A Pilot Study of Instructor Factors and Student Preferences

Brouse, Corey H.; McKnight, Kelly R.; Basch, Charles E.; LeBlanc, Michael

doi:10.2190/et.38.1.f

Cited by 3 publications

(3 citation statements)

References 31 publications

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“…Our sample also consisted of predominantly White women who reported being of more affluent SES backgrounds. Women generally report higher levels of depression, overall motivation, and sense of belonging compared to men (Boggiano & Barrett, 1991;Brouse et al, 2010;see Girgus & Yang, 2015, for a review;Ma, 2003). As explored previously, students of Color, especially Black students, report feeling they do not belong in academia and face structural stigma compared to White students.…”

Section: Limitations and Future Directionsmentioning

confidence: 93%

The impact of COVID-19 on university students’ academic motivation, social connection, and psychological well-being.

Marler

Bruce

Abaoud

et al. 2021

Scholarship of Teaching and Learning in Psychology

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The COVID-19 pandemic has significantly disrupted our daily lives. Public health officials are encouraging restrictions on social gatherings, limiting the amount of time and number of people individuals can interact with in-person. However, people have an innate need for belonging, and social isolation can exacerbate psychological distress. Due to school closings, students have shifted to online learning, which may foster feelings of detachment from their respective schools and impact students' motivation to continue learning in an online context. In the present study, we surveyed N = 238 undergraduate students to assess the relationships between academic motivation, sense of belonging to their university, and COVID-19-related distress. Correlational analyses revealed positive relationships between academic motivation and sense of belonging, and negative relationships between these two variables and COVID-19-related distress. A multiple linear regression demonstrated that sense of belonging and socioeconomic status negatively associated with COVID-19-related distress. Believing that online learning is as effective as in-person learning did not moderate the relationship between the sense of belonging and academic motivation. We discuss implications for colleges and universities to improve students' psychological well-being.

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Section: Limitations and Future Directionsmentioning

confidence: 93%

The impact of COVID-19 on university students’ academic motivation, social connection, and psychological well-being.

Marler

Bruce

Abaoud

et al. 2021

Scholarship of Teaching and Learning in Psychology

View full text Add to dashboard Cite

show abstract

“…Previous research, as noted by Brouse et al (2010), has indicated the presence of gender-specific distinctions in motivation for engaging in SL experiences. Chesbrough (2011) similarly identified differences, highlighting that male students often exhibit reluctance to participate in service opportunities due to factors such as limited awareness, lack of interest, concerns about time commitments, and not receiving invitations to partake.…”

Section: Introductionmentioning

confidence: 95%

Influence of Motivation Climate on Service-Learning Benefits among Physical Education Students

Miletić,

Jadrić,

Miletić

2024

EUROPEAN J ED RES

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<p style="text-align: justify;">Service-learning (SL) emphasizes the fusion and integration of community service and academic learning, while Physical Education (PE) is oriented towards community health and well-being, aligning with Sustainable Development Goals. The study's primary objective is to discern the benefits perceived by PE students when engaged in SL courses and to test the correlation between benefits and the motivational climate they experience. Additionally, the research explores potential gender-specific variations in students' attitudes. The research was conducted with a survey on a sample of 58 students responding to a Motivational Climate in Physical Education Scale (MPCES) and the SErvice LEarning Benefit Scale (SELEB), which assesses the motivation of students and their perceptions of SL benefits. Descriptive statistics was used to analyse the data. Pearson's correlation coefficient was used to test the relationship between the core constructs - SL benefits and student motivation, and t-tests to evaluate gender differences in SL benefits. Key findings underscore that students primarily perceived the greatest advantages from SL in the domain of knowledge application, with comparatively lower scores in general life skills. Notably, female students, on the whole, exhibited higher ratings in both SL benefits and student motivation compared to their male counterparts. Nonetheless, specific exceptions emerged in certain sub-scales, including social relatedness and ego climate within the MPCES scale, as well as critical thinking within the SELEB scale. According to the results, it is suggested that cultivating a student-centered learning environment can augment engagement and motivation in the realm of physical education (PE). Furthermore, the delineated gender differences offer valuable insights for educators, highlighting the need for tailored approaches to accommodate the diverse preferences and requirements of male and female students.</p>

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“…También, Clark, Holstrom, & Millaci (2009) reseñan algunos estudios que demostraron ser efectivos en cuanto al aprendizaje y aplicación del conocimiento y destrezas adquiridas. Finalmente, Brouse, McKnight, Basch & LeBlanc (2010) señalan la efectividad de un curso sobre la Promoción y Cuidados de la Salud, impartido en un AVA.…”

Section: El Modelo De Evaluación De Acciones Formativas De Kirkpatrickunclassified

Efectividad de un Curso de Capacitación en un Ambiente Virtual de Aprendizaje

Arcega¹,

Romero²

2012

Rev. Complut. Educ

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ResumenEl estudio determinó la efectividad de un curso de capacitación impartido en un Ambiente Virtual de Aprendizaje (AVA). Utilizando el modelo de Kirkpatrick se midió la efectividad, considerando como variables el aprendizaje, la satisfacción, la aplicabilidad de los conocimientos, y los resultados alcanzados por 25 participantes. Se hicieron mediciones con diferentes instrumentos de recolección de información. El análisis de los datos indicó que los conocimientos de los estudiantes aumentaron, se sintieron satisfechos, aplicaron los conocimientos adquiridos, y se alcanzaron los resultados esperados. Se concluyó que el curso en el AVA fue efectivo. Palabras clave: Efectividad, Capacitación Docente, Aprendizaje Virtual, Modelo Kirkpatrick. AbstractThe study determined the effectiveness of a training course taught in a Virtual Learning Environment (VLE). Using Kirkpatrick's model effectiveness was measured, considering the learning, the satisfaction, the applicability of knowledge, and the results achieved by 25 participants. Measurements were made with different data collection instruments. The analysis of the data indicated that: the knowledge of students increased, they were satisfied, applied knowledge, and achieved the expected results. It was concluded that the course was effective in the VLE. Keywords: Effectiveness, Teacher Training, Virtual Learning, Model Kirkpatrick.El presente estudio involucró un proceso de capacitación docente, por lo que es necesario definir el concepto de capacitación, para diferenciarlo del entrenamiento y el adiestramiento.La capacitación es la adquisición de conocimientos técnicos, teóricos y prácticos que van a contribuir al desarrollo de individuos en el desempeño de una actividad. En cambio, el entrenamiento es la preparación que se sigue para desempeñar una función,

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A Pilot Study of Instructor Factors and Student Preferences

Cited by 3 publications

References 31 publications

The impact of COVID-19 on university students’ academic motivation, social connection, and psychological well-being.

The impact of COVID-19 on university students’ academic motivation, social connection, and psychological well-being.

Influence of Motivation Climate on Service-Learning Benefits among Physical Education Students

Efectividad de un Curso de Capacitación en un Ambiente Virtual de Aprendizaje

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