A personal connection: Promoting positive attitudes towards teaching and learning

Lujan, Heidi L.; DiCarlo, Stephen E.

doi:10.1002/ase.1697

Cited by 15 publications

(16 citation statements)

References 59 publications

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“…The more interest a student has in a subject, the more motivated they are to learn about that topic (Hidi andHarackiewicz, 2000, Schraw andLehman, 2001;Rotgans and Schmidt, 2014). Interest is known to increase attention and concentration, and enhance problem-solving abilities, and motivate initiatives (Hidi, 2006;Lujan and DiCarlo, 2017).…”

Section: Introductionmentioning

confidence: 99%

Examining the Motivation of Health Profession Students to Study Human Anatomy

Meguid

Smith

Meyer

2019

Anatomical Sciences Ed

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Students' motivation is a vital determinant of academic performance that is influenced by the learning environment. This study aimed to assess and analyze the motivation subscales between different cohorts (chiropractic, dental, medical) of anatomy students (n = 251) and to investigate if these subscales had an effect on the students' anatomy performance. A 31-item survey, the Motivated Strategies for Learning Questionnaire was utilized, covering items on intrinsic and extrinsic goal orientation, task value, control of learning belief, selfefficiency for learning and performance, and test anxiety. First-year dental students were significantly more anxious than chiropractic students. Second-year chiropractic students attached more value to anatomy education than second-year medical students. The outcome of this research demonstrated a significant relationship between first-and second-year chiropractic students between anatomy performance and motivation subscales controlling for gender such as self-efficacy for learning and performance was (β = 8, CI: 5.18-10.8, P < 0.001) and (β = 6.25, CI: 3.40-9.10, P < 0.001) for first year and second year, respectively. With regards to intrinsic goal orientation, it was (β = 4.02, CI: 1.19-6.86, P = 0.006) and (β = 5.38,, P = 0.001) for first year and second year, respectively. For the control of learning beliefs, it was (β = 3.71, 95% CI: 0.18-7.25, P = 0.04) and (β = 3.07, CI: 0.03-6.12, P = 0.048) for first year and second year, respectively. Interventions aimed at improving these motivation subscales in students could boost their anatomy performance.Anat Sci Educ 13: 340-349.

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Section: Introductionmentioning

confidence: 99%

Examining the Motivation of Health Profession Students to Study Human Anatomy

Meguid

Smith

Meyer

2019

Anatomical Sciences Ed

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“…Positive attitudes towards the learning environment are essential and help students maximize their learning and become lifelong learners [56]. Given the findings of the current study, the authors recommend the Ministry of Higher Education -the managing and policy making body of the Afghan government -to require all higher education institutions to change their single-sex classes to mixedgender ones after a thorough investigation of other stakeholders' perspectives, i.e., lecturers, students, administrators and the public.…”

Section: Discussionmentioning

confidence: 83%

Coeducation in Higher Education of Afghanistan: Students’ Perspective

Orfan¹,

Niazi²

2022

Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications

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The study investigated Afghan undergraduate students’ perceptions of positive and negative effects of coeducation. It also examined the impact of students’ gender and ethnicity on their perceptions. A survey questionnaire was used to collect data from 230 randomly selected students from Takhar University. The authors utilized descriptive and inferential statistics to analyze the data. The results showed that students had positive attitudes towards coeducation. They believed that coeducation had both personal and social effects such as improving students’ academic confidence, communication skills, preparing them for real life, promoting gender equality and reducing gender biases and stereotypes. However, less than half of students believed that coeducation had negative effects, e.g., distracting students and male students’ domination of class activities. Moreover, the findings revealed that students’ gender had a significant impact on their responses; female students’ attitude towards coeducation was stronger than that of male students. However, students’ ethnicity did not significantly impact their responses.

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“…The Zoom meeting format, even with large classes, connects groups of people for discussion and collaboration, and the host is aware of clues from the audience. In any event, learning the cognitive and emotional state of our students and altering instruction during class based on what the teacher learns enhances understanding and promotes positive attitudes about education (1). Thus, in addition to content knowledge and pedagogical knowledge, faculty must obtain knowledge of the learner and his/her characteristics, in real time, to be effective teachers (2).…”

Section: Intrinsic Motivation; Pedagogymentioning

confidence: 99%

Critical skill of teaching: learning the cognitive and emotional states of our students during class

Lujan

Raizada

DiCarlo

2021

Advances in Physiology Education

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There has been an increased reliance on prerecorded lectures as a source of learning in place of live lectures in higher education. However, we must appreciate that our students send countless intended and unintended messages during class that relate to their cognitive and emotional states. Shaping productive learning experiences requires understanding their cognitive and emotional states by interpreting their statements, actions, and body language in real time. This can only occur with face-to-face instruction and makes it possible to tailor the class to the students’ needs. Becoming aware of the students’ cognitive and emotional state by listening and learning their body language is fundamental to teaching, as it will alert educators to cognitive effort and attention, surprise, or uncertainty, as well as a range of emotions, including confusion. Without an understanding of the students cognitive and emotional states, we lose our ability to structure conversations or to reinforce difficult concepts and important ideas in real time. We also lose our ability to adjust on the fly and modify instruction on the basis of the needs of our students. Thus, learning the cognitive and emotional states of our students during class is an essential skill of teaching and the critical means that a teacher uses to promote understanding and positive attitudes about education.

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A personal connection: Promoting positive attitudes towards teaching and learning

Cited by 15 publications

References 59 publications

Examining the Motivation of Health Profession Students to Study Human Anatomy

Examining the Motivation of Health Profession Students to Study Human Anatomy

Coeducation in Higher Education of Afghanistan: Students’ Perspective

Critical skill of teaching: learning the cognitive and emotional states of our students during class

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