The Attitudes of University Students Towards Learning

Şen, H. Şenay

doi:10.1016/j.sbspro.2013.06.177

Cited by 30 publications

(16 citation statements)

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“…In this sense, further researches can be carried out upon efficient use of BRM in other courses. Because whereas positive attitudes increase learning performance of students, negative attitudes decrease success (Şen, 2013;Altunsoy et al, 2011;Kara, 2009).…”

Section: Discussionmentioning

confidence: 99%

“…Attitudes and beliefs of teachers are the most determinative factors while making decisions related to how they will carry on their duties (Şen, 2013;Warren-Kring and Waren, 2009;Hall, 2005). Attitudes related to reading and learning among these have the quality that will reflect directly to the teaching profession performance indicators.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Attitudes towards any activity's decreasing or increasing success and performance according to attitudes towards the relevant activity is also available for learning. Whereas positive attitudes contribute upon learning performance, negative attitudes decrease success (Şen, 2013;Altunsoy et al, 2011Kara, 2009. The studies analyzing the factors in developing and changing the attitudes towards learning indicated that these attitudes differed according to socio-cultural background of participants, their various expectations, perceptions and experiences (Anghelache, 2014); their performance, success and education on relevant field (Abdalrahim et al, 2011); their participating in programs organized for improving and maintaining of developed attitudes (Coppens et al, 2014;Seewooruttun and Scior, 2014;Pansu, Lima, & Fointiat, 2014;O'Brien et al, 2014;Tan et al, 2011); and the process in the same learning grade as in attitudes towards reading (Altunsoy et al, 2011b).…”

Section: Literature Reviewmentioning

confidence: 99%

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Effect of book reading method upon attitudes of students towards learning and reading habit

Kara¹,

Izci²

2015

Educ. Res. Rev.

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The purpose of this study was to determine the effect of lessons trained through large group discussion method in a classroom environment during 10-15 min at the end of silent book reading activity for the first thirty minutes during a term upon attitudes of students towards learning and reading habit. The research was carried out with totally 89 students including 58 males and 31 females having Effective Communication lesson and studying in the 3rd grade of Adiyaman University, Faculty of Education and Elementary Education Social Sciences Department. For the analysis of obtained data, SPSS 20.00 package program was used. As result of data analysis, it was concluded that Book Reading Method (BRM) positively affected attitudes of students towards learning and reading habit.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Effect of book reading method upon attitudes of students towards learning and reading habit

Kara¹,

Izci²

2015

Educ. Res. Rev.

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“…Learning attitude includes a wide range of connotations; for example, active learning and learning mentality, cognitive attitudes, time control, learning skills, time management, and hard work are all considered to be the meaning of learning attitudes [23]. Attitudes towards learning are the level of goal setting for learners, the ability to solve problems, and their beliefs towards learning [24]. The attitude of students is the backbone of teaching in any field [25].…”

Section: Attitude Toward Learning Dancementioning

confidence: 99%

Acceptance of YouTube Applied to Dance Learning

Hong¹,

Chen

2020

IJIET

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The application of social media in education, including the learning of artistic performance, is becoming increasingly popular. The research on the acceptance of artistic performance through social media is accumulating. Therefore, this study employs an integrated approach based on the technology acceptance model (TAM) to examine dance learners experiencing YouTube by combining design features and factors to explore the acceptance. A survey from the online dance learning fellowship was distributed to recruit YouTube users. Confirmatory factor analysis was adopted to confirm reliability and validity, and a structural equation modeling test by VisualPLS with maximum likelihood estimation was performed to identify the relationships among the constructs. The results suggest that attitudes toward learning dance positively contribute to both perceived usefulness and ease of use of YouTube. Also, both of the factors are important in terms of enhancing YouTube users' attitudes. Furthermore, positive relationships exist between YouTube users' attitudes toward using and intention to use. This study contributes to the extant literature by identifying the decisive impact of the acceptance of YouTube applied to dance learning, and a new perspective extending the TAM by measuring YouTube users' experience of intention to use is provided as a reference for further studies.

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“…Türkiye ve yurt dışındaki tutum (Akbudak, 2005;Alkan, 2006;Bakırcı, 2005;Cihiodo ve Byford, 2004;Corbin 1994;Çakır ve diğerleri, 2007;Demirbaş ve Yağbasan, 2005;Demirkaya ve Arıbaş, 2004;Mordi, 1991;Piburn ve Sidlik, 1992;Savran ve arkadaşları, 2002;Özkal ve Çetingöz, 2006;Şen, 2013;Weinburgh, 1993;) ve akademik benlik kavramıyla (Hendricks 2002;Lewis ve Knight, 2000;Marsch 1993;Oliver ve Simpson, 1988;Piyancı 2007) Lewis, 2001;MCCormic, 2000;Yenice, 2003) bağımlı değişken olarak incelendiği araştırmaların sayısı oldukça fazladır. Alanyazın incelendiğinde derse yönelik tutumla akademik benlik arasındaki ilişkinin incelendiği araştırmalar da bulunmaktadır (Çağlar, 2010;Çakır ve diğerleri, 2000;Pehlivan ve Köseoğlu, 2010;Sevilmiş (Kara), 2006;Yürük ve diğerleri, 2000).…”

Section: Introductionunclassified

Ortaokul Öğrencilerinin Türkçe Dersine Yönelik Tutumları ve Akademik Benlik Kavramları

Bıyıklı¹

2014

Uludağ Üniversitesi Eğitim Fakültesi Dergisi

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Araştırmanın amacı öğrencilerin cinsiyet ve sınıf seviyelerine göre Türkçe dersine yönelik tutumları ile akademik benliklerini incelemek; Türkçe dersine yönelik tutumları ile akademik benlik kavramları arasındaki ilişkiyi belirlemektir. Araştırma 2012-2013 öğretim yılı II. Yarıyılında Ankara ili merkez ilçesindeki, ortaokullarında öğrenim görmekte olan 1624 (829'u kız, 795'i erkek) öğrencinin katılımıyla gerçekleşmiştir. Araştırmanın verileri araştırmacı tarafından geliştirilen "Türkçe Dersine Yönelik Tutum Ölçeği" ve Senemoğlu (1990) tarafından Türkçeye uyarlanan "Akademik Benlik Kavramı Ölçeği" ile toplanmıştır. Araştırmadan elde edilen verilere göre ortaokul öğrencilerinin Türkçe dersine yönelik tutumları ve akademik benlik kavramları cinsiyete göre farklılık göstermektedir. Ayrıca, ortaokul öğrencilerinin sınıf seviyelerinin artmasıyla Türkçe dersine yönelik tutum ve akademik benlik kavramı puanlarının düştüğü, ortaokul öğrencilerinin Türkçe dersine yönelik tutumları ile akademik benlik kavramları arasında orta düzeyde anlamlı ve pozitif bir ilişki olduğu araştırmadan elde dilen sonuçlardır.

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The Attitudes of University Students Towards Learning

Cited by 30 publications

References 1 publication

Effect of book reading method upon attitudes of students towards learning and reading habit

Effect of book reading method upon attitudes of students towards learning and reading habit

Acceptance of YouTube Applied to Dance Learning

Ortaokul Öğrencilerinin Türkçe Dersine Yönelik Tutumları ve Akademik Benlik Kavramları

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