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1.
Els C. M. van Rooij Ellen P. W. A. Jansen Wim J. C. M. van de Grift 《European Journal of Psychology of Education - EJPE》2018,33(4):749-767
Considering the pivotal role of academic adjustment for student success, it is important to gain insight into how several motivational and behavioural factors affect academic adjustment and the extent to which academic adjustment influences student success. This empirical study investigated how intrinsic motivation, academic self-efficacy, self-regulated study behaviour and satisfaction with the chosen degree programme influenced academic adjustment in university and how these variables and adjustment affected three important indicators of student success: grade point average (GPA), attained number of credits (ECTS) and intention to persist. The sample consisted of 243 first-year university students in the Netherlands. Structural equation modelling showed that academic adjustment was influenced by intrinsic motivation, self-regulated study behaviour and degree programme satisfaction, which together explained 72% of the variance in adjustment. Motivational and behavioural variables did not influence GPA and credits directly but through academic adjustment. Furthermore, only satisfaction with the degree programme predicted intention to persist. These results point to the importance of academic adjustment in predicting university GPA and credits and the pivotal role of satisfaction with the degree programme in predicting intention to persist. Universities could integrate the development of self-regulated study skills—the biggest contributor to academic adjustment—in the first-year programme. Moreover, looking at the importance of students’ satisfaction with the programme, communication and collaboration between secondary schools and universities should be enhanced in order to help students to choose a university degree programme that matches their abilities, interests and values. 相似文献
2.
Fu-Yuan Hong 《Educational studies》2017,43(2):165-185
The main purpose of this research was to examine the relationships among school principals’ transformational leadership, school academic optimism, teachers’ academic optimism and teachers’ professional commitment. This study conducted a questionnaire survey on 367 teachers from 20 high schools in Taiwan by random sampling, using principals’ transformational leadership scale, a school academic optimism scale, teachers’ academic optimism scale, and teachers’ professional commitment scale. The results of confirmatory factor analysis showed that there is good fit in the factor structure of school academic optimism and teachers’ academic optimism. The results of the Pearson product-moment correlation analysis and path analysis revealed that principals’ transformational leadership has a positive effect on school academic optimism and teachers’ academic optimism. School academic optimism has a positive effect on teachers’ academic optimism. Principals’ transformational leadership and teachers’ academic optimism have a positive effect on teachers’ professional commitment. Finally, this research offers some suggestions based on the results. 相似文献
3.
Relationships among properties of college students’ self-set academic goals and academic achievement
The major purpose of this study was to investigate the relationships among properties of college students’ self-set academic goals and academic achievement, using multiple theoretical perspectives. Using a personal goal-based research methodology, college students enrolled in a learning-to-learn course (N?=?130) were asked to list 20 of their goals (academic and/or non-academic). For each of their goals, goal specificity, value, expectation of success and autonomous and controlled motivation were measured and then ratings on each goal property were averaged across students’ academic goals (24.75% of all goals) to predict students’ grade point average (GPA) for the semester. Regression results suggested a positive affect on students’ semester GPA for goal specificity and a negative effect for controlled motivation; the model explained 19% of the variation in GPA. This research may help to inform motivation researchers and educational practitioners who assist college students with goal setting. 相似文献
4.
AbstractGiven Chinese students often perform well academically despite the challenges of their competitive academic environments, it is important to explore what enables the academic resilience of these students. Moreover, because the extant resilience literature is biased towards Western accounts of resilience, it is crucial that non-Western perspectives be added to this literature. In this study, three factors from family and school settings were examined: namely, parental supervision, school involvement and recognition, and school expectation of behaviour. We did so among 693 11th grade Chinese students from two of the largest provinces participating in the competitive college entrance examination in China. Participants completed a questionnaire comprising a series of individual, family, and school variables that were complemented by academic achievement data drawn from school records. Results showed that Chinese parents’ supervision and school involvement and recognition are significantly and negatively associated with low school commitment and individual conflict attitude, which are important protective factors in reducing adolescents’ risk of problem behaviours and promoting academic resilience. This study highlights the importance of taking a multidimensional approach to building academic resilience among those from highly competitive settings in China. 相似文献
5.
University provision for academic development is well established in the USA, UK and many other countries. However, arrangements for its provision and staffing vary. In Australia, there has been a trend towards professional rather than academic staff appointments. Is this appropriate? In this paper, the domains of academic development work are explored and roles that are essentially academic in nature – and those that are not – are identified. Upon investigation, the current staffing balance in Australian central units appears appropriate, but a further move to increase the proportion of professional appointments in central Australian academic development units would be counter-productive. 相似文献
6.
