RESUMEN
This project used a nonexperimental design with a convenience sample and studied the relationship between academic motivation, grade expectation, and academic performance in 1,210 students enrolled in undergraduate human anatomy and physiology (HAP) classes over a 2-yr period. A 42-item survey that included 28 items of the adapted academic motivation scale for HAP based on self-determination theory was administered in class during the first 3 wk of each semester. Students with higher grade point averages, who studied for longer hours and reported to be more motivated to succeed, did better academically in these classes. There was a significant relationship between students' scores on the adapted academic motivation scale and performance. Students were more extrinsically motivated to succeed in HAP courses than intrinsically motivated to succeed, and the analyses revealed that the most significant predictor of final grade was within the extrinsic scale (introjected and external types). Students' motivations remained stable throughout the course sequence. The data showed a significant relationship between HAP students' expected grade and their final grade in class. Finally, 65.5% of students overestimated their final grade, with 29% of students overestimating by two to four letter grades.
Asunto(s)
Anatomía/educación , Anticipación Psicológica , Evaluación Educacional/métodos , Motivación , Fisiología/educación , Estudiantes Premédicos , Femenino , Humanos , Masculino , Estudiantes Premédicos/psicología , Encuestas y Cuestionarios , Factores de Tiempo , Adulto JovenRESUMEN
This investigation explored college students' victim-blaming behaviors in perceptions of incapacitated rape. Participants received a vignette about a man who had sexual intercourse with a woman who had lost consciousness due to alcohol, with the conditions varied across the vignettes: the relationship between the parties, the alcohol use of the man, and the post-assault sleeping arrangements. Results revealed that when the man was a stranger, participants attributed less responsibility for the incident to him, but were more likely to label the incident as "rape." Neither the alcohol use of the man nor the post-assault sleeping arrangements significantly influenced participants' perceptions.
Asunto(s)
Percepción , Delitos Sexuales/psicología , Estudiantes/psicología , Inconsciencia/psicología , Intoxicación Alcohólica/complicaciones , Intoxicación Alcohólica/psicología , Víctimas de Crimen/psicología , Femenino , Heterosexualidad/psicología , Heterosexualidad/estadística & datos numéricos , Humanos , Relaciones Interpersonales , Masculino , Análisis Multivariante , Delitos Sexuales/estadística & datos numéricos , Estudiantes/estadística & datos numéricos , Encuestas y Cuestionarios , Inconsciencia/complicaciones , Universidades/organización & administración , Universidades/estadística & datos numéricos , Adulto JovenRESUMEN
This study investigated the effectiveness of role play in a large undergraduate science class. The targeted population consisted of 298 students enrolled in 2 sections of an undergraduate Human Anatomy and Physiology course taught by the same instructor. The section engaged in the role-play activity served as the study group, whereas the section presented with a traditional lecture served as the control group. A pretest/posttest assessment and a survey were administered to both sections and used in data analysis. In addition, overall test scores and item analysis were examined. The analysis revealed that participants in both groups improved significantly from pretest to posttest, but there were no significant differences between the groups in posttest scores. Neither group showed a significant change from posttest to the exam. However, there was a moderate positive effect on engagement and satisfaction survey questions from being in the study group (based on 255 total surveys returned by both groups). The role-play activity was at least as effective as the lecture in terms of student performance on the above-mentioned assessments. In addition, it proved successful in engaging students in the learning process and increasing their satisfaction.