共查询到20条相似文献，搜索用时 15 毫秒
1.
Self-Efficacy,Stress, and Academic Success in College 总被引：2，自引：0，他引：2
This paper investigates the joint effects of academic self-efficacy and stress on the academic performance of 107 nontraditional, largely immigrant and minority, college freshmen at a large urban commuter institution. We developed a survey instrument to measure the level of academic self-efficacy and perceived stress associated with 27 college-related tasks. Both scales have high reliability, and they are moderately negatively correlated. We estimated structural equation models to assess the relative importance of stress and self-efficacy in predicting three academic performance outcomes: first-year college GPA, the number of accumulated credits, and college retention after the first year. The results suggest that academic self-efficacy is a more robust and consistent predictor than stress of academic success. 相似文献
2.
Persistence of community college students: The influence of student intent and academic and social integration 总被引：1，自引：1，他引：1
This article examines the extent to which social and academic integration and student educational objectives and intents to reenroll are predictive of persistence for community college students. An instrument designed to operationalize the concepts of social and academic integration for four-year college students was largely replicated with the two-year college population. Student educational objectives/intents discriminated most powerfully between persisters and nonpersisters, although academic and social integration and employment status also contributed significantly to differentiating the two groups. The article concludes with a brief discussion about the nature of community colleges and the fact that nonpersistence at the institution may be an indicator of student success if the student has transferred or accomplished his/her goals. 相似文献
3.
Empirical evidence suggests that a domain-specific coping style may play an important role in the way students manage stressful academic events and perform at college. The purpose of this research was to examine the extent to which college students' academic coping style and motivation mediate their academic stress and performance. A structural equation analysis showed that the relationship between college students' academic stress and course grade was influenced by problem-focused coping and motivation but not emotion-focused coping. As expected, greater academic stress covaried with lower course grades; however, students who engaged in problem-focused coping were more likely to be motivated and perform better than students who engaged in emotion-focused coping. Strategies for promoting more effective coping in college students are discussed. 相似文献
4.
This study examined cognitive, academic, and attitudinal predictors of college grade point average (GPA) among college students with learning disabilities (LD). The study population included 84 youth who attended a large private university in the midwestern United States. Measures of cognitive and academic functioning, along with a self-report measure of study habits and study attitudes, were used to predict college GPA. The results indicated that Full Scale IQ and one factor on the self-reported study habits scale accounted for a significant amount of variance in students' college GPA. These findings suggest that variables other than traditional cognitive and academic skills are important for determining the performance of youth with LD during college. The implications of these findings for future research efforts and practice are discussed. 相似文献
5.
This review examines the measurement of academic motivation in college students. It distinguishes pencil-and-paper group-administered instruments according to their conceptions of academic motivation: academic motivation taken as a single general motivation, as single specific motivations, or as a complex of motivations. It evaluates these classes of instruments in terms of the interpretability and the utility of the information each type of instrument is likely to provide. 相似文献
6.
Kimberly A. Griffin Uma M. Jayakumar Malana M. Jones Walter R. Allen 《Equity & Excellence in Education》2013,46(2):232-248
Despite the educational challenges African American males face, there is a sizeable population successfully finishing high school and entering college. This study provides an overview of how a national sample of black male freshmen embodied the cognitive, social, and institutional factors related to college access between 1971 and 2004. Data reveal that black, male freshmen today have more affluent family backgrounds, better academic records, and greater confidence in their skills and abilities than their peers who entered college in earlier decades. Trends indicate that men with lower incomes, less confidence, and less ideal academic records are increasingly unlikely to be present on college campuses. 相似文献
7.
《The Journal of educational research》2012,105(8):354-357
AbstractAs an initial step in the development of a study techniques program, this research examined some of the factors which contribute to college success. Tests of academic skills and attitudes were administered to 154 college freshmen. Analyses of variance and multiple linear regressions indicated that academic aptitude, study skills, and attitudes contribute to college success. Results also suggest that females obtain higher grades than males because females study more efficiently and accept academic standards more willingly. Polynomial regressions revealed non-monotonic relationships among study orientation, academic aptitude, and college grades. Within certain ranges, an increase in aptitude coincided with a decrease in study orientation. Thus within certain ranges, an increase in aptitude resulted in a decrease in grades. 相似文献
8.
