The purpose of the present study was to examine the relationship between suicidal ideation and depression, loneliness, hopelessness among University students. Study sample is comprised of 112 University students (51 males and 61 females) drawn by using purposive sampling technique. Standard questionnaires were used to obtain the data from the participants in a cross-sectional survey. The obtained data were analyzed by using Pearson product moment correlation and stepwise multiple regression. Results showed that suicidal ideation was positively correlated with depression, loneliness and hopelessness. Stepwise multiple regression analysis further reveals that depression, loneliness and hopelessness significantly predict suicidal ideation among university students. Study limitations and implications are also discussed.
The main goal of this study was to investigate the influence of teacherstudent interaction on academic performance of the students. Hundred participants (50 teachers and 50 students) were selected through purposive sampling technique to conduct this research. Teacher and student feedback were measured by using the Questionnaire on Teacher Interaction (QTI) as well as students’ academic performance was calculated by using last year grade point average (GPA) of each student. Pearson product moment correlation was used which indicated a positive significant correlation (r = 0.70, p < 0.05) between teacher-student interaction and academic performance of the students. The findings indicated the importance of teacher-student relationships to attain academic success of the students. The results suggest providing appropriate academic resources and aids for the teachers to meet the individual needs of their students. Dhaka Univ. J. Biol. Sci. 30(1): 87-93, 2021 (January)
Mental Health, Bangladesh) for their support in data collection. They always gave me valuable suggestions how to build up ideas regarding the context of low middle-income countries. I am also grateful to Dr. Nabiul Islam Khan, (Professor, Forestry and Wood Technology Discipline at Khulna University, Bangladesh) for sharing knowledge of 'R' package.I am thankful to the research assistants in Bangladesh (Mst. Fasmaun and Mahjabeen ara) and Maryam Hakim in Germany who helped me to collect data from Bangladesh and Germany. I am particularly grateful to all participants of this study (Mental Health Professionals and special teachers working with children with autism in Bangladesh and Germany) who spent time for the research survey. Finally, I would like to give a heartiest thanks to my beloved husband, Md. Faisal Abedin Khan for his every support and encouragement to fulfil my dreams. Last but not least, I want to give a big hug to my son Rami, who was in Germany during my study period and always gave me unconditional love and inspiration. I am extremely grateful to my entire family for their love, patience, support, and blessings. Without them I would not have been this position today. Thank you all! iii healthcare systems of Bangladesh and Germany are described as well as the organizations that provide services for children and adolescents with ASD. The terms "Evidence-based practice (EBP)" and "Evidence-based practices (EBPs)" are defined. Then, attitudes towards EBP and EBPs as well as what are the barriers and facilitators to the implementation and usage of EBP and EBPs are described. Respective theoretical models are presented. Next, goals, research questions, and basic structure of this dissertation are presented in this chapter. Finally, short summary of the three studies of this dissertation are presented. Chapter 2 presents Paper 1-Pervin, M., Ahmed, H. U., & Hagmayer, Y. (2022). Effectiveness of interventions for children and adolescents with autism spectrum disorder in highv income vs. lower middle-income countries: An overview of systematic reviews and research papers from LMIC. Frontiers in Psychiatry, 13.
The purpose of the study was to investigate the attitudes of teachers towards inclusion of pupils with autism spectrum disorder (ASD) in regular classrooms and also aiming to examine the relationship between teacher-related factors and teachers’ attitudes towards inclusion of pupils with ASD in regular classrooms. Three hundred regular primary teachers were selected as participants by using random sampling. A demographic questionnaire and TATIS (Teacher Attitudes toward Inclusion Scale) developed by Cullen et.al.(2010) were used for measuring teachers’ attitudes towards inclusion of pupils with ASD in regular classrooms. The descriptive and inferential statistics were used for analyzing data. The findings indicated that teachers’ attitudes toward inclusion of pupils with ASD in regular classrooms were slightly positive. One interesting finding was that half of teachers are willing to make classroom modifications and to follow inclusion model to meet the individual needs of students with ASD. However, the majority of the teachers are still in favor of the option of maintaining special classrooms for students with ASD. The result also indicated that the statistically significant correlation was highlighted between teachers’ attitudes and the following teacher-related factors: gender, age, educational qualification, teaching experience, being personally acquainted with a person with ASD, adequate training and formal training on ASD. The regression analysis suggested that about 21% of the variance on attitudes due to the variables like gender, age, educational qualification, adequate training and formal training on ASD. These variables contributed significantly to the prediction of teachers’ attitudes towards inclusion of pupils with ASD.
Effects of gender and place of residence on personality characteristics of children were studied. A total of 400 children were the sample of this study of which 200 were from urban and 200 from rural area. Results revealed that male children were more aggressive than female. There was no difference between urban and rural children in aggressiveness vs submissive‐ness. The effects of gender and residence on extroversion vs introversion were not significant. The male children were more relaxed than female children. The effect of residential status on relaxed vs tense was not significant. Dhaka Univ. J. Biol. Sci. 24(1): 59-64, 2015 (January)
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