A Demographic Characterization Of First Year Engineering Students

Background and Aim: The present research was done with the aim to compare the effectiveness of study methods and time management training, on the academic self-Efficacy, academic self-regulation and performance in biology course of female and male students of twelfth grade in experimental science major. Methods: The research method was quasi-experimental with a pretest and posttest design in addition to the control group. The statistical society consisted of all female and male students in twelfth grade of experimental sciences major in Tabriz city during 2021-2022; among them 52 students were selected in one step cluster sampling method as the sample case and categorized in two groups of experimental group (26 students) and the control group (26 students). In order to estimate students’ academic self-efficacy, the standard questionnaire of Jinks and Morgan (1999) was applied. Savari and Arabzadeh (2013) questionnaire was used to analyze their academic self-regulation; and to evaluate students’ performance, their current and previous academic year’s final scores in biology course was utilized. The validity of research instruments was confirmed by the approval of specialists and the reliability was estimated and approved by calculating Cronbach alpha coefficient (α> 0.7). Prior to the study, pre-test of academic self-efficacy and academic self-regulation was implemented in both groups. The experimental group had received study methods and time management trainings through a package in 8 sessions with 60 minutes training, but the control group had not received any training therapy. After the training course in the post-test stage, both of the groups answered to the research instruments of the pre-test stage. Students’ final scores in biology lesson of previous and current academic year was also gained. The research data was analyzed with analysis of covariance using SPSS. Results: Based on the obtained results, the study methods and time management training had the same effectiveness on female and male students’ academic self-efficacy, academic self-regulation and performance in biology course. Conclusion: According to the results of the research, critical thinking and social cognitive training has increased the emotional readiness of female students in the first year of high school. Critical thinking training created a significant difference between the control and experimental groups in terms of the variable of emotional creativity. Also, critical thinking and social cognitive training has improved innovation in female students of the first year of high school. Teaching critical thinking and social cognition has not had a significant impact on students.

The suicide mortality rate per 100 000 population (SMRP) consistently decreased before the COVID-19 pandemic outbreak in Japan and then unexpectedly increased during the pandemic. However, the underlying mechanisms remain poorly understood. To identify trends in and factors associated with suicidal mortality and motives among students in Japan from 2007 to 2022. In this cross-sectional study, data on SMRPs among Japanese middle-school, high-school, and university students were obtained from the government suicide database Suicide Statistics of the National Police Agency. Age-dependent and temporal fluctuations in annual SMRPs, disaggregated by suicidal motive (7 categories and 52 subcategories), sex, and school, were analyzed using linear mixed-effect and joinpoint regression models, respectively. Total suicide numbers from 2007 to 2022 were as follows: 760 male middle-school students, 635 female middle-school students, 2376 male high-school students, 1566 female high-school students, 5179 male university students, and 1880 female university students. The mean (SD) student populations from 2007 to 2022 were as follows: 1 752 737 (81 334) male middle-school students, 1 675 572 (78 824) female middle-school students, 1 648 274 (67 520) male high-school students, 1 614 828 (60 032) female high-school students, 1 652 689 (32 724) male university students, and 1 229 142 (57 484) female university students. Among male students, the leading motives were school-related factors (underachievement and worrying about the future), followed by family-related and health-related motives. Among female students, school-related and family-related motives decreased, but health-related motives showed an age-dependent increase. The SMRPs of middle-school male students and female students were almost equal (mean [SD], 2.7 [1.0] vs 2.4 [1.4]), but the age-dependent increase in SMRPs among male students was pronounced (mean [SD], high-school vs university male students, 9.1 [2.4] vs 19.6 [3.0]; high-school vs university female students, 6.1 [2.4] vs 9.6 [1.8]). However, the incidence of suicide among high-school students associated with health-related motives was greater in female students. The majority of suicides associated with major impactable suicidal motives (school-related, health-related, and family-related motives) began increasing before the pandemic. Changes in SMRP associated with interpersonal relationships, such as conflict with classmates or parents, were not significant, but the rates increased greatly during the pandemic. School-related, health-related, and family-related problems were major motives, whereas the impacts of health-related and family-related motives increased and decreased with age, respectively. Notably, most SMRPs associated with major impactable motives (underachievement, conflict with a parent or classmate, and mental illnesses) had already begun increasing in the late 2010s, indicating that recent increasing SMRPs among school-aged individuals were associated with pandemic-related factors and other factors affecting this generation before the pandemic. It may be inappropriate to uniformly apply research findings based on school-aged individuals to school-based suicide prevention programs for students in middle school, high school, and university.

