special group, college students have a high degree of education and distinct opinions and personalities. In the future, the key groups of network consumption have gradually become the focus groups of network consumption. Studying college students’ online consumption behavior has important theoretical significance and practical value. Based on the Stimulus-Organism-Response (SOR) driving model and the structural equation model, this paper establishes the influencing factors model of College students’ online consumption behavior, evaluates and amends the model by using SPSS and AMOS software, analyses and determines the positive factors of marketing college students’ consumption, and provides an effective basis for guiding and promoting college student consumption. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=college%20students" title="college students">college students</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20consumption" title=" online consumption"> online consumption</a>, <a href="https://publications.waset.org/abstracts/search?q=stimulate-organism-reaction%20driving%20model" title=" stimulate-organism-reaction driving model"> stimulate-organism-reaction driving model</a>, <a href="https://publications.waset.org/abstracts/search?q=structural%20equation%20model" title=" structural equation model "> structural equation model </a> </p> <a href="https://publications.waset.org/abstracts/110838/research-on-online-consumption-of-college-students-in-china-with-stimulate-organism-reaction-driven-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/110838.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">153</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12557</span> Using Metacognitive Strategies in Reading Comprehension by EFL Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Simin%20Sadeghi-Saeb">Simin Sadeghi-Saeb</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Metacognitive strategies consistently play important roles in reading comprehension. The metacognitive strategies involve the active monitoring and consequent regulation and orchestration of the cognitive processes in relation to the cognitive objects or data on which they bear. In this paper, the effect of instruction in using metacognitive strategies on reading academic materials, type of metacognitive strategies were mostly used by college university students before and after the instruction and the level they use those strategies before and after the instruction were studied. For these aims, 50 female college students were chosen. Then, they were divided randomly into two groups, experimental and control groups. At first session, students in both groups took the standard TOFEL exam. After the pre-test had been administered, the instruction began. After treatment, a post-test was taken. It is useful to state that after pre-test and post-test the same questionnaire was handed to the students of experimental group. The results of this research show that the instruction of metacognitive strategies has positive effect on the students' scores in reading comprehension tests. Furthermore, it showed that before and after the instruction, the students' usage of metacognitive strategies changed. Also, it demonstrated that the instruction affected the students' level of metacognitive strategies' usage. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EFL%20students" title="EFL students">EFL students</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20reading%20comprehension" title=" English reading comprehension"> English reading comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=instruction" title=" instruction"> instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=metacognitive%20strategies" title=" metacognitive strategies"> metacognitive strategies</a> </p> <a href="https://publications.waset.org/abstracts/41179/using-metacognitive-strategies-in-reading-comprehension-by-efl-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41179.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">299</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12556</span> The Impact of Step-By-Step Program in the Public Preschool Institutions in Kosova</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rozafa%20Shala">Rozafa Shala</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Development of preschool education in Kosovo has passed through several periods. The period after the 1999 war was very intensive period when preschool education started to change. Step-by-step program was one of the programs which were very well extended during the period after the 1999 war until now. The aim of this study is to present the impact of the step-by-step program in the preschool education. This research is based on the hypothesis that: Step-by-step program continues to be present with its elements, in all other programs that the teachers can use. For data collection a questionnaire is constructed which was distributed to 25 teachers of preschool education who work in public preschool institutions. All the teachers have finished the training for step by step program. To support the data from the questionnaire a focus group is also organized with whom the critical issues of the program were discussed. From the results obtained we can conclude that the step-by-step program has a very strong impact in the preschool level. Many specific elements such as: circle time, weather calendar, environment inside the class, portfolios and many other elements are present in most of the preschool classes. The teacher's approach also has many elements of the step-by-step program. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=preschool%20education" title="preschool education">preschool education</a>, <a href="https://publications.waset.org/abstracts/search?q=step-by-step%20program" title=" step-by-step program"> step-by-step program</a>, <a href="https://publications.waset.org/abstracts/search?q=impact" title=" impact"> impact</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a> </p> <a href="https://publications.waset.org/abstracts/12056/the-impact-of-step-by-step-program-in-the-public-preschool-institutions-in-kosova" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12056.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">350</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12555</span> Presidential Interactions with Faculty Senates: Expectations and Practices</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michael%20T.%20Miller">Michael T. Miller</a>, <a href="https://publications.waset.org/abstracts/search?q=G.