It is essential to mention that attitude is considered a psychological construct. This means you can see the consequences of the attitude but not the attitude itself. In other words, the behavior is observed to determine the attitude. For example, a child who refuses to follow orders provides evidence that they have a bad attitude.
There are three main components of an attitude, and they are cognitive, affective, and intentional. The cognitive aspect of an attitude refers to what beliefs a student has about a person or object. The affective component relates to the feelings a student has towards a person or object. Lastly, the intentional component address the intentions a person has towards a person or object.
Attitude Student
The situational approach states that attitudes emerge depending on the context. For example, if students struggle to understand math, they may develop a negative attitude about math. However, the opposite is also true in that success will cause the development of a positive attitude. This view allows a teacher to try to find situations in which students can have success so that they can shape a positive attitude.
Lastly, the social information processing approach views that attitudes are caught from the people around us. For example, if a student with a neutral attitude is surrounded by students with negative attitudes, they also will develop a negative attitude. Students pick up on the information about various topics from the environment, which can largely shape their attitude towards something.
Generally, students will try to maintain consistency between their attitudes and actions. Failure to do this can lead to trying to justify inconsistent behavior through excuses. This happens when students do something they know is wrong and blame it on something else or someone. This disconnect between attitude and action is sometimes called cognitive dissonance.
Attitudes are part of life but how we respond is up to us. Whether a student has a positive or negative attitude, it is up to the teacher to find ways to work with this student. The ideas presented here are simply a stepping stone in this process.
Positivity can be useful by prompting students to take risks and try new things in the classroom and at home. For example, students might experiment with taking trumpet lessons and discover that they love the instrument or they might try running and find their new favorite exercise routine.
Combine positive affirmations for kids and proprioceptive input with The Positive Path. Children can jump along the path or do wall push-ups while they read words of encouragement. Students can benefit from proprioceptive input to help get their bodies ready to learn. The Positive Path highlights the importance of a positive attitude for students.
At Berkeley Haas, we believe that a fundamental step in redefining the business leader is to get our culture right, because this culture encourages students to develop the mindset and behaviors of innovative leaders.
Across every dimension, Haas students, faculty, and staff are characterized by the high quality of their work, their exceptional talents and creativity, their diversity of experience, and their commitment to inclusiveness.
The proximity of these companies to each other, and to our campus, creates opportunities for growth and development for every Berkeley Haas student. Students have direct access to the innovation economy through internships, consulting projects, speakers, company visits, and networking.
By utilizing a modified version of the Achievement Emotions Questionnaire, a web-based cross-sectional study was conducted to evaluate the students' positive and negative emotions towards schools during the early phases of the COVID-19 pandemic.
Our findings demonstrated a satisfactory level of students' emotions regarding schools and education during the closure of schools and institutions. This indicates that despite the imposed situation, students showed enthusiasm towards learning and schools.
The rapid increase in the number of infected cases and mortalities due to the 2019 novel coronavirus diseases (COVID-19) has led to the closures of all academic institutions including elementary and high schools with the hope of slowing the transmission of the virus among the population [1, 2]. Furthermore, all students have been advised to be home quarantined regarding their safety.
A report by the United Nation Educational, Scientific and Cultural Organization (UNESCO) showed that until April 2020, school functions were affected by the COVID-19 pandemic and almost 196 countries experienced national wide closure of schools, subsequently affecting almost 1.6 billion young learners [3]. Furthermore, the Ministry of Health in Iran ordered a country wide closure of schools on March 2020 as a preventive measure in order to reduce the risk of viral transmission among the students and staff [4].
Studies have demonstrated that public health concerns, such as the COVID-19 pandemic, may cause psychological problems for students; its presentation includes a spectrum of anger, fear, anxiety, hopelessness, and boredom [13,14,15]. This study aimed to investigate the positive and negative emotions of students during the COVID-19 pandemic and evaluate the elements which influence their emotions regarding school and education.
Sex was not a significant element in the present study; however, in the literature, there was evidence in favor of sex differences in attitude towards school. Studies have reported that female students demonstrated a higher positive attitude toward school and were more eager to acquire education, contrary to male students who were less interested in school and had more negative emotions toward it [18,19,20].
Although our study found no meaningful relationship between positive and negative emotions and the types of schools, two studies were conducted in the Philippines to compare the motivation and attitude gap between public and private schools. They showed that positive attitude and motivation of private schools toward learning are higher than students studying in public school, which can be justified by the fact that those who study in private schools have better supports from parents and teachers which results in expediting conditions [21, 22].
Based on the results, there was a significant relationship between the location of the school (urban or rural) and emotions. Positive attitude towards schools is higher in rural areas than urban schools which is compatible with the results of a study by Swanson et al. that showed rural students had a higher tendency for graduation in comparison with urban students. The etiology of this difference can be found in, educational, socio-economic, and historical conditions [23]. Wilcox et al. described that advantages offered by small, tightly-knit communities' impact the educational system. In rural areas, while being aware of the social and economic variations affecting their communities, teachers and commissioners are working to support families to comprehend shifting educational requirements and opportunities for their children. Factors related to the improvement of education in rural areas include the potentials of academic goals, expectations, learning opportunities, strategies applied by educators to maintain and develop family relationships and involve community members, nature of individual and collective educator efficacy, and instruments for adjusting education and engaging necessary interventions for students who are at risk of dropout [24].
Verešová et al. proved that the GPA had a strong correlation with the attitude of students towards school and learning, which is parallel with our findings. Students with higher GPAs had higher positive emotions compared to negative ones toward school. This can contribute to the encouragement system provided by facilities and families that provide support and opportunities to achieve better GPAs, which in part causes a virtuous circle [25].
Although our study demonstrated a high level of positive emotions towards school, children may inadvertently miss school after having been away for some time, but these positive attitudes or enthusiasm may increase the opportunity to socialize with friends than the opportunity to learn. Another consequence of this pandemic and situation is impact on physical health of students through weight gain, especially those who live in urban areas since screen time and sedentary activities tends to rise while practicing social distancing. This survey was conducted during the early phases of the pandemic in Iran in which the educational system was not yet converted from the traditional style to online home-based education. Moreover, home-based learning during the pandemic shows how inequality affects children outside school, where some face poverty, jobless parents, and domestic violence. In some developed countries, schools also rallied together to remain open so that children who depended on the subsidized school meal program could continue to go to school and not go hungry at home, while others who lacked a conducive environment for learning at home could also go back to their schools to study.
Most countries have temporarily closed the schools as a part of a strategy to control the COVID-19 pandemic. Our findings demonstrated a satisfactory level of the students' emotions regarding schools and education during the closure of schools and institutions. This indicates that despite the imposed situation, students showed enthusiasm towards learning and schools. However, in our study, educational programs, particularly targeting older, urban population with lower GPA scores are essential for encouraging an optimistic attitude and accelerating positive emotions in these individuals. Also, we suggest that a strategic plan should be designed to find the weak points of the educational systems, especially in students with higher negative emotions. Furthermore, designing proper frameworks for the students' education improvement and activities during a global health crisis and social distancing periods is justified. 2ff7e9595c
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