Are there statistical anxiety differences between male and female students?

Lina

et al. 2022

PSSJ

Students' anxiety is one of the hindrances to good academic achievement due to its adverse impact on cognitive attitudes. This study aimed to ascertain the impact of socio-economic profile and learning experiences that are affected by the COVID-19 pandemic concerning students' anxiety in learning statistics. The study used descriptive measures and econometric models to elucidate the anxiety level and its predictors of engineering students in a state university. Result reveals that the mean students' perception score for their anxiety level is 34.19 (SD=4.94) and is classified as "anxious". This implies that students are experiencing uncomfortable moments and distressing learning behavior due to the adverse impact of the pandemic on the educational system. The econometric model reveals that older and female students are more anxious about learning statistics online. Findings showed that the level of difficulty and less creativity in statistics lessons contributes to the anxiety level of students. In conclusion, instructors/professors must motivate their students and build their interest in learning statistics by giving them realistic and enjoyable activities that suit online education. Furthermore, instructors/professors must undergo training that develops and improves their teaching strategies in statistics to become competitive educators in online learning amid the pandemic.

Section: Framework Of the Studymentioning

confidence: 98%

Econometric Evidence on Statistical Anxiety of Engineering Students during the New Normal Setup

Lina

et al. 2022

PSSJ

“…If viewed from the measurement of self-acceptance based on sub-variables and indicators, from the research conducted it can be seen that there are physical indicators that are changes in physiological function in the moderate category (64.89 Likewise in the psychological aspect, there are two indicators in the medium category, namely self-confidence and self-respect (63.57%), and acceptance of treatment from others (62.84%). Improvement of changes in physiological functions, self-confidence and self-respect, and acceptance of treatment from others, can be done through group guidance services (Fitri, Zola & Ifdil, 2018;Putra, Daharnis & Syahniar, 2013;Alizamar, et al, 2019) . This group guidance service is expected to be able to optimize the self-potential, reorientation and reeducation of the life goals of a teenager to be more directed in the future and be able to determine the career plans of a teenager when he is free later (Ardi, Neviyarni, Karneli, & Netrawati, 2019;Anggraeni, Daharnis, & Karneli, 2019;Afdal, et al, 2019).…”

Section: Jaiptekin | Jurnal Aplikasi Iptek Indonesiamentioning

confidence: 99%

Self-Acceptance of Young Prisoners in the Institute for Special Education for Children (LPKA)

2020

Adolescent inmates are a population that is vulnerable to depression because being a prisoner is a hard life for adolescents. All the pressure in prison will be a major cause of depression for juvenile prisoners while in detention. In addition, feelings of fear caused by public perceptions of free teenage inmates will make prisoners increasingly feel isolated. Therefore, to reduce these impacts, self-acceptance is needed. The purpose of this study is to describe the aspects of self-acceptance that exist in adolescent prisoners in prison. Samples were collected form 46 prisoners adolescents by applying the purposive sampling technique. The instruments used were self-acceptance questionnaires which has a reliability score of 0.934 (Alpha Cronbach).Data analysis used aquantitative approach with descriptive methods. The results of self-acceptance juvenile inmates obtained an average score of 155.93 (hight self-acceptance category) with an average percentage category of 70.88%.

“…-to maximize individualization of training, based on gender differences in students' thinking [19,20] and their professional self-determination [21,22].…”

Section: Main Partmentioning

confidence: 99%

The Formation of Students’ Self-Organization Skills in a Technical University

2020

The main components of self-organization and its implementation stages are identified against the background of determining the importance of self-organization skills mastery by technical university graduates for the successful implementation of educational and future professional activities. Based on the social demands generated by the need to form general cultural and professional competencies in the learning process, the necessity to organize students’ independent work in such a way that it motivates self-organization and, as a result, self-education is confirmed. It is proved that the transformation of students’ independent work should be carried out regularly, taking into account the changes taking place in society, using modern information technologies as a kind of organizational resource. In order to reduce time expenditures in the process of updating the educational material for a particular discipline, it is proposed to establish the relationship between the components of the educational process by identifying intersubject communications, which are considered as a means of achieving the applied orientation of the discipline, at the stage of selecting the necessary information. The formation of students’ self-organization skills has been carried out on the basis of data from a frequency analysis of the network information sources. The results of frequency analysis and statistical processing of experimental data show the ability to make a forecast about the weight of specific topics for future professional activities, which will allow to distribute study time correctly. The use of established intersubject communications of disciplines and the fulfillment of the selected conditions contribute to the development of students’ educational activities self-organization.