Racial misconceptions of the theory of evolution predict opposition to the theory and science in general among a sample of Zimbabwean university students.
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ABSTRACT:
SUBMITTER: Chisango T
PROVIDER: S-EPMC10258415 | biostudies-literature | 2023 Jun
REPOSITORIES: biostudies-literature
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Racial misconceptions of the theory of evolution predict opposition to the theory and science in general among a sample of Zimbabwean university students.
Chisango Tadios T Maunganidze Langtone L Maseko Mpikelelo M Muchena Brian B Ncube Spiwe S Hombarume Lissa L Matanga Anesu Aggrey AA
Heliyon 20230529 6
The theory of evolution has often been misconceived and often associated with racist undertones and insinuations towards Black Africans, who are assumed to be less evolved and thus closer to "apes" genetically than other, presumably more advanced racial groups. In this research was thus tested the hypothesis that misconceptions surrounding Charles Darwin's Theory of Evolution, particularly racial ones, would predict a lack of acceptance of the theory in particular, and the entirety of the scienc ...[more]
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Project description:This article allows consulting the performance data of 96 Spanish university students in two personality questionnaires and two theory of mind (ToM) tasks. Personality dimensions were evaluated through the OPERAS questionnaire (Vigil-Colet et al., 2013) [1], which evaluates global personality through 5 scales: extraversion, agreeableness, conscientiousness, emotional stability, openness to experience, and the ESQUIZO-Q questionnaire (Fonseca-Pedrero et al., 2010) [2], which assesses schizotypy by means of 10 subscales: ideas of reference, magical thinking, unusual perceptual experiences, odd thinking and language, paranoid ideation, physical anhedonia, social anhedonia, odd behavior, lack of close friends, and excessive social anxiety. The ability to attribute/infer mental states, i.e. ToM, was measured through two computerized tasks: the revised Reading the Mind in the Eyes (Baron-Cohen et al., 1997, 2001) [3], [4], and the Director's task (Keysar et al., 2000, 2003; Dumontheil et al., 2010) [5-7].
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Project description:IntroductionThe majority of large public universities have exclusive pouring rights contracts with beverage companies that produce and market sugar-sweetened beverages. Pouring rights contracts contain provisions that conflict with recommendations from major public health organizations that institutions reduce sugar-sweetened beverage availability, marketing, and consumption. This study assessed the following among students at 3 public universities: student perception of pouring rights contracts (the extent to which they favored or opposed pouring rights contracts), the association between student socioeconomic characteristics and perception of pouring rights contracts, student estimates of pouring rights contract revenue, and the association between student pouring rights contract revenue estimates and perception of pouring rights contracts. To contextualize results, actual pouring rights contract revenue as a percentage of total revenues was estimated.MethodsA cross-sectional exploratory study was conducted among a convenience sample of 1,311 undergraduate sugar-sweetened beverages-consuming students recruited from 3 large and diverse public universities in Northern California. On an online questionnaire, undergraduate students indicated the extent to which they favored or opposed pouring rights contracts on a 10-point scale (oppose=1-5, favor=6-10) and provided a numeric estimate of the percentage of total university revenue they thought their university's pouring rights contract generated. Regression models were used to analyze differences in perception of pouring rights contracts by student socioeconomic characteristics and estimates of university revenues generated by pouring rights contracts. In addition, pouring rights contracts and financial reports were obtained from the 3 universities to estimate actual pouring rights contract revenue as a percentage of total revenues. Survey data were collected between August and November 2018 and analyzed in August 2022.ResultsA large majority of students (81%) opposed pouring rights contracts, and the opposition did not significantly differ by student socioeconomic characteristics, including by levels of food security, need-based financial aid, participation in federal food assistance or healthcare programs, parental education, or parental income (all ps>0.14). The median student estimate for pouring rights contract revenue as a percentage of total university revenue was 10%. In contrast, the estimated actual annual revenue generated from the pouring rights contracts ranged from 0.01% to 0.04% at these schools. Revenue estimates were not significantly associated with participants' opposition or favoring of pouring rights contracts (p=0.65).ConclusionsA large majority of students opposed pouring rights contracts, and this opposition was similar regardless of student socioeconomic characteristics or student estimates of pouring rights contract revenues. Students markedly overestimated (by >100-1,000-fold) the percentage of university revenue that came from pouring rights contracts. University administration should consider student views on pouring rights contracts when deciding whether to exit or continue with pouring rights contracts.