This research was conducted because of some problems related to speaking anxiety in male and female students in English learning. Some female students looked worried about being pointed out and there were a few students who were able to raise their hands to give opinions. Then, some female students showed anxiety when they became the center of attention. Third, some male students looked hesitant when they pronounced some words. Lastly, some male students felt more comfortable when giving opinions or answering teacher questions by using their first language rather than the English language. Because of these problems, the researcher intended to find out the significant difference on speaking anxiety level between male and female students, and to find out the dominant factor of speaking anxiety in male and female students at the VIIth grade of Islamic Boarding School Ashhabul Yamin Lasi. The research design was Ex Post Facto research. The data were collected by using 18 items of the FLSAS (Foreign Language Speaking Anxiety Scale) questionnaire that were adopted from Ozturk and Gurbuz 2014. There were three indicators of speaking anxiety; Communication Apprehension, Test Anxiety and Fear of Negative Evaluation. The levels of speaking anxiety were low anxiety, moderate anxiety, and high anxiety. The population of this research was all of the seventh grade students which consisted of 3 classes. The sample was 80 students that were selected by using total sampling technique. The research was conducted in February 2022 in Islamic boarding School Ashhabul Yamin Lasi. Then, by using the SPSS program, an independent sample t-test was used to compare speaking anxiety level between male and female students, and a descriptive statistic was used to reveal the dominant factor of speaking anxiety in male and female students. The first result of the research showed that there was a significant difference on speaking anxiety level between male and female students at the VIIth grade of Islamic Boarding School Ashhabul Yamin Lasi. The researcher found the t-obtained (3.484) was higher than T-table (1.990). It means that Ha was accepted and Ho was rejected. The level of speaking anxiety in female students was moderate anxiety and male students were low anxiety. The second results that were the dominant factor of speaking anxiety in male students was test anxiety (18.12%), where it is because of students’ perception about English language. Meanwhile, the dominant factor of speaking anxiety in female students was fear of negative evaluation (20.68%), where it is because of unpreparedness of students.

This study was conducted to estimate the prevalence of constipation, bowel habits and nutrient intakes of college students. The subjects were 353 college students (166 males and 187 females) aged 19 to 29 years in Incheon area. The subjects were asked about bowel habits and dietary intake using questionnaires during march, 2008 and the prevalence of functional constipation (FC) was based on the Rome II criteria. The prevalence of FC in male and female students was 12.7% and 28.9%, respectively. The prevalence of self-reported constipation in male and female students was 12.0% and 36.9%, respectively. Both were higher in female students compared to male students. Among the subjects that have self-reported constipation, proportions of FC were 35.0% in male students and 55.1% in female students. Of subjects that did not self-reported constipation, the proportions of FC were 9.6% in male students and 13.6% in female students. Over 90% of respondents that self-reported constipation in male students, had neither visited a hospital and nor used laxatives or functional foods for constipation relief. Seventy five point three percent of male students, and 40.1% of female students, had a defecation frequency of over 5 times per week (p < 0.001). Ratios intaken under the estimated average requirement (EAR) of Vit A, Vit C, folic acid and Ca were over the 50% regardless of functional constipation. Mean daily consumption of total dietary fiber was 15.0 g/day in male students and 13.5 g/day in female students. According to these results, both functional constipation and self-reported constipation are more frequent in female college students and further studies are required in case-control study and related to psychological factors as well as nutrients to relieve of constipation. (Korean J Nutr 2009; 42(8): 702 ~ 713)

The FITNESSGRAM test is the most broadly utilized wellness evaluation and instrument to report the strength of understudies in physical education classes. It has been a mandated fitness assessment for students in California in every other grade from fifth to ninth. While the main purpose of the Fitnessgram is to determine whether the student is already in decent fitness for their age group. There has been a lack of research comparing students to baseline standards of upper body muscular endurance exercises. A convenience sample of male and female students in their senior year of high school was examined in order to determine if healthy habits lead to larger numerical results. The experimental design involved observing students' completion of four exercises (shoulder stretch, trunk lift, curl-up, and modified pull-up) compared to the baseline standards of the Fitnessgram as well as to similar individuals in the sample. The results of the pre-test questionnaire and experiment led to a cause and effect relationship where the students from a suburban high school that participated in at least one hour of physical activity exceeded/ met the standards of the FITNESSGRAM upper body scores, it proved my hypothesis to be false. This suggests a positive relationship between the hours of physical activity and health. This study increases the current body of knowledge of FITNESSGRAM testing, allowing for a basis of further research.

