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Samuel Long 《Higher Education》1982,11(2):221-235
In contrast to much of the research on contemporary university students of the post-activist generation, the study reported here rests on a model of the student as a quasi-citizen within the university political system. As a major political socialization environment for students, the university engenders feelings of academic disaffection among students. This study, based on a survey of 2,122 students enrolled at three mid-western universities in 1974, attempts to investigate the antecedents and consequences of felt academic disaffection for students. Five major findings emerge from this research. First, feelings of academic disaffection are relatively high among the students interviewed. Second, when the dimensionality of academic disaffection is investigated, these students typically express disaffection concerning the university and university administrators, with the latter group fostering most of the disaffection. Third, the students at the three universities surveyed generally differ regarding their evaluations of university functioning, their feelings of academic disaffection, and their desires for university reform, in each case with Southern Illinois University-Carbondale (SIU-C) students being significantly distinct from students at Northern Illinois University (NIU) and University of Kentucky (UK). Fourth, students' perceptions of authoritarian governance and an unsatisfactory academic environment at their universities tend to generate both university and administrative disaffection. Last, university and administrative disaffection result in a predilection among students for reform in the university, preferably devoid of administrative intervention. 相似文献
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AbstractFirst-year university students’ underdeveloped academic literacies can lead to dissatisfaction and poor performance. University teachers find it difficult to take action without an understanding of students’ perceptions and needs. This study investigates first-year Chinese students’ perceptions and experiences related to assessment of academic literacies in an English-as-a-foreign-language university context. The datasets include student focus groups at two different time points over their first university year, self-reflective essays written by students at the end of the year, and audio records of nine units of teaching in three teachers’ classes. Findings highlight that fostering students’ academic literacies incorporates both linguistic development and epistemological adaptation. Students held mixed feelings towards alternative assessment other than examinations. Their personal learning goals of using English in everyday scenarios dampened their commitment to teachers’ goals of developing learners’ academic literacies. Findings suggest assessment can be an effective ‘card’ played by teachers to nurture students’ appreciation of new learning goals, communicate areas for improvement in learning strategies, and demonstrate their visible progress. 相似文献
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Students' orientations toward the university: An investigation of the Clark-Trow typology 总被引：1，自引：0，他引：1
Samuel Long 《Research in higher education》1977,7(1):13-28
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Ruth C. Stevens 《Clearing house (Menasha, Wis.)》2013,86(2):112-114
Although the actual causes of alienation are complex and perhaps situation-specific, recent research clearly demonstrates connections between adolescent alienation and the school environment. With public concern over increases in teenage suicide, alcohol and drug abuse, pregnancy, and violence, schools must find ways to decrease students' feelings of alienation, if possible. Proposed here are nine interventions that address many of the issues surfacing in research on alienated adolescents' perceptions of the school environment. All nine can be implemented fairly easily; the resources are available to nearly every school in the country. There is little that we, as educators, can do about students' socioeconomic status, ethnic affiliation, or academic ability. What we can change, however, is the school setting—students' relationships with each other, teachers' relationships with students, the learning experiences provided in the school, and the attention given to student concerns. 相似文献
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Despite a body of literature which has identified the difficulties of new/junior women and racial/ethnic faculty members' socialization into the academic culture, many continue to experience feelings of alienation, disenfranchisement, and marginalization. This article depicts the experiences of representative new women and racial/ethnic faculty to illustrate the realities faced by these faculty in entering and managing the academic environment. Recommendations for enhancing the success of women and racial/ethnic faculty are provided and divided into four levels of responsibility at the university, departmental, senior faculty/faculty mentors, and new/junior faculty levels. 相似文献
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Wolfgang Lehmann 《British Journal of Sociology of Education》2012,33(4):527-546
As their numbers at university grow, we need to gain a better understanding of the different ways in which working-class students negotiate their potential outsider status in what is often considered an essential middle-class institution. Based on data from a four-year longitudinal, qualitative study of working-class students at a Canadian university, I argue that their acceptance of the ends and means of both the academic and social demands of university contributes to the development of different student roles, which in turn affects their likelihood to succeed academically. Drawing on works by Bourdieu and Bernstein, I present four case studies of students who lived through university committed, alienated or in transition toward either commitment or alienation. I show that despite similar working-class backgrounds, study participants’ reaction to university was anything but predictable. Instead, prior socialization, clear and realistic career goals, and chance encounters at university played an important role in their approach to university life. 相似文献