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Project description:Background and aimSmoking is still a public health concern in many countries, especially among young adults. Consequently, we determined what factors affect university students' smoking behavior in Turkey.MethodsThis cross-sectional study was conducted between March and June 2017 using a simple random sampling method. A self-administered questionnaire was used to collect information on participants' (N = 2,505; mean age = 20.9 ± 2.5 years; 58.9% women) sociodemographic characteristics, cigarette smoking status, and related risk factors. Univariate analysis and multivariate logistic regression analysis were performed with the Backward likelihood-ratio method.ResultsStudents were completing either two- or four-year degrees (45.6% and 54.4%, respectively). Regarding familial smoking behavior, 36.1% had a father who smoked, 10.3% had a mother who smoked, and 15.0% had siblings who smoked. Among participants, 27.9% were current smokers: 46% of the men and 15.3% of the women. Mean smoking onset age was 16.34 ± 2.72 years (15.65 ± 2.67 years for men and 16.34 ± 2.72 for women (p < .05). Mean Fagerströmtest score was 4.43 ± 1.82, and women had lower test scores than did men (p < .05). After controlling for potential confounders in multivariate analyses, five factors were significantly positively associated with current smoking: being a man (odds ratio (OR): 3.43; 95% confidence interval (CI): 2.75-4.28), studying in a two-year program (OR: 1.74; 95% CI: 1.39-2.18), having at least one immediate family member who smoked (OR: 1.63; 95% CI: 1.31-2.04), having all close friends who smoked (OR: 1.81; 95% CI: 1.40-2.33), and alcohol consumption (OR: 4.39; 95% CI: 3.51-5.49).ConclusionThere was a higher smoking rate among our study population, both compared to similar national studies and Turkey's overall smoking rate. Underlying factors should be evaluated via qualitative studies and preventive strategies should be implemented accordingly.
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Project description:BackgroundBody image is considered a core issue for public health and associates with university students' overall health. Due to positive associations between exercise and body image, it has been suggested that students within an exercise science program might be more body appreciative compared to other students. On the other hand, the strong societal idealization of the athletic body may expose them to a pressure of having a specific body appearance, which may result in unfavorable health consequences. Nevertheless, studies investigating these hypotheses are lacking. We therefore aimed to explore the level and associations of body appreciation, body appearance pressure, body image related mental health constructs, physical activity, and exercise, in Norwegian university exercise science and non-health reference students.MethodMale and female exercise science students (n = 517) and reference students (n = 476), from nine large universities in Norway took part in this cross-sectional study. Participants responded to the Body appreciation scale-2, a self-developed questionnaire on body appearance pressure, Physical Appearance Comparison Scale-Revised, Sociocultural attitudes towards appearance questionnaire-4R, Rosenberg Self-Esteem Scale, Satisfaction with Life Scale, and questions about physical activity and exercise. Between group differences were analyzed using student independent t-test and ANCOVA for parametric data and Chi-square test for categorical data, and associations were evaluated by Person's correlation. P-values ≤0.05 were defined as significant.ResultsFemale exercise science students had higher scores on body appreciation compared to reference students. No group difference was found in males. A high percentage of students reported experiencing body appearance pressure, with 69 and 85% among male and female exercise science students, and 57 and 83% among male and female reference students. Fitness centers were the settings where most respondents experienced body appearance pressure. Body appreciation was strongly associated with favorable scores on body image related mental health constructs, while personally experienced body appearance pressure associated with destructive scores on the same constructs.ConclusionBody appearance pressure is an issue among university students regardless of study program. Actions to promote body appreciation and prevent body appearance pressure may include an implementation of media literacy, body functionality, and exercise as topics within the education program to safeguard students' health and well-being.Clinical trial registryNo. NCT04256967 .