《Africa Education Review》2013,10(3):581-594
Abstract Many students enter tertiary education unfamiliar with the ‘norms and conventions’ of their disciplines. Research into academic literacies has shown that in order to succeed in their studies, students are expected to conform to these norms and conventions, which are often unrecognized or seen as ‘common sense’ by lecturers. Students have to develop their own ‘map’ of their programme's expectations in order to make sense of the seemingly mysterious practices they are expected to take on. This study, undertaken at a University of Technology in South Africa, details students’ perceptions of their writing difficulties and their attempts to navigate their way through various writing tasks. The findings reveal that students experience a range of difficulties and that the students often feel unsupported in their travails with academic writing. 相似文献
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Gaps in GCSE attainment have long been the concern of policy makers, academics, and social commentators, largely due to the importance of these exams for setting children on their future academic and career pathways. In the past a wide range of factors relating to the pupils, their families, and their schools have been found to account for differences in GCSE attainment. In this paper we examine the role of pupils’ beliefs in their own academic ability (academic self-concept). Using Next Steps data, we examine whether pupils with higher academic self-concept do better or worse in their GCSEs than pupils with lower academic self-concept. Results show that on average, controlling for other characteristics, having high academic self-concept increases GCSE scores by four grades. When we compare academic self-concept to measured achievement we find that both high and low attainers have higher probabilities of achieving five A*–C GCSEs and higher GCSE point scores on average if they have high academic self-concept than similarly able students who have lower academic self-concept. 相似文献
9.
Reading and Writing - Academic language is a kind of social language for the purpose of schooling. It is central to disciplinary learning, thinking, and communication. This study examined... 相似文献
10.
Carlos M. Rodriguez 《高等教育研究与发展》2009,28(5):523-539
This study provides evidence of the impact of two critical self‐regulation components – academic self‐concept and outcome expectations – on the selection of learning strategies conducive to academic achievement in undergraduate business education. Self‐concept theory is the framework for the analysis of students’ motivations and learning behaviors. Path analysis suggests that high academic self‐concept favors engagement in complex cognitive effort, deep learning strategies and self‐reflection, as well as in the adoption of strategic learning approaches alone. However, the composite effect of deep learning through strategic approaches has the most impact on student’s academic performance. High academic expectations favor students’ selection of deep learning more than strategic approaches. Clearly, the use of surface approaches to learning is not conducive to academic achievement. Overall, these findings suggest that high students’ academic self‐concepts and unambiguous outcome expectations encourage critical thinking and reflective approaches to learning. Implications for the design of educational models and curriculum in business undergraduate education are discussed. 相似文献
11.
Academic help-seeking is an invaluable learning strategy that has not yet received much attention in the distance education research literature. The asynchronous nature of distance education and many online courses presents an inherent roadblock to help-seeking. The purpose of this study was to explore the effect of academic self-regulation, critical thinking, and age on online graduate students’ help-seeking. Results indicate that these variables did significantly influence help-seeking, and that as self-regulation and critical thinking increased so did help-seeking. However, as age increased, help-seeking decreased. These results and implications for practice are discussed. 相似文献
12.
W. Richard Bond 《Interchange》1996,27(2):103-110
Recent provincial government policy proposals related to university governance and substantive and procedural autonomy has had the effect on Ontario university faculty members of throwing the cat among the pigeons. The policy proposals were based on an articulated need for zero tolerance of various forms of harassment, in the first instance voiced by interest groups representing gender, race, political affiliation, sexual orientation and a number of other concerns, and consequently transformed into a provincial government position by politicians.As the province is the main funding agency for universities, the threat to a number of aspects of university integrity is a real one. However, there appears to be much more at stake than a simple threat to the fair treatment of different minorities in the university setting. Such proposals, if articulated as formal policy, have the potential to erode those very elements around which universities have been created and for which universities continue to exist, namely, substantive and procedural autonomy and academic freedom.While in no way denying the rights of minority groups or humans in general as espoused by changing norms in a representative democracy, this article addresses the controversy, defines the freedoms at stake and extrapolates upon the implications of their erosion. 相似文献
13.
Researchers continue to investigate and understand leadership in higher education. However, leadership does not stand alone; it is part of an interactive dyad with followers. Building on a previous study that aimed to unpack academics’ experiences of leadership in higher education with a view to enhancing leadership practices, this paper creatively examines metaphors in order to understand how followers interpret academic leadership, followership and follower–leader interactions. Data were gathered from academics in follower roles through written narratives or face-to-face interviews in accordance with participants’ preferences. Drawing on a social constructionist perspective and a metaphorical conceptual framework, we align with Lakoff and Johnson [1980. Metaphors we live by. Chicago: University of Chicago Press] who claim that metaphors pervade thought and action. Our findings illuminate followers’ understandings of leadership efficacy; their multifaceted responses to particular encounters with leaders and the complexities of following and leading in university workplaces. We demonstrate how metaphors can explain some of the concerns and constraints shaping follower and leader interactions in academia. Our analysis highlights the importance of framing leadership as a relational and dynamic construct. 相似文献
14.