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Shwu-yong Liou Huang 《Learning Environments Research》2012,15(3):363-378
This study investigated university students?? perceptions of their institutions?? learning environments, and related those perceptions to students?? academic aspirations and satisfaction with their universities. A sample of 12,423 juniors at 42 universities in Taiwan was used to confirm the validity and reliability of the instrument: CUEI-S. The study revealed diversity of students?? perceptions among specific aspects of the learning environment. Students responded more positively for student cohesion, library resources and administrative support, but less positively for student-faculty relations, student services, enhancement of their language abilities and emotional development. The majority of students had low academic aspirations but felt satisfied with their universities. The learning environment on campus was shown to play an important role both in students?? academic aspirations and in their general satisfaction, whether the individual student or the university was used as the unit of analysis. The relationship between faculty and students is the aspect that was most strongly associated with students?? academic aspirations. On the other hand, both adequate library resources and university support for student services were the key correlates of students?? general satisfaction at the individual student level. By identifying important relationships among variables, this study suggests initiatives for improving the learning environment at higher education institutions. 相似文献
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Universities are challenged to maintain a work environment where academic staff fulfil traditional academic duties while responding to a diverse student population, a competitive research environment, and an escalation of administrative tasks within an accountability‐based climate. This paper analyses the development and implementation of a workloads policy at a New Zealand university through a joint university management and staff union initiative. The workloads policy was built on the principles of equity, transparency, reasonableness, safety and acceptability to staff. The integrity and effectiveness of adoption is evaluated through analyses of work requirements, workloads models and the findings from case studies of implementation by six diverse units from across the university. Based on our evaluation, we highlight aspects of the policy and procedures that have promise and suggest modifications where particular processes and outcomes fell short of stated goals for institutional change. 相似文献
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《Journal of Further & Higher Education》2012,36(2):145-156
This paper presents analysis of qualitative data from a research project looking at staff perceptions of plagiarism at a post‐1992 university. Twenty‐six members of staff from departments and academic schools from across the university took part in open and semi‐structured interviews. Analysis shows that variable definitions of plagiarism exist; both regarding student activities that constitute plagiarism and the way in which plagiarism is perceived to be related to cheating. The factors underlying these personal definitions are unclear, but the analysis suggests that values perceived to underpin higher education may play an important role. This paper provides new empirical data on staff perceptions of student plagiarism, which complement previous research on student perceptions. The potential implications of different perceptions of plagiarism, and a mismatch between staff and student understandings is highlighted as an area for further consideration. 相似文献
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This explanatory sequential mixed methods study examined how belonging perceptions, academic motivation, and engagement might mediate the relationship between academic contextual characteristics and achievement using structural equation modeling and qualitative follow-up interviews with college students from a large, Midwestern university. In the first, quantitative phase, two hypothesized models of student belonging and motivation were tested. In line with the Self-System Model of Classroom Support for Motivation (Connell and Wellborn, in: Gunnar and Sroufe (eds.) Minnesota Symposium on Child Psychology: Self-processes and Development, 1991), Model 1 hypothesized student belonging and motivation to be directly predicted by supportive classroom environment perceptions, and to directly predict engagement, which was hypothesized to predict achievement. Model 2 elaborated on the traditional self-system model and hypothesized student belonging to mediate the relationship between supportive classroom environment perceptions and student motivation. Quantitative findings revealed support for Model 2. Supportive classroom environment perceptions predicted students’ belonging beliefs, which in turn predicted students’ motivation, engagement, and achievement in the course. The second, follow-up qualitative phase suggested ways in which contextual characteristics might influence student belonging beliefs in the classroom. Taken together, the quantitative and qualitative data illustrate the influential role of classroom contextual characteristics on student outcomes, as well as the role student belonging plays in college student motivation and success. 相似文献