现在的大学无机化学教学以相当于新高考的选考内容为基础。改革后大多数选考科目包含化学的专业（类）在一定时期内相当多录取考生没有选考化学,他们掌握了学考内容,对选考内容生疏。新形势需要新的衔接措施:着眼于学生终身可持续发展,以树立严谨学习态度、养成良好学习方法和提高自身学习能力为目标,激发学习兴趣,与学考内容相衔接,因材施教,确保学生切实掌握教学内容;实行隐性分层教学方法,应对学生化学基础的巨大差别。 相似文献
9.
学院学术委员会是高等学校二级学院内的最高学术机构,享有学院学术事务的自主管理权。学院学术委员会的权力分为学术判断权和审议咨询权,且具有不同定位:学术判断是学院行政决策的直接依据,审议与咨询意见是学院行政决策的重要参考。性质差异和定位不同决定了学院学术委员会的学术判断权和审议咨询权有着不同运行方式;与此同时,学院学术委员会权力行使需受到程序规制,以确保权力健康运行。 相似文献
10.
Third-year College Retention and Transfer: Effects of Academic Performance, Motivation, and Social Connectedness 总被引：1，自引：0，他引：1
Jeff Allen Steven B. Robbins Alex Casillas In-Sue Oh 《Research in higher education》2008,49(7):647-664
We studied the effects of academic performance, motivation, and social connectedness on third-year retention, transfer, and
dropout behavior. To accommodate the three outcome categories and nesting of data within institutions, we fit a hierarchical
multinomial logistic regression path model with first-year academic performance as a mediating effect. Our sample included
6,872 students representing 23 four-year universities and colleges. This work expands the current state of persistence research
by (1) considering the effects of motivation and social connectedness on college persistence beyond the first year of college,
(2) testing whether the effects of motivation and social connectedness on third-year retention and transfer are direct, indirect,
or both, and (3) testing whether the effects of academic performance, motivation, and social connectedness are different for
retention and transfer. We found that academic performance has large effects on likelihood of retention and transfer; academic
self-discipline, pre-college academic performance, and pre-college educational development have indirect effects on retention
and transfer; and college commitment and social connectedness have direct effects on retention. Academic self-discipline led
to greater first-year academic performance, which suppressed its effect on retention and transfer. Practical and theoretical
implications of these findings and directions for future research are discussed.
A previous version of this paper was presented at the 2nd Annual National Symposium on Student Retention, Albuquerque, New
Mexico, October 2006. 相似文献
11.
12.
Moisés Próspero Shetal Vohra-Gupta 《Community College Journal of Research & Practice》2013,37(12):963-975
The study reported in this article investigated motivation and integration dimensions that influence college academic achievement of first-generation students compared to nonfirst-generation students. Participants consisted of 277 ethnically diverse students who were attending a community college. Bivariate and multivariate statistical analyses revealed that motivation and integration dimensions contributed significantly to academic achievement for first-generation students, but not for nonfirst-generation students. Specifically, among first-generation students, academic integration contributed to higher grade point averages while extrinsic motivation and amotivation contributed significantly to lower grades. Implications of these finding and recommendations are discussed. 相似文献
13.
The proportion of U.S. high school students working during the school year ranges from 23% in the freshman year to 75% in the senior year. This study estimates how cumulative work histories during the high school years affect probability of dropout, high school academic performance, and the probability of attending college. Variations in individual date of birth and in state truancy laws along with the strength of local demand for low-skill labor are used as instruments for endogenous work hours during the high school career. Working more hours during the academic year does not affect high school academic performance. However, increased high school work intensity raises the likelihood of completing high school but lowers the probability of going to college. These results are similar for boys and girls, and so working during high school does not explain the widening gap in college entry between men and women. 相似文献
14.