This study aims at identifying and analyzing linguistic and textual errors in writing narrative texts committed by male and female students of the fourth-semester English department students. The focus is on finding the significant differences between male and female students in terms of the frequencies of linguistic and textual errors in their narrative texts and the factors contributing to the errors. Data were collected through writing tests. Data were analyzed and interpreted by quantitative descriptive analysis and multivariate analysis using Two Ways ANOVA (F-Test) to investigate the significant differences linguistic and textual errors. Then the types of linguistic and textual errors in the two groups of male and female students were compared using descriptive analysis and statistical analysis. The results show that 57.93% of linguistic errors occurred in female’s narrative writing, with 42.07% occurred in male’s. Meanwhile, 46.29% of textual errors occurred in female’s narrative writing, with 53.71% found in the male’s. Statistically, there was no significantly different interaction between male and female students in terms of textual error frequency in writing narrative text, with p = 0.975 (p &gt; 0.05) at the level of significance a = 5 %. And there was a significantly different interaction between male and female students in terms of linguistic error frequency in writing narrative texts, with p = 0.029 (p &lt; 0.05) at the level of significance a = 5%. Several factors that affect female and male students’ errors in their narrative text are intralingual interference, language transfer, lack of knowledge about the narrative text, and gender difference.

The article is devoted to the problem of interpersonal interaction creation by male and female technical profile students. Results of the empirical research showed that male students of a technical profile have a dominant tendency in interaction, while female students have a tendency to be sensitive and friendly. A high level of sociability is common to both male and female students, which contributes to the emergence of attraction. Technical profile students have a high level of desire for people and a relatively significant fear of being rejected. Female students are more eager to establish friendships with others than male students, but they are also more afraid of being rejected in communication and interaction than male students. Male students have an active desire to win leadership positions, social recognition, and a high status in the system of interpersonal relations. They are able to take responsibility and to be persistent in their beliefs, to insist on their own. Instead, female students have an internal desire to accept group standards, values, traditions, the ability to make contact. Such traits as modesty, timidity, shyness, and the ability to forgive are inherent to them. They strive to take care of close people, show tolerance towards others. Thus, male and female technical profile students have different specifics of interpersonal interaction creation, in particular, they are affected by different factors of interpersonal interaction and strategies for creation of interpersonal relationships.

Food consumption and lifestyle habits can have a positive or negative direct impact on an individual’s health. University students tend to have poor eating habits that are influenced mainly by sensory perceptions. This survey was done to evaluate the status of food consumption and lifestyle habits among Taif university students (males and females). A total of 600 students aged from 18 to 24 years participated in the survey and responded to questions on socio-demographic characteristics, lifestyle habits, eating habits, food consumption frequency, attitude, health and food awareness knowledge. The randomly selected students were from various levels in university representing wide categories and living conditions in Taif Region, Saudi Arabia. The examined students efficiently completed the survey with the help of the university staff. Weight and height were evaluated by a portable standing electronic scale and a portable stadiometer (Seca 879, Germany) to calculate the Body mass index (BMI) classes. Female students recorded 28% of underweight cases, which was higher than the male students (11%) with none significant at p&gt;0.05. The rate of overweight in male students was 30% compared with the female students’ 26%. The study reported 49% and 64% for normal waist circumference for male and female students, respectively. A higher frequency of moderate physical exercise was reported among male students at 60% compared to that among female students (57%). The number of students who did physical exercise regularly was reported to be higher in females (15%) than males (8%). A percentage of 15% and 7% of the male and female students, respectively were smokers. Male students recorded higher sleeping hours than females. Male students reported high media consumptionfrequency of more than 3 hours a day 67%, followed by 21% between 3-6 hoursa day for female students. About 46% and 55% of male and female students,respectively, reported fast-food consumption at least once a week and about 30% of males and 24% females took only 1 to 2 fast food meals in a month.The major meals skipped were breakfast, followed by lunch and dinner;however, this was not significant p&gt;0.05. Meal skipping was high among female students (72%). It was noted that high percentage of male students (72%) reported low consumption levels of vegetables and fruits. The main reason for fast-food consumption was convenience (31%) for males, while females recorded 32% for choices. Female students had a higher score than males in nutrition knowledge. There is a need forawareness creation concerning better food choices, lifestyle habits and weight management that might create a helpful impact on the university student health.