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《Journal of moral education》2012,41(1):93-111
This study examined the relationship of school ethical climate and students' school performance within the context of a Chinese high school. Gender and grade‐level differences in ethical climate perceptions were also explored. Survey data on perceptions of school ethical climate based upon the dimensions of student‐to‐teacher, student‐to‐student and teacher‐to‐student interactions and relationships were obtained from 754 students. Results of the study showed that students' perceptions of their high school's ethical climate were related to academic achievement, gender and grade level. Students' involvement in extracurricular activities and student leadership generally did not seem to relate to their perceptions of ethical climate. Based upon these findings, the school's moral education intervention programs should increase their focus on the area of teacher‐to‐student relationships and interactions and the subgroups of male students, students in higher grades and students with lower academic achievement. Implications for future research on school climate are also discussed. 相似文献
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Martine Robinson Beachboard John C. Beachboard Wenling Li Stephen R. Adkison 《Research in higher education》2011,52(8):853-874
This study examines whether feelings of relatedness constitute a substantial means by which learning communities (cohorts)
improve learning outcomes in higher education. It applies Ryan and Deci’s Self-Determination Theory to an analysis of the
National Survey of Student Engagement. The SDT hypothesizes that environments that support perceptions of social relatedness
improve motivation, thereby positively influencing learning behavior. The authors propose that participation in cohort programs
constitutes such an environment. Measuring student perceptions of the contributions of their institutions, the study found
increased relatedness to peers and faculty and increased higher order thinking assignments (a control variable included in
the research model) to be substantial predictors of educational outcomes relevant to literacy, critical thinking, and, especially,
job preparation. The researchers suggest that institutions will want to ensure that their learning community designs enhance
student feelings of relatedness. 相似文献
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Dawn R. Johnson Timothy H. Wasserman Nilay Yildirim Barbara A. Yonai 《Research in higher education》2014,55(1):75-100
The current study examined the effects of stress and campus climate perceptions on the persistence decisions of students of color and White students using Bean and Eaton’s (2000) Psychological Model of College Student Retention. A sample of first-year students (N = 1,491) at a predominantly White research university were survey enduring their second semester and their enrollment status was subsequently tracked after 2 years. Path analysis was conducted on the sample of students of color (n = 548) and White students (n = 943). Results indicated models that explained 27 % of the variance for students of color and 44 % of the variance for White students in persistence after 2 years of college. Among the initial 37 variables included in the models, 17 had significant direct and indirect effects on students’ of color persistence including observing racism on campus, having comfortable academic interactions, stress related to the academic environment, and feelings about the campus environment. For White students, 13 variables had significant direct and indirect effects on persistence, including having opportunities for diverse peer interactions and comfortable academic interactions, stress related to the social environment on campus, and feelings about the campus environment. The discussion highlights the usefulness of the Bean and Eaton model for examining retention for students of color and White students. 相似文献
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The evolution of globalisation and ensuing internationalisation of higher education need radical reform of institutional policies and practices to promote education for diversity, equity and inclusion. Extant literature on university/college student persistence/retention witnesses a lack of research on the subjective sense of belonging on campus among ethnic minoritised students who have been historically marginalised in higher education and are now part of the emerging demographic on campus. This study attempted to fill the gap. Engaging qualitative individual interviews with 12 university students of South/Southeast Asian ethnicity in Hong Kong, the purpose of this study was to examine their perceptions and experiences of institutional affiliations and engagement in university. Findings suggested that being connected to the programme and university, and the depth and quality of intragroup dynamics, are key to a sense of belonging among ethnic minority students. Findings also elucidated a lack of cross-cultural interaction and racial/ethnic diversity within the university environment, which shaped participants’ feelings of isolation and exclusionary experiences as they sought to adjust to the campus academically and socially. The study’s findings could help inform the development and evaluation of institutional strategies that can sustain minoritised students in university transitions and promote institutional connectedness and academic success among all students on campus. 相似文献
