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1.
Individual differences in student learning influence academic performance, and two aspects influencing the learning process are the particular learning approach the students use and procrastination behaviour. We examined the relationships between learning approaches, procrastination and academic achievement (measured 1 year later as the grade point average (GPA)) amongst 428 first-year university students. Deep and strategic learning approaches positively predicted GPA, and a mediation analysis showed that the strategic learning approach also partly mediated the effect between deep learning approach and GPA. Less procrastination was associated with a strategic learning approach, but procrastination tendencies did not predict GPA. Recommendations are made for educating new students in cognitive and meta-cognitive strategies, helping reduce their procrastination and facilitating the use of deep and strategic learning approaches.  相似文献   

2.
This paper analyzes the early academic achievement of disadvantaged, mainly black, students admitted to the Special Educational Opportunities Program (the SEOP) at the Urbana-Champaign campus of the University of Illinois in the fall of 1968 and 1969.High school percentile rank and standardized test scores predicted the early overall academic performance of SEOP students. Validities, though significant, were not high and were possibly attenuated by use of too difficult test instruments and by inflated grading practices. Nevertheless, the data indicate that recruitment people should not abandon customary merit selection based upon these types of measures. Test scores were found to be more valid for predicting the GPA of regularly admitted students than for the prediction of GPA for SEOP students; the predictive effectiveness of high school percentile rank was greater for regularly admitted students.The research reported herein was performed, in part, pursuant to a contract with the United States Office of Education, Department of Health, Education, and Welfare. The opinions expressed in this publication do not necessarily reflect the position or policy of the Office of Education and no official endorsement by the Office of Education should be inferred. Project No. 9-E-136/Contract No. OEG-5-70-0005.  相似文献   

3.
The number of military-connected students enrolling in community colleges has increased dramatically in the past decade, and this trend is expected to continue. This research focused on examining factors that contribute to the academic success of community college students. Specifically, the purpose of this quantitative study was to identify the demographic characteristics; campus relationships; and financial, academic and personal experiences that are associated with grade point average (GPA) and intent to return for military-connected students at seven community colleges. Identifying as a Student of Color (any race or ethnicity other than White) and experience meeting professors’ academic expectations were negatively associated with cumulative GPA, and feeling academically prepared to enter the institution was significantly and positively associated with intent to return. The results provide further evidence of the relationships among demographic and academic experiences and academic success. The authors offer recommendations for serving military-connected students at community colleges.  相似文献   

4.
In this study, we examined racial/ethnic differences in grade point average (GPA) among students at a highly selective, private university who were surveyed before matriculation and during the first, second and fourth college years, and assessed prominent explanations for the Black-White and Latino-White college achievement gap. We found that roughly half of the observed gap was attributable to family background characteristics and pre-college academic preparation. Of the within-college factors we considered, perceptions of campus climate and selection of major field of study were most important in explaining racial/ethnic differences in GPA. Personal resources, such as academic effort, self-esteem and academic identification, and patterns of involvement in campus life were significantly associated with GPA, but these factors did not account for racial/ethnic differences in academic performance. Overall, our results suggest that efforts to reduce the college achievement gap should focus on assisting students with the process of selecting major fields of study and on fostering a welcoming and inclusive campus environment.  相似文献   

5.
This longitudinal study examined the effects of a mandatory counseling program for students placed on academic probation at a university in South Korea. The study compared longitudinal changes over three semesters in the grade point average (GPA) of students who were on academic probation. Two groups, 46 students with mandatory counseling and 49 students without, were used as comparison groups for testing the effects of counseling intervention on GPA improvement. The result suggested that the students who attended five or more counseling sessions beyond two mandatory sessions showed a significantly greater GPA improvement over three semesters in comparison with the students who did not receive the mandatory counseling sessions. Implications for counseling and suggestions for institutional action are discussed.  相似文献   

6.
Problems in validly determining reasons for withdrawal from college are reviewed. This study examines the reasons given by several different subgroups of withdrawals, hopefully circumventing some of these problems. Questionnaires were sent to 1135 students (and to their parents) who had withdrawn from three liberal-arts colleges. Different subgroups of withdrawals reported quite different reasons for leaving. Academic dismissals reported more severe problems (both academic and personal) than did voluntary withdrawals (who ranked second) and transfers (who had fewest problems). Students who withdrew during a semester did so for very different reasons than did end-of-the-year withdrawals. Few differences were associated with class standing (i.e., freshman, sophomore, etc.) at the time of withdrawal. Implications of the results are briefly discussed.  相似文献   