Tzu-Ling Hsieh 《高等教育研究与发展》2019,38(4):762-779
ABSTRACTA new college admission policy will be implemented in Taiwan in 2022. The purpose of this study was to understand the relationship between admission criteria and college success. Data was obtained from the Taiwan Higher Education Database; a sample size of 8443 students from 156 universities was used in this study. By using the structural equation model, this study tested a research model that included factors such as motivation, standardized test scores, high school achievements, and college success. The findings revealed that the General Scholastic Ability Test scores (in Chinese, English, Social Studies) and high school average academic grades are significantly associated with college success. A student’s motivation to complete a certain major can significantly predict the quality of student effort and influence college success. These findings highlight the importance of some admission criteria and provide practical implications for educational policy-makers, school administrators, students, and parents. 相似文献
15.
Joseph Balkin David Brandt Constance Katz Dr. James Levin 《Research in higher education》1977,7(1):1-11
This study compared the values of college open admissions students and of college police students to their teachers' values. It was found that for both groups new students differ from the faculty more than do advanced students, suggesting value changes in the direction of the faculty. Also found was no relationship between students' value similarity to the faculty and their academic success. 相似文献
16.
Yuhao Cen 《Frontiers of Education in China》2013,8(3):420-447
The cognitive interview method was applied to evaluate survey questions translated and adapted from a US-based college student survey instrument. This paper draws data from cognitive interviews with 45 undergraduate students in China and explores the different meanings they attribute to the term “college teacher.” Students understood college teacher as course instructor, academic advisor, class headteacher and counselor, student organization supervisor, and student service personnel. Students developed the understanding through a socialization process of student-teacher interaction. This paper also discusses the importance of using cognitive interviewing to improve questionnaire design, implications for research on student-teacher relationships, and suggestions on fostering student-teacher interaction in Chinese higher education institutions. 相似文献
17.
林晓南 《浙江工贸职业技术学院学报》2008,8(1):88-92
高职学生读者是高职图书馆的主要读者,是图书馆工作服务的主要对象。高职学生的读书需求与学生的专业学习进程密切相关,显现出学制与课外阅读的差异性。图书馆要真正做到“供需”和谐的主动服务,必须建构与高职学制配套的图书馆服务新机制。 相似文献
18.
The levels of support which faculty provide to students have been linked to a number of positive effects on students such as lower rates of attrition, greater satisfaction with college life, enhanced self-concept, improved academic performance and more likelihood of remaining enrolled in college through stressful life periods. There are surely fewer periods of life that are busier than new motherhood. This paper presents research carried out at a higher education institution in the United Arab Emirates. We look at the ways in which faculty interact with new student mothers and employ interviews to explore ways in which faculty acknowledge and offer academic and pastoral support to the new mothers. Their perceptions of students’ coping strategies when they combine motherhood and college studies are reported, and the ways in which faculty navigate college policy which relates to the student mothers. Faculty saw themselves as being extremely supportive and flexible towards new mothers. Whilst undergraduate student motherhood was uncommon in their home countries, it was generally felt that the increased organization, efficiency, time management and resilience witnessed in student mothers were assets to the college community. This study also has wider applicability to faculty support of non-traditional students in other settings. 相似文献
19.
重视高校师德建设创建理想的育人环境 总被引：1，自引：0，他引：1
教师是学校的第一生产力,是决定教育和学术文化水平的基本因素,学校能否为社会培养合格的人才,关键在教师。教师是立校之本,而师德是教育之魂。通过对高校师德建设的意义、高校教师道德失范现象及原因、加强师德建设优化高校育人环境建设三个方面进行分析,以期对提高大学的学习、学术环境、建设理想的现代大学提供有力的支持。 相似文献
20.
中华人民共和国成立70年来,高校招生标准的变迁主要体现在平衡高等教育导向与高中教育导向、兼顾学业因素与非学业因素、兼容统一性因素与特殊性因素三个维度。高校招生标准三个维度的阶段划分在时间上大体一致,1977年高考制度恢复之前为第一阶段,2014年启动新一轮高考改革之后为第三阶段,两个时间节点之间为第二阶段。高校招生标准在三个维度均呈现出从正到反再到合的演变规律,分别经历了高等教育导向、高中教育导向、平衡教育导向三个阶段,学业因素与政治因素博弈、过于依赖学业因素面临严峻挑战、系统整合学业因素与非学业因素三个阶段,统一性因素与特殊性因素“共处”、博弈、兼容三个阶段。 相似文献