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China’s higher education system has been marked by dramatic growth since 1999. In response to calls for quality assurance, substantial efforts have been made to improve collegiate environments and enhance student learning. However, only limited empirical research has been conducted to investigate the effects of the college environment on student gains in the Chinese context. Drawing on data from 1121 students at a prestigious four-year university, this study investigated how college environmental factors (i.e., course challenge, faculty guidance, academic climate, and interpersonal relationships) and student involvement affected students’ intellectual development. The results of the structural equation modeling indicated that academic involvement mediated the relations between college environmental factors and intellectual development. Among the four environmental factors studied, faculty guidance was the strongest predictor of intellectual development. The results highlight the pivotal role of teachers in student involvement and development. Practical implications for the design of college environments conducive to student learning are discussed. 相似文献
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Students with high levels of connectedness to the university have been found to be more likely to complete their college degree than are students with low levels of university connectedness. This study examined the role of parental and peer attachment as distal predictors of school connectedness. As predicted, it was found that attachment style to parents predicted attachment style to peers. An avoidant attachment style to peers predicted negative perceptions of peer support and support services. An anxious attachment style to peers predicted negative perceptions of faculty support. Perceptions of peer support, support services, and faculty support then predicted feelings of connectedness to the university. Classroom comfort also predicted university connectedness, although it was not found to be related to attachment style to parents or peers. Implications for college students and college/university administrators are discussed. 相似文献
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ABSTRACTAn association between attachment and academic performance appears to be consistently found in children; however, reports on such an association in adolescents are contradictory. This study aimed to determine whether the attachment dimensions of anxiety or avoidance significantly correlate with a student’s academic performance at university. Moreover, since individual differences in attachment index distinct self-regulatory capacities, this study aimed to determine whether any correlation exists between a student’s attachment dimensions and measures of self-regulated learning. Attachment dimensions were determined by the Experiences in Close Relationships-Revised questionnaire, while self-regulated learning was determined by the Learning and Study Strategies Inventory, in a sample of university students (n = 185). Neither attachment dimensions correlated significantly with measures of academic performance. However, attachment dimensions did significantly correlate with measures of self-regulated learning in this study. 相似文献
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International education and university study exchange programs are now widely established around the world. Yet little is known about possible cultural differences in international and local students' goals and perceptions, and about how international students adapt to the specific academic requirements of the host country. The mediating role of student's goals and perceptions, as well as the dynamic and adaptive nature of those cognitions have been emphasised in theories of self-regulation of learning and empirical research on student learning. The present study examined the extent to which international students' ways of thinking about learning, learning goals and perceptions of the usefulness of typical university study contexts differ from local students at the beginning of their study in the host university, and then become similar to that of local students after a period of time. Comparisons of matched groups of international students (from South-east Asia) and local (Australian) students revealed evidence of cultural/educational differences between their conceptualisation of goals at the beginning of their university study but this difference disappeared after one semester. At the start of their university study, South-east Asian students displayed higher levels of goals than local students, but neither group was certain yet which study settings would be most useful for achieving their personal goals. After one semester, South-east Asian students had become more like local students but the two groups' overall patterns of change over time were similar, providing further support for the view that the specific characteristics of study environments have a strong impact on students' learning. South-east Asian students' clear differentiation of the usefulness of typical study settings for the achievement of high vs low level goals however, contrasted with local students' undifferentiated view that individual study is the most useful form of learning. 相似文献
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A model was developed at Murdoch University, Western Australia, to describe distance students’ perceptions of their aims and plans for studying a course. The model follows Polya's Heuristic and Newell & Simon's General Problem Solver of students’ plans and sub‐goals for achieving those plans.
Verbal reports of four students were described using the model, and showed that students’ goals were different from those of the course academic, and that student goals influenced how they planned and organized their study. Implications for the formalization of the model for understanding student behaviour are discussed, as is educational relevance for design of external courses. 相似文献