Our aim was to investigate potential differences in mental health, self-rated health, risky sexual behaviour, alcohol use, and drug use between (1) Prospective exchange students and campus students separated by sex, and (2) male and female students as a group. Comparative cross-sectional design using an online survey containing the following instruments: Knowledge, Attitudes, and Sexual Behaviour in Young People in Sweden; Self-Rated Health Questionnaire; and General Health Questionnaire 12. One-hundred and fourteen prospective exchange students and 451 campus students participated in the study. Male prospective exchange students rated their mental health as being better and had used cannabis more often compared with female prospective exchange students. Male prospective exchange students also rated their mental health as being better than male campus students. Female students, in general, rated their mental health as worse than male students. A larger proportion of male prospective exchange students had sex together with alcohol compared with male campus students, and a larger proportion of female prospective exchange students had sex with a new partner and drank more alcohol compared to female campus students. The result shows that risky alcohol use and sexually risky behaviour is prominent amongst prospective exchange students. It is possible that they will continue, and even increase their risky behaviour whilst abroad as they find themselves in a new social context, and free from influence of the rules and restrictions that they might have at home. With limited knowledge of the local culture, native language, and in an unfamiliar environment, it is possible that the risks will be enhanced and possibly decrease their health. This highlights the need for proactive interventions, conceivably with some variations in content between sexes.

هدف هذا البحث إلى دراسة العلاقة بين نوعية الحياة والإيثارية وبين العصابية، وتعرف إسهام نوعية الحياة والإيثارية في التنبؤ بالعصابية لدى طلاب الجامعة، وتعرف الفروق بين الجنسين في كل من نوعية الحياة والإيثارية والعصابية. واعتمد البحث على المنهج الوصفي الارتباطي المقارن. واشتملت عينة الدراسة الأساسية على (400) طالب وطالبة من جامعة الإسكندرية، من أربع كليات هي: الآداب والحقوق والتجارة والسياحة والفنادق, بواقع (200) من الطلبة، و (200) من الطالبات، ممن تراوحت أعمارهم ما بين (18 - 22) سنة, بمتوسط قدره (20,65) سنة، وانحراف معياري (0,64). طبق عليهم مقياس نوعية الحياة (إعداد الباحثة)، ومقياس الإيثارية (إعداد الباحثة)؛ ومقياس العصابية (إعداد "أيزنك وأيزنك" وترجمة أ.د. أحمد عبدالخالق). وأوضحت النتائج أن مقياس نوعية الحياة ومقياس الايثارية، يتمتعان بخصائص سيكومترية جيدة، وأن هناك ارتباطات موجبة ودالة بين نوعية الحياة والايثارية، وارتباط سلبي ودال إحصائيا بين نوعية الحياة والعصابية، على حين لا يوجد ارتباط دال بين الإيثارية والعصابية، وقد ظهرت هذه النتائج لدى كل من الطلبة الذكور، والطالبات، وعينة الدراسة الكلية. وتوصلت النتائج أيضا إلي أن لنوعية الحياة فقط، إسهام في التنبؤ بالسلوك العصابي لدى طلبة وطالبات الجامعة، بنسبة 7,4% على حين لا يوجد إسهام للإيثارية في التنبؤ بالعصابية. ومن النتائج أيضا أن الإناث أكثر تمسكا بالسلوك الإيثاري من الذكور، على حين لا توجد فروق دالة إحصائيا بين الذكور والإناث من طلاب الجامعة، على كل مقياس من مقياسي نوعية الحياة، والعصابية.

This study examines EFL teacher interpersonal communication of gender differences in classroom interactions at Muhammadiyah High School in the composition of three different class models: (a) composition of sex-mixed learning group (male and female students in a classroom); (b) composition of singled – learning group specifically for women (only female students in a classroom); and (c) singled-learning group special particularly for men (only male students in a classroom). The pattern of classroom interaction from male and female teachers and students is largely influenced by culture or tradition and by the composition of the class gender. For example, male and female EFL teachers initiated a comparable number of interactions across all learning group composition models, but female teachers started more interactions for all learning group compositions and male teachers started fewer interactions in sex-mixed-type classrooms and specifically for female students singled learning group (student – women’s classroom) while in student – male specific classroom, male teachers had a lot of open-minded interaction. Also, in mixed gender classrooms, both groups of female and male students indicated opened interactions with female teachers and male teachers, while female students learning group interact with female teachers smoothly and openly while male teachers, they maintained excessive interaction, and for male class students, they were very active and opened to interacting both with female teachers and male teachers.