| S-EPMC7977603 | biostudies-literature
Project description:Playing traditional games has a direct impact on the mood states of the players, and this is the reason why physical education is an ideal setting for teaching how to recognize them and be aware about how they can swing. The objective of the study was to determine if participating in traditional opposition games causes changes to the participants' mood states. A total of 102 students participated. Each participant recorded the intensity of the mood state experienced at the beginning and at the end of the sessions, using the validated Profile of Mood States (POMS) instrument. The pedagogical experience was planned as 4 sessions with 6 and 5 opposition games each: (a) with competition in mixed groups, equally and unequally mixed; (b) without competition in mixed groups, equally and unequally mixed; (c) with competition in same-gender groups; and (d) without competition in same-gender groups. When comparing the different mood states according to session (with or without competition), the mood states of the depression, fatigue, and vigor dimensions were significantly different (p < 0.05), with higher scores in the sessions with competition for the mood states of vigor (Mcompetition = 7.27 and Mno_competition = 3.10) and fatigue (Mcompetition = 4.08 and Mno_competition = 1.80). Also, when comparing the mood states depending on session grouping and group type, the results showed differences in the scores obtained for the dimensions fatigue and anger, and general mood state (p < 0.05). These differences were found at the start of the session and at the end, with the dimension fatigue being the only one with differences in both situations when comparing the same-gender, equally-mixed, and unequally-mixed groups for the two types of traditional opposition games compared. In addition, after an analysis of the mood states depending on gender was performed, the results and therefore the significant differences found, were very similar to those obtained according to group type. Lastly, it was concluded that the type of group (equal, mixed & same gender), and gender were decisive, causing variations in the mood states of the students. This provides valuable information for teaching professionals about the structuring and organization of PE sessions, aiming to promoting positive motor experiences.
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Project description:BackgroundHealth literacy (HL) in Thailand remains a significant issue, with a large portion of the population demonstrating limited HL, and limited research exists on specific determinants among Thai university students. Some culture shapes health decision-making and HL disparities within this group, highlighting the need to evaluate HL comprehensively. This study aims to assess and compare HL levels among health science and non-health science students, and identify key predictors associated with HL.MethodsA cross-sectional study was conducted among 1,647 Thai university students, comprising 676 health science and 971 non-health science students, recruited through multi-stage stratified random sampling. Data were collected using validated questionnaires that measured sociodemographic characteristics, academic background, lifestyle behaviors, and HL levels across three sub-domains, including healthcare, disease prevention, and health promotion. Statistical analyses included univariable and multivariable regression models, with significance set at p-value < 0.05.ResultsHealth sciences students demonstrated significantly higher HL scores across all sub-domains compared to non-health sciences students. Limited HL was found in 12.6% for health science students, and 28.4% for non-health science students. Key predictors of overall HL included gender, income, faculty of study, and lifestyle-related health behaviors. Female students showed higher total HL (β = 1.41; 95% CI: 0.62, 2.21), as did those with higher income (β = 1.28; 95% CI: 0.76, 1.80). Students enrolled in health sciences programs had higher HL scores (β = 2.86; 95% CI: 2.07, 3.64). Lifestyle behaviors also correlated with HL, with non-smoking (β = -0.58; 95% CI: -1.03, -0.13), no alcohol consumption (β = -0.45, 95%CI: -0.89, -0.01), and regular physical activity (β = 0.35; 95% CI: 0.04, 0.66). Consumption of sweet foods/drinks was inversely related to HL scores (β = -0.87; 95% CI: -1.49, -0.26).ConclusionsHL among Thai university students varies significantly by sociodemographic factors, academic background, and lifestyle behaviors. Health sciences students exhibited stronger HL skills, underscoring the importance of integrating health education into non-health sciences curricula. Targeted HL interventions are recommended for non-health sciences students, males, and individuals from lower-income backgrounds to enhance health decision-making and reduce HL disparities. These findings have implications for policy and practice, emphasizing the integration of HL modules into university curricula, health promotion campaigns, and the provision of accessible health services to foster an inclusive and health-literate student population.
