Search results

Most university students, if not all, develop a preconception about any academic course before taking it. This preconception undeniably affects students’ performance by influencing their motivation. As a result, learning can be minimized. The purpose of this paper is to investigate the evolution of students’ preconception about the difficulty of an engineering course – taught by the same instructor – for a period of seven semesters by analyzing the results of survey questionnaire completed at the beginning of every semester. This approach allows the instructor to assess students’ preconception that is built by former students’ feedback and hence control the impact on students’ motivation which influences their learning performance.

By analyzing the surveys’ results, the instructor gets a close idea about how the course is perceived. When students harbor misconceptions that constitute difficult barriers to learning, it becomes necessary to take action like adjusting the way of teaching the corresponding course’s content, or ultimately changing the course instructor for a couple of semesters.

The adopted survey-based strategy implicitly helps the instructor to correct inaccurate preconceptions before they become crystallized misconceptions, while in case of a very positive preconception, one can continue to enhance the course level with even more challenging evaluations (e.g. exams). However, in case of a persistent misconception, a midterm survey would further help the instructor to better adjust the way the course is taught by objectively considering the obtained inputs from a considered C/D/S set (i.e. continue doing what was helpful/do start doing what would be beneficial/stop doing what is not working).

To the best of the author’s knowledge, no study has investigated the evolution of – or at least – students’ preconception built by former students’ feedback about the difficulty of a course despite its direct influence on students’ motivation and hence on students’ performance, thus filling an important gap in the literature. Indeed, one general positive aspect of students’ preconception research is the attention it has brought regarding the absolute necessity for teachers and researchers to be well grounded in both content knowledge and pedagogical content knowledge.

The purpose of this paper is to examine knowledge and attitudes about preconception health care among Chinese immigrants in Canada.

A cross-sectional internet-based survey, informed by the principles of the health belief model, was administered to a convenience sample in Ottawa, Canada. In total, 76 respondents from the Chinese community participated in the online survey.

Overall, participants demonstrated: low to moderate awareness of preconception related risk factors and preconception health; neutral to slightly positive attitudes toward carrying out preconception care; considerable confusion over the differences among preconception care, premarital health care (Mainland China), and prenatal health care; great sensitivity to subjective norms related to spouses, parents, and friends; and a strong desire for receiving information and communication from health care professionals.

An emphasis on reducing misperceptions and offering information about the preconception period and potential severe pregnancy-related risks may contribute to a better knowledge and intended behavior toward preconception care among Chinese immigrants, and ultimately optimize both their reproductive health and their future children’s health.

The cultural norms and population policies in the sending country may frame immigrants’ knowledge and attitudes related to preconception health care. This study fills the gap in the literature regarding Chinese immigrants’ knowledge levels and attitudes toward preconception care in Canada and thus offers insights into how to deliver culturally competent care and design effective communication strategies to reach out to ethnocultural communities.

This study examines EFL preservice teachers' life-history narrative. The objectives of the examination were to identify the preconceptions of teaching and teachers that the preservice teachers brought to teachers college, the sources and biographical origins of these preconceptions, and to what extent, if any, the preconceptions influenced their initial motivation to enroll in a teacher education program.

Using a life-history narrative as the method, the authors aimed at capturing and describing the critical moments in the preservice teachers' educational histories, the people involved in those moments (Clandinin and Conelly, 2000) and the sociocultural factors that might have influenced their preconceptions of teaching and the work of teachers as well as their decision to undertake teacher education.

The narrative analysis of the autobiographies has revealed that the preservice teachers still viewed teaching and teachers from altruistic perspectives. These preconceptions were based on the apprenticeship of observation and highly influenced by significant moments, the people they interacted with throughout their life and educational history and the sociocultural value of teaching and teachers in Indonesia. These preconceptions have influenced their genuine motivation to undertake teacher education and their commitment to the teaching profession. Several pedagogical implications for teacher education are also presented.

The authors’ study contributes to the scholarly conversations about the critical roles of life-history examination in the understanding of preservice teachers' motivation to undertake teacher education.

A whole‐systems approach, which seeks to optimize an entire system for multiple benefits, not isolated components for single benefits, is essential to engineering design for radically improved sustainability performance. Based on real‐world applications of whole‐systems design, the Rocky Mountain Institute (RMI) is developing educational case studies to help engineers expand their whole‐systems thinking. The purpose of this paper is to evaluate the effectiveness of these case studies in multiple sections of a first‐year engineering course.

The comprehension of whole‐systems principles by 165 first‐year engineering students at Clemson University was evaluated through surveys and open‐ended questionnaires, before and after introducing the educational case studies.

The pilot study results show that introducing the case studies improves students' consideration of several essential whole‐systems design concepts. The case studies were particularly effective in strengthening student consideration of the clean sheet approach, integrative design, design for multiple benefits, optimization of the entire system, and the possibility of drastic efficiency increases with current technology.

This study was conducted at a single institution and with a fairly homogeneous group of students. These factors should be considered when interpreting the implications of the findings for other groups.

This preliminary research shows that case study examples like these can help increase consideration of the whole‐systems design approach that leads to improved sustainability performance.

This study aims to assess the associations of early marriage and spousal age difference (independent of early marriage) with reproductive and sexual health and autonomy in decision-making among married women before conception.

The present study was a part of a three-year community intervention to improve the preconception health of young married women (20–35 years) in the West Delhi district of India. The six key outcomes assessed were: knowledge of reproductive health, discussions related to sexual health, history of anemia, use of contraceptives by women, frequency of consumption of meals per day and the autonomy in decision-making for household expenditures. Unadjusted and adjusted logistic regression models were used to explore the associations between the two key predictors (early marriage or spousal age difference), sociodemographic variables and six outcomes. The results were expressed as odds ratio (OR) and 95% confidence interval (CI). A total of 2,324 women, enrolled from four wards in the district using cluster-based sampling, were interviewed.