Introduction: The aim of this study was to investigate if female and male medical students perceive burdens differently and if students of both sexes assess their capability to stand performance pressure differently.Material and Methods: In 2017, 2nd (n=424, 53% female) and 6th (n=161, 46.6% female) year students at the medical university of Vienna were surveyed using a fully structured questionnaire. Results: In 2nd year, female students felt significantly more often that they could not measure up to study requirements than male students (87,5% vs. 94,4%). Performance pressure was perceived as major problem by male (45,5%) and female (50,9%) students while in 6th year the number was only half as high than in 2nd (24%, 18,4%). In 6th year significantly more female than male students were complaining about competition between students (33,3% vs. 8%). Half of the students shared the view that there is no difference between men and women in the capability to deal with performance pressure. Most of the other half state that men are superior to women in handling performance pressure. In both groups significantly more male than female students were convinced that they are superior to the other sex in handling performance pressure.Conclusion: Perception of problems is similar in male and female students. While in objective assessments female students perform equally to male students they consider themselves less competent and are more inclined to doubt their capability.

Both female and male elementary school students have difficulty doing action proof by using manipulative objects to provide conjectures and proof of the truth of a mathematical statement. Counter-examples can help elementary school students build informal proof stages to propose conjectures and proof of the truth of a mathematical statement more precisely. This study analyzes the action proof stages through counter-examples stimulation for male and female students in elementary schools. The action proof stage in this study focuses on three stages: proved their primitive conjecture, confronted counter-examples, and re-examined the conjecture and proof. The type of research used is qualitative with a case study approach. The research subjects were two of the 40 fifth-grade students selected purposively. The research instrument used is the task of proof and interview guidelines. Data collection techniques consist of Tasks, documentation, and interviews. The data analysis technique consists of three stages: data reduction, data presentation, and concluding. The analysis results show that at the stage of proving their primitive conjecture, the conjectures made by female and male students through action proofs using manipulative objects are still wrong. At the stage of confronted counter-examples, conjectures and proof made by female and male students showed an improvement. At the stage of re-examining the conjecture and proof, the conjectures and proof by female and male students were comprehensive. It can be concluded that the stages of proof of the actions of female and male students using manipulative objects through stimulation counter-examples indicate an improvement in conjectures and more comprehensive proof.

This study deals with an analysis of male and female students’ critical thinking in debate classroom interaction. This study aimed to find out the debate impact on male and female students’ critical thinking and identify which gender tends to have more critical thinking. This study applied a descriptive qualitative research design with document analysis. The data material consists of students’ comments on google classroom with 27 participants in two classes which are 12 male students and 15 female students. The data was analyzed using a critical thinking rubric by identified and converted into a percentage. The result shows that debate has an impact on students’ critical thinking. Both male students and female students already can give a logical statement. The students’ critical thinking has an impact at a high level. The result also indicates that male students’ scores on critical thinking were lower than female students’ scores. Male and female has a different percentage where the male has 159 scores (40%) while the female has 236 scores (60%). At last, the researcher provides some suggestions for the teacher who guides this activity should give the students more variations in building interaction and make the students feel comfortable in joining the online classroom. The researcher expects the next researcher who is interested in the analysis of critical thinking and classroom interaction to conduct another research in the online classroom.

This research studies the difference between male and female language style of students at FKIP UHN Pematangsiantar.This research focused on what language style are used by male and students of at FKIP UHN Pematangsiantar the differences of male and female students language style at FKIP UHN Pemtangsiantar.This research applies descriptive qualitative research, aimed at describing language style of eight grade students at FKIP UHN Pematangsiantar.The subject of this study are 10 students, consists of 5 male students and 5 female students.The data were collected through recording and observation.The method covers research design, the subject, the object, the instrument, the technique of collecting data and the technique of analyzing data.The result of this research shows that there are two language style that used by male students, three language styles used by female students.The difference language style between male and female students found that intimate style used by female students but male students didn't used intimate language style.Finally, from the result of the data analysis, the writer found that every students have different language style.Male and female students at FKIP UHN Pematangsiantar used three types of language style from five language style.Formal and casual style used by male students and formal, casual and intimate style used by female students.