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Project description:One of the foundational assumptions in education is that greater teacher knowledge contributes to greater gains in student knowledge, but empirical evidence in support of this assumption is scarce. Using a U.S. sample of 79 biology teachers and their 2749 high school students, we investigate whether teachers' subject matter knowledge (SMK) and knowledge of students' misconceptions (KOSM) in high school life science are associated with students' posttest performance on multiple-choice test items designed to reveal student misconceptions, after controlling for their pretest scores. We found that students were more likely to answer an item on the posttest correctly if their teachers could answer the question correctly, themselves (SMK). Teachers' ability to predict students' most common wrong answer (KOSM) for an item predicted even better student performance. Items for which a particular wrong answer rose above others in popularity saw an even greater benefit for teacher KOSM.
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Project description:This study investigated the integration of ELT (English language teaching) strategies in Asian university science classrooms. Guided by the exploratory-descriptive qualitative research as methodological framework, this investigation sought to answer the following research questions: (a) What are the perceptions of the science teachers in employing ELT strategies in science university classrooms? (b) What challenges and issues do science teachers see in the integration of the ELT strategies in university science classrooms? (c) What are the perceptions of the student participants on the roles of ELT strategies in science classrooms? This study used interviews with selected teachers and students as participants, and a lesson implementation. The analysis surfaces that both teachers and students have favorable opinions on the contributions of ELT strategies in science classrooms. The results of this study support the use of these strategies to foster effective communication and improve comprehension in science classrooms. While positive perceptions were evident, a few issues, however, surfaced: issues involving comprehension, written structure and spelling, and a lack of speaking skills among the students. These findings suggest the importance of addressing these specific areas for improvement through targeted instruction and practice. The implications of this study are also discussed.
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Project description:Ultraviolet radiation (UVR) is the most important risk factor for developing skin cancer. University students can be considered as a particularly high-risk group for long- and short-term adverse effects of UVR due to intensive solar UVR exposure and high rates of sunburn. While validated questionnaires for assessing solar UVR exposure and sun protection behavior are available in German, a questionnaire for assessing the level of knowledge about this topic is still missing. We conducted a literature search for cross-sectional studies assessing skin cancer and sun protection knowledge among university students in Medline (via PubMed) and analyzed existing questionnaires and topics contained therein. We chose to translate the "Skin Cancer and Sun Knowledge Scale" referring to the TRAPD method into the German language and pilot-tested the translation with an opportunity sample of German students. The literature search revealed 36 eligible studies. Four major topics were identified within the studies: knowledge on skin cancer, risk factors, UVR, and sun protection measures. One hundred and seven German university students (86.0% female) with a mean age of 26.25 years (SD ± 4.58; range: 19-46) participated in our pilot study. The internal reliability of the scale was KR-20 = 0.624. We discovered an improvable level of knowledge in terms of skin cancer among the study population. Statistical analyses revealed no significant associations between the level of knowledge and UVR exposure or tanning behavior, respectively. The skin cancer and sun protection knowledge of German university students should be examined thoroughly. While the psychometric properties of the SCSK require further thorough investigation, first empirical experiences indicate the suitability of the tool to assess the level of knowledge regarding skin cancer and sun protection.
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Project description:The theory of evolution is one of the greatest scientific achievements in the intellectual history of humankind, yet it is still contentious within certain social groups. Despite being as robust and evidence-based as any other notable scientific theory, some people show a strong reluctance to accept it. In this study, we used the Measure of Acceptance of the Theory of Evolution (MATE) and Knowledge of Evolution Exam (KEE) questionnaires with university students from four academic degree programs (Chemistry, English, History, and Biology) of ten universities from Spain to measure, respectively, acceptance and knowledge of evolutionary theory among third-year undergraduate students (nMATE = 978; nKEE = 981). Results show that acceptance of evolution is relatively high (87.2%), whereas knowledge of the theory is moderate (5.4 out of 10) although there are differences across degrees (Biology>Chemistry>History>English), and even among various universities (ranging from 4.71 to 5.81). Statistical analysis reveals that knowledge of evolutionary theory among Biology students is partially explained by the relative weight of evolutionary themes within the curriculum, suggesting that an increase in the number of hours dedicated to this topic could have a direct influence on students' knowledge of it. We also found that religion may have a significant-although relatively small-negative influence on evolutionary theory acceptance. The moderate knowledge of evolution in our undergraduate students, together with the potential problem of acceptance in certain groups, suggests the need for a revision of the evolutionary concepts in the teaching curricula of our students since primary school.
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