7.
Two relatively common disabilities reported by college students are attention‐deficit/hyperactivity disorder (ADHD) and learning disabilities (LD). Many questions remain regarding how best to support these students and whether services such as advising, coaching, and tutoring lead to significant academic gains. The current study examined the effect of support services on the GPA of students with LD and/or ADHD at a campus that specifically serves this population by tracking students’ support service usage and GPAs over a 5‐year period. Results indicate that although most students who choose to receive coaching support experience academic gains, it is students with ADHD who obtain the greatest gains in GPA as a result of this support. Additionally, although tutoring can be of benefit to all students, significant GPA gains were obtained only for students with an LD diagnosis. Thus, there is a need to provide targeted supports aimed at addressing students’ specific areas of challenge.  相似文献   

8.
Five groups of undergraduate students, dropouts (academic dismissals), low (GPA) stopouts, high (GPA) stopouts, low (GPA) persisters, and high (GPA) persisters were compared in terms of their responses to a checklist of financial sources of support. Clear sex differences were observed in the reliance on financial sources, either singly or in terms of total sources utilized. Differences related to year in school were also observed. The most significant finding related to attrition was that persisters relied on more sources of support than did withdrawers. This outcome was interpreted in terms of differences between persisters and withdrawers in motivational and personality characteristics that promote the seeking and securing of sources of support.  相似文献   

9.
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   

10.
This paper reports the results of a study comparing college freshmen with learning disabilities (LD) and freshmen with no learning disabilities (NLD). Four data collections over one academic year were completed on a total of 72 students (LDn=39; NLDn=33). Results of the study indicated differences between groups in their initial choice of living accommodations and in the changes made over the year: the overall trend was for students with LD to become more dependent on their families, while students with NLD were becoming less dependent on their families. With regard to academics, students with LD reported spending significantly less time in study and course preparation, as well as greater pessimism about success in coursework. Despite their pessimism, the actual GPA attainment of students with LD was similar to that of NLD peers. Whereas both groups initially predicted it would be easy to adjust to the academic and social nature of college, students with learning disabilities ultimately reported being dissatisfied with the social climate on campus. No differences were found between LD and NLD students regarding their motivation for attending college, or their plans for final degree attainment.  相似文献   

11.
This study examines the efficacy of a scholarship program designed to assist single parent, post-freshmen, full time undergraduate students and predictors of success among a sample of said students, where success is defined as progress toward completion, academic achievement, and degree completion. Results of fixed effects regression and hierarchical linear modeling indicated that single parents who participated in the scholarship program had higher levels of academic achievement, degree completion rates, and greater progress toward completion than non-participants. Consistent significant predictors of success included participation in a scholarship program, full-time status, and whether someone already held a Bachelor’s degree. The findings suggest that the structure of a single parent program that includes requirements for GPA, full-time status, and credit accumulation, as well as personal, professional, and financial resources for participants may be an efficacious model for other colleges to implement in order assist in the success of single parent undergraduate students.  相似文献   

12.
Recent scholarship references indicate that integration of the student body can result in an enhanced learning experience for students and also greater satisfaction. This paper reports the results of a case study whereby mechanical engineering students studying at a newly established branch campus in Dubai of a British university were exposed to vertical and horizontal integration. Different activities have been embedded to ensure that students integrated and worked together with their peers and colleagues at different levels. The implemented processes and practices led to improved academic achievements, which were better than those of a similar cohort of students where no effort had been made to integrate. The analysis revealed that cooperative learning and the degree of academic support provided by teachers are positively and directly correlated with academic as well as the students’ own sense of personal achievement. The results are discussed in light of previous research and with reference to the cultural context of the study.  相似文献   

13.
Using structural equation models, with gender, parent education, and prior grade point average (GPA) as control variables, we examined the relationships among intrinsic motivation to learn, learning goals, behavioral engagement at school, and academic performance (measured by GPA) in 1,575 students in an ethnically and racially diverse high school. Intrinsic motivation to learn was indirectly and positively related to academic performance via classroom engagement. Seventy‐five percent of the variance in engagement and 33% of the variance in GPA were explained by variables in the study. Results were generally replicated when the model was tested separately with the 336 African American students and the 311 Latin@ students. The significant indirect effect of intrinsic motivation to learn on GPA via engagement, as well as the positive direct association between learning goals and academic performance, suggest that students will benefit from schools fostering intrinsic motivation to learn and learning goals.  相似文献   

14.
Based on PISA 2018 data, this study utilized multigroup latent profile analyses to explore the profiles of self-efficacy (SE) and its associations with gender, socioeconomic status, fear of failure and academic achievements among students from China, USA and Finland (N = 22,545). Results indicated (1) Three SE profiles were identified across countries: Low SE, Moderate SE and High SE; (2) Proportions of students categorized into each of the three profiles differed across countries, with USA and Finland having higher prevalence of High SE, whereas China Moderate and Low SE; (3) Girls in USA and Finland had greater likelihood of being classified into higher SE profiles, whereas greater likelihood for Chinese boys; (4) Higher socioeconomic status was associated with greater likelihood of membership into higher SE profiles across countries; (5) Different patterns emerged across countries regarding the relations of SE profiles to fear of failure and academic achievements.  相似文献   

