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1.
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
2.
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
3.
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
4.
Johan Ferla Martin Valcke Gilberte Schuyten 《European Journal of Psychology of Education - EJPE》2010,25(4):519-536
Using path analysis, the present study focuses on the development of a model describing the impact of four judgments of self-perceived
academic competence on higher education students’ achievement goals, learning approach, and academic performance. Results
demonstrate that academic self-efficacy, self-efficacy for self-regulated learning, academic self-concept, and perceived level
of understanding are conceptually and empirically distinct self-appraisals of academic competence which have a different impact
on student motivation, learning, and academic performance. Furthermore, the current study suggests that students reflecting
high scores on the four measures of self-perceived competence, are more persistent, more likely to adopt mastery and/or performance
approach goals, less anxious, process the learning material at a deeper level, and achieve better study results. However,
this study also warns that high self-perceived competence (e.g., perceived level of understanding), if not accompanied by
a mastery goal orientation, can turn into overconfidence resulting in lower persistence levels and poorer study results. 相似文献
5.
We highlight three ways of conceptualising and enacting academic development: firstly as authentic, practice-based activity, secondly in terms of a new transformative paradigm for academic development units (ADUs), and thirdly as a space for disruption. We illustrate these conceptualisations through our investigation of the practice of internal secondment of faculty to ADUs. We report our findings from a sector-wide survey of Scottish higher education institutions and a series of in-depth interviews with secondees and their managers in two Scottish universities. We recommend further investigations to identify new ways of enacting authentic, practice-based, transformative, and disruptive academic development. 相似文献
6.
Ricardo Lumbreras Jr. 《Distance Education》2017,38(3):381-393
Twenty-first century learners in post-secondary educational environments find themselves involved in online learning. Acquiring graduate degrees, especially for working professionals, has precipitated the need for effective, rigorous, relevant, and timely coursework online. Utilizing the qualitative research method of auto-ethnographic reporting, we explored one individual’s experience acquiring an online doctor of education degree from a research university in the state of Texas. The results indicated three major components: (1) personal: including but not limited to family, work, and cultural responsibilities; (2) coursework: including but not limited to rigor, relevance, requirements, collaboration, and personal contact with instructors; (3) writing of the record of study (ROS): including but not limited to the selection of the dissertation committee, formulation of the research topic, approval of topic, researching, writing, defending, and submitting the ROS. The implications on future program development are discussed, as well as an exploration of normative boundaries associated with online learning. 相似文献
7.
Lohbeck Annette Moschner Barbara 《European Journal of Psychology of Education - EJPE》2022,37(4):1217-1236
The present study aimed to examine the specific relations between five motivational regulation strategies (i.e., interest enhancement, environmental control, self-consequating, performance self-talk, mastery self-talk), academic self-concept, and three cognitive learning strategies (i.e., organization, elaboration, rehearsal) of 415 university students. A total of n = 238 students were in the first year of their university program, while n = 178 students were in the mid-term of their university program. Results of correlation analysis revealed that all five motivational regulation strategies were positively related to the three cognitive learning strategies. In contrast, regression analysis showed that organization was only significantly linked to interest enhancement, self-consequating, and performance self-talk, while elaboration was only significantly linked to self-consequating, and rehearsal was only significantly linked to interest enhancement and performance self-talk. Academic self-concept proved to interact with interest enhancement in predicting elaboration. Furthermore, the measurement separability of the three constructs (i.e., motivational regulation strategies, academic self-concept, cognitive learning strategies) and measurement invariance across sample for the five motivational regulation strategies were also supported.
相似文献8.
Higher Education - University students’ epistemic beliefs may have practical consequences for studying and success in higher education. Such beliefs constitute epistemic theories that may... 相似文献
9.
Einar M. Skaalvik Harald Valåns Olav Sletta 《Scandinavian Journal of Educational Research》2013,57(3-4):231-243
Relations between academic achievement, self‐perceptions, task involvement and defensive ego involvement (self‐presentation concerns) were explored among 349 sixth grade and 350 ninth grade Norwegian students. Task involvement was defined as general interest in working with school subjects, whereas defensive ego involvement was defined as students’ preoccupation with the impression they make on their classmates emphasizing the concern of not looking stupid. The results showed that task involvement and defensive ego involvement are independent but correlated motivational states. The concepts are negatively, but weakly correlated and are affected by different processes. Task involvement was affected directly by academic self‐concept, whereas defensive ego involvement was strongly associated with self‐esteem and was affected indirectly by academic self‐concept through self‐esteem. 相似文献
10.
