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O ingresso na universidade impõe inúmeros desafios ao estudante e pesquisas indicam que estudantes mais habilidosos socialmente podem ter menor propensão a apresentar problemas de saúde mental, provavelmente por terem maior habilidade para lidar com esses desafios. Nessa interface o desempenho acadêmico dos universitários também ganha destaque na literatura da área. Observa-se uma tendência a identificação de uma relação positiva entre repertório socialmente habilidoso, bom desempenho acadêmico e saúde mental dos universitários, embora poucas pesquisas empíricas embasem tal afirmação Nesse contexto se insere a proposta deste estudo, como desdobramento de um amplo estudo desenvolvido junto a alunos de graduação. Objetiva-se verificar se as habilidades sociais e as condições de saúde mental de estudantes universitários dos anos iniciais da graduação são preditoras do desempenho acadêmico dos mesmos no início e ao final da graduação, bem como verificar as possíveis associações entre as variáveis mencionadas. Propõe-se um delineamento comparativo, correlacional e preditivo e a inclusão da variável desempenho acadêmico dos graduandos, não avaliada no estudo amplo. Foram participantes deste estudo 305 estudantes universitários, de ambos os sexos e de diferentes cursos de graduação da UNESPBauru, que foram avaliados quando cursavam até um semestre anterior ao meio do curso, caracterizando início da graduação. Esses participantes, após os devidos procedimentos éticos, responderam em sala de aula, a um conjunto de instrumentos apresentados em um caderno contendo instruções específicas para cada um deles, a saber: Questionário de Avaliação de Habilidades Sociais, Comportamentos e Contextos para Universitários (QHC universitários), Versão reduzida do Inventário de Fobia Social (Mini SPIN), Inventário de Depressão de Beck (BDI) e Inventário de Habilidades Sociais (IHS Del Prette). E, posteriormente, responderam individualmente a Entrevista Clínica Estruturada para o DSM-IV (SCID) conduzida por telefone. Realizou-se a coleta dos dados sobre o desempenho acadêmico dos universitários, junto à secretaria da universidade, registrando as informações referentes às notas de início do curso e se os participantes concluíram ou não a graduação no tempo especificado pelas grades curriculares dos cursos. Foram selecionadas para o modelo de regressão logística binária para as análises do desempenho acadêmico do início e final da graduação as variáveis que apresentaram nível de significância de p<0,1 nas análises univariadas. As variáveis IHS-autocontrole da agressividade em situações aversivas (F5) e saúde mental foram as variáveis incluídas na análise do início da graduação e se mantiveram como preditoras. Em relação ao final da graduação foram incluídas as variáveis QHC comunicação e afeto, QHC falar em público e apresentar seminários, QHC comunicação e afeto e QHC potencialidades para grupos diferenciados pelos escores de ansiedade, IHS escore total, IHS autoafirmação da expressão de sentimentos negativos, IHS autoexposição a desconhecidos e situações novas, sexo, ano do curso, área e desempenho acadêmico inicial, mantendo-se como preditoras: sexo feminino, estar matriculado em anos mais avançados, por ocasião da avaliação do início do curso, cursar área de humanas e ter desempenho acadêmico inicial na média ou acima da média. Tais dados sugerem desdobramentos para os campos da psicologia, da educação e para as políticas públicas. / Getting into college poses many challenges for students. Research in the field shows that more socially skillful students are less likely to present with mental problems, probably because they have better skills in coping with these challenges. In this aspect academic performance also plays an important role in the field literature. A tendency is seen that points to a positive relationship between good social skills, good academic performance and mental health in university students, although little empiric research bears out this statement. That is the goal of this project, a spin-off of a study carried out among undergraduate students. Our aim is to assess whether mental health and social skills of university students in the first years of an undergraduate course predict their academic performance during and at the end of the course as well as to assess possible associations between the variables under study. We propose a correlational and predictive analysis and the inclusion of the undergraduate students academic performance variable, not assessed in the in-depth study. 305 students of both genders and of different undergraduate courses of UNESP-Bauru were assessed when they were still in a semester before half of the course, which corresponds to the beginning of the undergraduate course. These subjects, after undergoing ethical procedures, answered in the classroom a set of questionnaires shown them in a notebook containing specific instructions for each one of them, which were: Questionnaire on Assessing University Students Behavior and Lifestyles (QAUSBL), reduced version of the Social Phobia Inventory (Mini SPIN), Beck Depression Inventory (BDI) and Social Skills Inventory (SKI - Del Prette). Later they individually answered a structured clinical telephone interview for DSN-IV (SCID). Data concerning students academic performance were collected at the university deans office, including grades at the beginning of the course as well as whether students graduated within the period specified by the school\'s timetable. For the model of binary logistic regression to analyze academic performance at the beginning and end of undergraduate studies, the variables with a significance level of p<0 in univariate analyses were selected. The variables IHC-self-control of aggressiveness in adverse situations (F5) and mental health were the variables included in the analysis at the beginning of undergraduate studies and were kept as predictive. At the end of the course, communication and affection QAUSBL, speaking in public and presenting seminars QAUSBL and potentialities for groups differentiated by anxiety scores QAUSBL, total score SKI, self-affirmation of expressing negative feelings SKI, self-exposal to strangers and new situations, sex, course year, field and initial academic performance SKI. The predictive factors were: feminine sex, being enrolled in higher years during the evaluation that took place at the beginning of the course, attending human science courses and to showing an initial academic performance on average or above average. Such data suggest unfolding into the fields of psychology, education and public policies.