15.
The study examined the relationships among students’ perceptions of the learning environment, prior academic achievement, engagement, and learning outcomes (cumulative university GPA, generic skills development, and learning satisfaction) with a sample of 2,616 seniors from a full-time research-oriented university in Mainland China. The results supported a model which showed that students’ perceptions of the learning environment and prior academic achievement had direct effects on learning outcomes, and indirect effects via their engagement. The effects, however, varied depending on the type of the outcome in question: (1) Student engagement mediated the relationship between course experience and generic skills development, (2) cocurricular experience positively predicted learning satisfaction, (3) first semester GPA positively predicted cumulative university GPA, and (4) National College Entrance Examination scores did not correlate with any other factor. A major proportion of the variance in the three types of learning outcomes was accounted for by the model, showing its effectiveness in predicting university students’ learning. Implications for improving undergraduate education in China are provided.  相似文献   

16.
Two studies examined students classified as having learning disabilities (LD) who had received course substitutions for the college foreign language (FL) requirement. In the first study, 42 students at one university were divided into groups and compared on measures of IQ, academic achievement, FL aptitude, college grade point average (GPA), and FL and English grades. Findings showed that most of the 42 students had been classified as LD in college after experiencing problems in FL courses. Comparisons based on students' performance on measures of FL aptitude, native language skill, and performance in FL courses showed few significant group differences. In the second study, the 42 students from the first study were compared with 86 students at another university who had also been classified as LD and received course substitutions for the college FL requirement. Comparisons on demographic information and measures of IQ, academic achievement, FL aptitude, college GPA, and FL GPA showed few significant differences between the two groups. Both studies suggest that students classified as LD at different universities exhibit similar demographic, cognitive, academic achievement, and FL aptitude profiles and that educators should not make the a priori assumption that students classified as LD require course substitutions for the FL requirement or experience problems with FL learning.  相似文献   

17.
Abstract

This Is a study of dropouts with respect to verbal scores of School and College Ability Tests and personality scores of the Gordon Personal Profile and the Gordon Personal Inventory.

The sample consisted of 1,263 college freshmen. The statistical procedure used was the t-test.

High academic aptitude students differed from low academic aptitude students beyond .001 level of confidence on verbal scores of the SCAT. Statistically significant evidence was found between dropouts and students who remained in college on several personality variables-trustful and tolerant, perseverant, inquiring, energetic, vigorous, calm and collected, and cautious.

High academic aptitude students are more likely to remain in college than low academic aptitude students. Low academic aptitude students are more homogeneous with respect to personality variables than high academic aptitude students.  相似文献   

18.
Four hundred and five students made up of 220 boys and 185 girls from eight secondary schools in Lagos State of Nigeria were chosen for this study. A survey was undertaken to find out the frequency (or the amount) of guidance services sought by both male and female respondents to each of the following sources: teachers, relations, friends, and trained counsellors on academic and social problems.The results showed that even though the students consulted the four sources of guidance under investigation in this study, there were sex differences in the frequency at which the four sources were consulted. Girls in this study were found to have made greater use of their friends on social and academic problems. Boys were found to have made greater use of their teachers on their academic problems and their relations on social problems.On the basis of the findings in this study, recommendations were made that students be encouraged to consult their teachers and guidance counsellors on academic problems in particular more than they were presently doing: that as much as possible students be discouraged from consulting their friends and relations on social and academic problems; that both the State and the Federal governments should make some effort to increase the provision of guidance and counselling services in Nigerian schools and where counselling services are available, students should be encouraged to make use of them.  相似文献   

19.
This is a comparative longitudinal analysis of the performance of minority and nonminority students in four successive entering classes at a highly selective college. Graduation rates were comparable, but the two groups were found to be as sharply differentiated with respect to cumulative grade point average (GPA) at the end of 4 years as they were at the end of the first year. Unanticipated across-class increases in mean GPA relative to ability, greater for minority than for nonminority students, were found and their implications considered. The validity of admissions tests with respect to long-term cumulative GPA was comparable to that obtained when first-year GPA was used. Questions are raised regarding the possible effect on minority students of persistent minority-nonminority differences in academic performance, especially in settings in which the two groups are sharply differentiated on academic ability measures. Findings of a similarly designed study in a less selective setting are also considered.  相似文献   

20.
Although the need for personal counseling services is on the rise across college campuses in the United States, many community colleges do not offer personal counseling services on campus. Instead, community college counseling services focus primarily on academic and career advising. The purpose of this study was to survey community college students in North Carolina to determine their interest in and need for a personal counseling center on campus. Participants were 134 men and 202 women, 18–68 years of age. Of the participants, 70% indicated that having a personal counseling center on campus would be “very helpful” or “helpful.” Results are discussed, and recommendations are made for college counselors working in community college settings.  相似文献   

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