Jianjun Wu 《Educational Media International》2013,50(1):57-67
An increasing number of K‐12 school teachers have been using handheld, or palmtop, computers in the classroom as an integral means of facilitating education due to the flexibility, mobility, interactive learning capability, and comparatively inexpensive cost. This study involved two experiments in handheld computers: (a) a comparison of the process of learning English spelling in fourth grade students using handheld computers and fourth grade students who did not use handheld computers, and (b) a comparison between the test results of fifth grade students’ dividing fractions using handheld computers and fifth grade students dividing fractions using paper‐and‐pencil. The results revealed that fourth grade students who used handheld computers to learn spelling had significantly higher test scores than those students who learned spelling without handheld computers. Fifth grade students who used handheld computers when taking a dividing fractions test scored significantly higher than those students who used paper‐and‐pencil for the same test. This study concluded that handheld devices could be an addition to learning technologies in elementary schools. Untersuchung der Einsatzmöglichkeit von Handheld‐Technologie beim Erreichen von akademischen Primarschul‐Lehrer‐Abschlüssen Eine wachsende Zahl von K‐12 Schullehrern verwenden Handhelds oder Palmtop‐Computer im Unterricht als wesentliche erzieherische Hilfsmittel wegen ihrer Flexibilität Mobilität, interaktiven Kapazität und ihren vergleichsweise geringen Kosten. Diese Studie enthält zwei Experimente im Bereich “Handheld Computer”. Die Ergebnisse zeigten, dass fourth‐grade Studenten, die zum Erlernen der Rechtschreibung Handheld.‐Computer benutzten, signifikant bessere Testergebnisse erreichten als die, die keine Handhelds verwendeten. Fifth‐Grade Studenten, die Handhelds beim Lösen von Divisionsaufgaben benutzen haben beim Test signifikant besser abgeschnitten, als die, die nur Papier und Bleistift für den gleichen Test zur Verfügun hatten. Daraus folgt, dass Handheld Hilfsmittel eine zusätzliche Hilfe beim Lernen von Technologie in Grundschulen sein könnten. Un examen du potentiel des technologies portables sur les résultats scolaires des élèves de l’école élémentaire Un nombre croissant de professeurs des écoles utilisent les ordinateurs portables ou “palmtop” dans leurs classes comme outil intégré susceptible de faciliter l’enseignement, du fait de sa souplesse, de sa mobilité, de sa capacité à favoriser l’apprentissage interactif et de son prix relativement accessible. La présente étude a porté sur deux expériences impliquant des ordinateurs de poche. Les résultats ont révélé que les élèves de quatrième année qui utilisaient ces ordinateurs portables pour apprendre l’orthographe obtenaient aux tests des scores nettement plus élevés que les élèves qui apprenaient l’orthographe sans ordinateursde poche. Les élèves de cinquième année qui utilisaient des ordinateurs portables lorsqu’ils passaient un test sur la division des fractions obtenaient des résultats nettement plus élevés que les élèves qui utilisaient du papier et un crayon pour le même test. Cette étude a conclu que les technologies portables pouvaient apporter un plus aux technologies d’apprentissage dans les écoles élémentaires. Un examen de las potencialides de las tecnologías portátilessobre los resultados académicos de los alumnos de primaria Un número creciente de maestros de escuela usan ordenadores de tipo móvil o handheld en sus aulas como herramientas integradas para facilitar el aprendizaje, debido a su flexibilidad, movilidad, capacidad para facilitar el aprendizaje interactivo y su precio relativamente barato. El presente estudio incluye dos experimentos sobre los ordenadores de bolsillo. Los resultados han mostrado que los alumnos de cuarto año que habían usado esos ordenadores móviles para aprender la ortografía conseguían resultados claramente más altos que los alumnos que habían aprendido la ortografía sin ordenadores móviles. Los alumnos de quinto año que usaban los ordenadores móviles cuando pasaban un test de división de fracciones conseguían resultados claramente más altos que los de esos alumnos que habían usado papel y lápiz para el mismo test. La investigación concluyó que los aparatos portatiles podían constituir un valor agregado en las tecnologías de aprendizaje en las escuelas primarias. 相似文献
15.
