Maintaining connections: An investigation of the factors that influence student participation in health science classes

摘要: There is a growing number and diversity of students in Australian universities. A disturbingly high proportion adopt passive roles structured classes, thereby forfeiting the opportunity to engage actively learning process. clearer understanding factors influencing active participation likely encourage re-evaluation how classroom setting structured. In 2008, questionnaire was administered on-line across Division Health Sciences an university. Survey items represented: self-reported classes; fear teacher peer criticisms; support; family school background; confidence; informal contact with teachers; expectations students’ at Path analysis assessed independence interdependence pathways linking hypothesised predictors. 764 respondents (559 females) provided complete responses (29% response rate). Among males females there relatively strong pathway teachers, confidence participation, higher levels predicting lower participation. turn, perceptions their role process strongly associated indicating that undergraduate belief it inappropriate ask questions indirectly reduces participate through criticisms. direct association seen between criticism, suggesting pressure play reinforced by pressure. Students’ background, earlier encouragement communicate influences perceived status university. These findings underscore importance teaching strategies diminish concerns related consequences With expanding classes shrinking time, challenge before tertiary community foster sense connectedness among its members.