%20David%20Gearhart"> G. David Gearhart</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Shared governance is an important element in higher education decision making. Through the joint decision making process, faculty members are provided an opportunity to help shape the future of an institution while increasing support for decisions that are made. Presidents, those leaders who are legally bound to guide their institutions, must find ways to collaborate effectively with faculty members in making decisions, and the first step in this process is understanding when and how presidents and faculty leaders interact. In the current study, a national sample of college presidents reported their preparation for the presidency, their perceptions of the functions of a faculty senate, and ultimately, the locations for important interactions between presidents and faculty senates. Results indicated that presidents, regardless of their preparation, found official functions to be the most important for communicating, although, those presidents with academic backgrounds were more likely to perceive faculty senates as having a role in all aspects of an institutions management. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=college%20faculty" title="college faculty">college faculty</a>, <a href="https://publications.waset.org/abstracts/search?q=college%20president" title=" college president"> college president</a>, <a href="https://publications.waset.org/abstracts/search?q=faculty%20senate" title=" faculty senate"> faculty senate</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership" title=" leadership"> leadership</a> </p> <a href="https://publications.waset.org/abstracts/136514/presidential-interactions-with-faculty-senates-expectations-and-practices" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/136514.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">124</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12554</span> The Application and Applicability of Computer System to Financial Management: A Case Study of College of Education, Oju, Benue State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Agih%20Ukuru%20Agih">Agih Ukuru Agih</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This work is an appraisal of the application and applicability of computer system to financial management in improving the speed, performance, accuracy, and efficiency of the College of Education, Oju. The computerization of financial management, which is a recent development that has authentic and dedicated balancing of accounting records, would be of enormous benefits to the college. The core objective of this project is to recommend the software that typically matches a computerized institution, making for improved service, reduced fraud, mishandled funds, and financial records in the College of Education, Oju. Considering major globalization impacts in computerized financial management of the college, the study recommends among other things that the College of Education, Oju should endeavor to be positive towards computerized financial management in the institution. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer%20system" title="computer system">computer system</a>, <a href="https://publications.waset.org/abstracts/search?q=balancing" title=" balancing"> balancing</a>, <a href="https://publications.waset.org/abstracts/search?q=accounting%20records" title=" accounting records"> accounting records</a>, <a href="https://publications.waset.org/abstracts/search?q=computerized%20financial%20management" title=" computerized financial management"> computerized financial management</a> </p> <a href="https://publications.waset.org/abstracts/9316/the-application-and-applicability-of-computer-system-to-financial-management-a-case-study-of-college-of-education-oju-benue-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9316.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">394</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12553</span> Analyzing the Association between Physical Activity and Sleep Quality in College Students: Cross-Sectional Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fildzah%20Badzlina">Fildzah Badzlina</a>, <a href="https://publications.waset.org/abstracts/search?q=Mega%20Puspa%20Sari"> Mega Puspa Sari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To rest the body after a full day of activities, the body needs sleep. During sleep, the body's response to external stimuli will be reduced and relatively inactive so that it is used to optimize the body's biological functions that cannot be done when awake. College students often experience poor sleep quality because of the dense activities carried out during the day. In addition, the level of physical activity of college students is also relatively low. Based on previous research, college students who have low physical activity have poor sleep quality. Therefore, the purpose of this study was to determine the relationship between physical activity and sleep quality in college students of the University of Muhammadiyah Prof. Dr. Hamka. This study used a cross-sectional research design with 107 respondents as research subjects. Samples were taken using the purposive sampling technique. The data was taken using a google form which was distributed to all college students in September 2021. The statistical test used was Chi-square. The results of this study showed that 85 (79.4%) college students experienced poor sleep quality during the Covid-19 Pandemic Period. Most respondents were 96 women (89.7%) and 32.7% (35 people) aged 20 years. In the pocket money category, most college students (71%) got pocket money less than 500.000 rupiahs per month. A total of 52 respondents (48.6%) had a moderate level of physical activity category. Poor sleep quality was more common in male students (90.9%) compared to female students (78.1%) (p>0.05). In the group with poor sleep quality, 88.9% of students were categorized in Rp. 500.001 to Rp. 1.000.000 for pocket money, 80.3% of students included in the category Rp. 500.000 or less, and 61.5% of students are included in the category of Rp. 1.000.000 or more. Poor sleep quality was more common among students in the age category 20 years (84.1%), compared to students in the age category > 20 years (71.1%). For the level of physical activity in the poor sleep quality group, 87% were included in the category of heavy physical activity, 82.7% included in the moderate level of physical activity, and 68.8% included in the category of low-level physical activity. There was no significant relationship between gender, pocket money, age, and physical activity with sleep quality (p>0.05). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=college%20students" title="college students">college students</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20activity" title=" physical activity"> physical activity</a>, <a href="https://publications.waset.org/abstracts/search?q=sleep%20quality" title=" sleep quality"> sleep quality</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20students" title=" university students"> university students</a> </p> <a href="https://publications.waset.org/abstracts/144468/analyzing-the-association-between-physical-activity-and-sleep-quality-in-college-students-cross-sectional-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144468.pdf" target="_blank" class="btn 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