This article examines the impact of an adjunct English language tutorial program on the academic performance of first‐year Architecture students. With increasing numbers of international students enrolling in Australian universities, language and academic skills programs have shifted from generic to more discipline‐specific models; however, there has been little research on the effects of these programs on ESL students' academic performance. This study uses a mixed‐method approach to evaluate the effectiveness of an English as a second language (ESL) intervention program. Findings indicate that students value a highly discipline‐specific approach to language and academic skills support and that regular participation in a content‐based ESL program can lead to positive learning outcomes for students. Preliminary findings also suggest that there are positive longer‐term benefits on students' academic outcomes. The authors suggest the need for longitudinal studies on the impact of discipline‐based programs for ESL students. 相似文献
16.
For over a decade, debate has raged about the nature and purpose of the PhD, including its role as preparation for working in academia. Academic work has changed a great deal in the last 60 years, yet our doctoral curriculum has remained relatively static. While there is increasing interest in matching PhD programmes to ‘real world’ needs, there is a surprising lack of research to inform research curriculum development at this level. If we take the position that the PhD is still the best way to prepare for academic work, what skills and attributes should we help graduates develop for this destination? This article analyses a set of academic job advertisements and asks: What do academic employers really want from the PhD now? 相似文献
17.
Our universities are becoming increasingly diverse at the same time as online asynchronous discussions (OADs) are emerging as the most important forum for computer mediated communication (CMC) in distance education. But there is shortage of studies that explore how graduate students from different ethnic, linguistic and cultural backgrounds use OADs for academic discourse socialization. This article discusses a qualitative study conducted to address these issues. Language socialization and community of practice theories informed the study. Analyses of surveys, interviews, and Blackboard postings from seven hybrid courses reveal that participants perceived OADs highly positively and used them as a virtual community for academic and professional discourse socialization and appropriation. Findings also suggest that students experienced some frustrations and disappointments regarding professorial presence and grading. We discuss these findings, show how academic and professional discourse socialization occurs in asynchronous virtual reality, and draw implications for further research and practice. 相似文献
18.
Academic resilience refers to academic success despite chronic socio-educational adversity. Given increases in immigration across the world in the past decade (including in Europe), there have been calls to identify factors (e.g., engagement) that can better support immigrant students’ academic resilience. With a sample of N = 17,241 immigrant students from 18 European countries, the present investigation employed multi-level probit regression to determine the extent to which cognitive, behavioral, and social-emotional engagement predict academic resilience status at both the student- and school-level. Findings revealed that cognitive engagement and behavioral engagement, at both the student- and school-level, are positively associated with academic resilience (yielding moderate and large effect sizes), while the findings regarding social-emotional engagement were more equivocal. 相似文献
19.
Abstract This paper stems from conversations between the authors who recently came to work together in staff and educational development. Having pursued different academic careers in Higher Education (HE), we questioned whether we had a common understanding of our academic community. In particular, we discussed two aspects. First, the extent to which our different disciplinary backgrounds influenced our perspectives on academic practice and our attitudes and approaches to staff and educational development. If we held different views on academic practice, how many other variations were we likely to encounter? Second, we felt it important to be sensitive to the needs of our colleagues in terms of their practices. The research that emanated from our discussions began with an empirical study, reported in this paper. We explore tensions between the various work activities performed by academics at the University of Sheffield. Eighty staff maintained a diary over a specified week early in the academic year 1997‐98. They recorded time spent on the activities of research, teaching, administration, external work, and professional development. Biographical data, including staff grade, length of service in HE, and length of service at the University were collected via a questionnaire attached to the diary. It would appear that the majority of academics surveyed support a role in both teaching and research, with a preference to spend more time on research at the expense of administration but not at the expense of teaching. These empirical data help us to understand more about the role of academics in changing times, and how we, as staff and educational developers, might become more effective and efficient. 相似文献
20.
Maria Pietilä 《Higher Education》2014,67(3):303-316
The article examines academic leaders’ conceptions of research profiling. Global science policies, including the Finnish governmental policy, promote the identification of areas of research excellence and recommend resource concentration on them. However, as active agents, leaders may have competing, even conflicting views on the pros and cons of the institutional norm of selective research excellence and research steering. Drawing on the ideas of micro-level institutionalism, this study seeks answers to the following questions: What kinds of conceptions of research profiling do the academic leaders have? How are these connected to the goals that the leaders are trying to achieve with profiling? The data comprised 15 interviews with leaders at different organisational levels in two Finnish research universities. Two general conceptions of research profiling were identified: profiling as an instrument of strategic management and profiling as symbolic management. The conceptions were connected to various rationales, such as strengthening research and communicating to the external environment. By emphasising the variability and incoherence of leaders’ conceptions and the underlying rationalities, the study contributes to understanding how academic leaders make sense of the complex issues they face and how they cope with various demands. 相似文献