Around 17% of women were married by the exact age of 18, and 20% were elder or just one year younger than their husbands. Women who were married early had low reproductive health knowledge (OR (95% CI): 0.48 (0.38–0.60)) and a lower probability of expressing autonomy (OR (95% CI): 0.78 (0.62–0.97)). However, women older than men or younger by just one year in the married relationship had higher reproductive health knowledge (OR (95% CI): 1.25 (1.01–1.54)) than women younger than men more than two years.

Under the umbrella of the preconception care domain, frontline workers should emphasize counseling girls and young women to marry late and delay the first pregnancy.

This study aims to propose a framework of bias in construction project dispute resolution (CPDR hereafter).

With reference to the literatures on effects of bias, manifestations of bias in CPDR were developed. Based on data obtained from construction professionals about their frequency of having these bias manifestations, the underlying constructs of biased behaviors were explored by a principal component factor analysis. A confirmatory factor analysis was further conducted to validate the framework of bias in CPDR.

Four types of bias were identified as the constructs that underlie biased behaviors in CPDR. These four biases were included in the bias framework proposed: preconception, self-affirmation, optimism and interest-oriented. The potency of these types of bias was also evaluated.

First, the findings inform that the existence of bias in CPDR is real. Early detection allows management to intervene and steer CPDR team back to rational courses. Second, this study suggests optimizing CPDR procedures to diminish the chance of bias occurring.

Bias is almost an uncharted area in CPDR. The study fills this research gap by conceptualizing the underlying constructs of biased behaviors. The findings inform construction professionals of the likelihood of practicing biased behaviors in CPDR. Repeated dispute decisions in the commonly used multi-tiered dispute resolution process would enable the creeping in of biases.

Erroneous perceptions of relevance contribute to business projects not being successful. Although the importance of relevance is recognized in the project management literature, thus far there has not been a formal framework for addressing erroneous perceptions of relevance. The purpose of this paper is to introduce a framework for identifying and counteracting erroneous perceptions of relevance.

The research comprised review of the literature relating to factors that contribute to, and methods that counteract, erroneous perceptions of relevance.

Contributory factors to erroneous perceptions of relevance include cultural cognition, path dependencies, lock-ins, fads, and hype. Mediating factors include priming and questioning, counterfactual reasoning, and optimal stopping.

A classification of erroneous perceptions of relevance is introduced Type III (inept positive) errors, Type II (false negative) errors, and Type I (false positive) errors. This terminology has the advantage of already being known to academics through statistical hypothesis testing, and to practitioners through process capability studies.

The introduction of a framework for identifying and counteracting erroneous perceptions of relevance can better enable practitioners to make the selection of relevant concepts and technologies for projects – a capable process.

The originality of this research note is that it provides a framework that can be applied to increase objectivity in perceptions of relevance. The value of this research note is that it introduces a framework for identifying and counteracting erroneous perceptions of relevance before the application of methods such as cost-benefit analysis.

Peer instruction has been widely adopted as an instructional method in higher education. However, due to students' different preconceptions, the authors argued that peer instruction is not a panacea in international business education when students' prior knowledge extensively varies. The paper aims to discuss these issues.

In this experimental study, the authors focused on three conditions of an introductory statistics course: individual problem solving, peer instruction, and peer instruction with hints.

The authors have found students in peer instruction with hints class did not only outperform in the final exam, but also achieved the highest frequency of successful conceptual changes in comparison with their counterparts in the other two classes.

Providing instructional hints to improve the effectiveness of peer instruction may shed light on classroom instruction in higher education.

As for international business education, this was a unique exploration to capture students' conceptual changes using clickers. The authors believed this research paper will help the education practitioners to know their business students better.

Exposure to unhealthy lifestyle behaviours before pregnancy affects the health of mothers and their (unborn) children. A social marketing strategy could empower prospective parents to actively prepare for pregnancy through preconception care (PCC). This study aims to describe the development of a PCC social marketing strategy based on the eight-point benchmark criteria for effective social marketing and to clarify the concept of using social marketing for health promotion purposes.

An extensive literature search was carried out regarding the needs of the target population and PCC behavioural goals, leading to the development of a bottom-up, ambassador-driven, communication concept.

In-depth insights of all benchmarks were analysed and incorporated during the development process of a new PCC social marketing strategy, with a special focus on the application of the “Health Belief Model” (Benchmark 3) and “the Four-P framework” (Benchmark 8). Evidence-based preconceptional health information is our product, for a low price as the information is freely attainable, promoting a message of overall women‘s health and online or through a consult with a health-care provider as the appropriate place. This formative research resulted in the development of the Woke Women® strategy, empowering women to actively prepare for pregnancy.

Developing a social marketing strategy to enhance actively preparing for pregnancy shows potential to encourage prospective parents to adopt healthier preconceptional lifestyle behaviours and can therefore improve the health of future generations.

Presents the results of a survey conducted among the largest firms in Greece concerning the participation of women in management. Finds that the presence of women on the higher echelons of the managerial ladder in most firms covered by the survey was minimal or non‐existent. Women’s participation at the middle and lower levels of management was also relatively small. Discovers that a large percentage of senior managers were found to hold negative preconceptions about women or believed in old‐fashioned gender stereotypes. Supplements the presentation of the results of the survey with a discussion of their implications and an exploration of certain policy issues.