Scholars are aware that the higher education sector in China is highly affected by its administrative system, but the questions of how and to what extent the Chinese administrative system impacts academic resources allocation have yet to be answered. By examining the empirical data from 2003 to 2010 of China’s National Excellent Doctoral Dissertations Award, this article finds that the hierarchical position of doctoral advisors who hold a university or college post will have an important influence on academic resources allocation, although these advisors are professors with high academic ability. This article also finds an interaction effect between advisors’ hierarchical position and students’ academic abilities in influencing the decisions on the award. Overall, the Chinese case digs rather deep into the increasing hierarchisation of academic life and science. 相似文献
11.
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
12.
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
13.
Elizabeth Fulton 《教育心理学》2008,28(5):521-534
In this investigation we assessed the relationships between perceptions of parenting and student’s academic motivation and success. College students completed a series of questionnaires assessing perceptions of parental warmth, autonomy granting, and supervision, and perceptions of academic control. Findings revealed different models for males and females. For females, perception of control was predicted by parental warmth and supervision. For males, only parental warmth was a significant predictor of perceptions of control. Perception of control predicted grade point average for both males and females. Parenting probably influences the development of motivational beliefs during childhood and adolescence and these beliefs continue to be important into the college years. Additionally, our findings of gender differences suggest that the effects of parenting may be moderated by the child’s gender. 相似文献
14.
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
15.
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
16.
There is widespread pressure that universities should become more responsive and accountable to multiple demands in their local, national and global contexts. Academics grapple to identify appropriate organisational responses to the pressures of state steering and incentive programmes. The empirical focus of the paper is a survey of academics' community engagement activities, mapping their interaction with external partners at five South African universities. The paper addresses a basic question: Who are the academics that engage, and what are their main academic influences? We argue that engagement is more likely to ‘lure the academic soul’ when it is driven by substantive growth in a disciplinary field and enhances reputations. The analysis seeks to identify how disciplinary, institutional and positional attributes are correlated with engaged activities. ‘Luring the academic soul’ through an understanding of the influences on academics' propensity to engage can facilitate more effectively targeted incentives and policies. 相似文献
17.
Aline Courtois 《British Journal of Sociology of Education》2019,40(2):190-206
This article suggests that a process of de-academisation is discernible in the way the Erasmus year abroad is promoted, organised, supervised and evaluated. The article argues that rather than being a product of students’ consumerist rationalities, this process is produced within the conditions of the managerialised and under-resourced university. This process is underpinned by institutional discourses and practices that devalue academic capital, in line with the employability agenda and the corporate critique of higher education as outdated and too abstract for the real world. Based on a qualitative study conducted in Ireland, the article uses a Bourdieusian lens to examine the de-academisation of study abroad and the field–habitus clash experienced by participants. Finally, the article draws attention to the implications of this neutralisation of academic capital in a context where academic credentials are increasingly devalued in the labour market. 相似文献
18.
Adam R. Nelson 《Asia Pacific Education Review》2013,14(1):93-101
Historically, the changing roles of academics have often been associated with changing relations between scholarship and the state. What functions did the state expect scholars to fulfill? Using a historical–biographical approach, this essay considers the example of early nineteenth-century astronomer Ferdinand Rudolf Hassler, who immigrated to the United States from Switzerland in 1805 and whose contributions to various scientific projects during the next decade (i.e., the final decade of the Napoleonic Wars) revealed a key shift in modern academic identity—a shift from cosmopolitanism to nationalism shaped by the political anxieties and geopolitical uncertainties of his time. Hassler’s involvement with a US coastal survey and the construction of a US national observatory raised doubts about the extent to which a scholar (particularly an immigrant scholar) could be a “cosmopolitan” and a “servant of the state” simultaneously. Hassler, like others of his generation, failed to balance these competing and perhaps fundamentally incompatible roles. His case, together with his own commentary on his experiences, sheds light on similar dilemmas facing so-called global scholars today. 相似文献
19.
Haiying Long 《Educational Research and Evaluation》2016,22(5-6):283-304
This study examines direct and indirect effects of family socioeconomic status (SES) and parental expectations on adolescents’ mathematics and problem-solving achievement in mainland China. SES here is composed of family wealth, home educational resources, and parental education. Over 5,000 ninth-grade students in 5 geographical districts of China participated in the study and were assessed by using the items adapted from the Programme for International Student Assessment (PISA). Results from structural equation modelling indicated that 2 components of SES – home educational resources and parental education – positively predicted parental expectations; however, the 3rd component – family wealth – negatively predicted parental expectations. Family wealth, parental education, and parental expectations significantly predicted mathematics achievement, and home educational resources, parental education, and parental expectations significantly predicted problem-solving achievement. The 3 components of SES also had significant indirect effects on both mathematics and problem-solving achievement through parental expectations, and the effect of family wealth was a suppression effect. These results were further discussed from Chinese cultural contexts. 相似文献
20.
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