<p>This is a qualitative study, the aim of which is to explore experiences influencing the<br /> academic performance of 1st Year nursing students at the Western Cape College of Nursing,<br /> South Africa, during 2008 when the College was confronted with unprecedented failure rates<br /> among 1st Year students. It describes the College‟s collaboration with a higher education<br /> institution and the changes that emanated from this collaboration. The influence of<br /> situational factors on 1st Year nursing students is explored. These include the legacy of the<br /> inequality of past learning opportunities, institutional factors which hamper students‟ sense of<br /> belonging, and the social and academic integration of students into their learning<br /> environment. The methodology used in the process of exploring these factors included focus<br /> group discussions with students and in-depth interviews with staff in order to explore their<br /> respective perceptions of the problem. From this it is hoped that the quality of human<br /> resources for health will be enhanced.</p>

<p>This is a qualitative study, the aim of which is to explore experiences influencing the<br /> academic performance of 1st Year nursing students at the Western Cape College of Nursing,<br /> South Africa, during 2008 when the College was confronted with unprecedented failure rates<br /> among 1st Year students. It describes the College‟s collaboration with a higher education<br /> institution and the changes that emanated from this collaboration. The influence of<br /> situational factors on 1st Year nursing students is explored. These include the legacy of the<br /> inequality of past learning opportunities, institutional factors which hamper students‟ sense of<br /> belonging, and the social and academic integration of students into their learning<br /> environment. The methodology used in the process of exploring these factors included focus<br /> group discussions with students and in-depth interviews with staff in order to explore their<br /> respective perceptions of the problem. From this it is hoped that the quality of human<br /> resources for health will be enhanced.</p>

O ingresso na universidade impõe inúmeros desafios ao estudante e pesquisas indicam que estudantes mais habilidosos socialmente podem ter menor propensão a apresentar problemas de saúde mental, provavelmente por terem maior habilidade para lidar com esses desafios. Nessa interface o desempenho acadêmico dos universitários também ganha destaque na literatura da área. Observa-se uma tendência a identificação de uma relação positiva entre repertório socialmente habilidoso, bom desempenho acadêmico e saúde mental dos universitários, embora poucas pesquisas empíricas embasem tal afirmação Nesse contexto se insere a proposta deste estudo, como desdobramento de um amplo estudo desenvolvido junto a alunos de graduação. Objetiva-se verificar se as habilidades sociais e as condições de saúde mental de estudantes universitários dos anos iniciais da graduação são preditoras do desempenho acadêmico dos mesmos no início e ao final da graduação, bem como verificar as possíveis associações entre as variáveis mencionadas. Propõe-se um delineamento comparativo, correlacional e preditivo e a inclusão da variável desempenho acadêmico dos graduandos, não avaliada no estudo amplo. Foram participantes deste estudo 305 estudantes universitários, de ambos os sexos e de diferentes cursos de graduação da UNESPBauru, que foram avaliados quando cursavam até um semestre anterior ao meio do curso, caracterizando início da graduação. Esses participantes, após os devidos procedimentos éticos, responderam em sala de aula, a um conjunto de instrumentos apresentados em um caderno contendo instruções específicas para cada um deles, a saber: Questionário de Avaliação de Habilidades Sociais, Comportamentos e Contextos para Universitários (QHC universitários), Versão reduzida do Inventário de Fobia Social (Mini SPIN), Inventário de Depressão de Beck (BDI) e Inventário de Habilidades Sociais (IHS Del Prette). E, posteriormente, responderam individualmente a Entrevista Clínica Estruturada para o DSM-IV (SCID) conduzida por telefone. Realizou-se a coleta dos dados sobre o desempenho acadêmico dos universitários, junto à secretaria da universidade, registrando as informações referentes às notas de início do curso e se os participantes concluíram ou não a graduação no tempo especificado pelas grades curriculares dos cursos. Foram selecionadas para o modelo de regressão logística binária para as análises do desempenho acadêmico do início e final da graduação as variáveis que apresentaram nível de significância de p<0,1 nas análises univariadas. As variáveis IHS-autocontrole da agressividade em situações aversivas (F5) e saúde mental foram as variáveis incluídas na análise do início da graduação e se mantiveram como preditoras. Em relação ao final da graduação foram incluídas as variáveis QHC comunicação e afeto, QHC falar em público e apresentar seminários, QHC comunicação e afeto e QHC potencialidades para grupos diferenciados pelos escores de ansiedade, IHS escore total, IHS autoafirmação da expressão de sentimentos negativos, IHS autoexposição a desconhecidos e situações novas, sexo, ano do curso, área e desempenho acadêmico inicial, mantendo-se como preditoras: sexo feminino, estar matriculado em anos mais avançados, por ocasião da avaliação do início do curso, cursar área de humanas e ter desempenho acadêmico inicial na média ou acima da média. Tais dados sugerem desdobramentos para os campos da psicologia, da educação e para as políticas públicas. / Getting into college poses many challenges for students. Research in the field shows that more socially skillful students are less likely to present with mental problems, probably because they have better skills in coping with these challenges. In this aspect academic performance also plays an important role in the field literature. A tendency is seen that points to a positive relationship between good social skills, good academic performance and mental health in university students, although little empiric research bears out this statement. That is the goal of this project, a spin-off of a study carried out among undergraduate students. Our aim is to assess whether mental health and social skills of university students in the first years of an undergraduate course predict their academic performance during and at the end of the course as well as to assess possible associations between the variables under study. We propose a correlational and predictive analysis and the inclusion of the undergraduate students academic performance variable, not assessed in the in-depth study. 305 students of both genders and of different undergraduate courses of UNESP-Bauru were assessed when they were still in a semester before half of the course, which corresponds to the beginning of the undergraduate course. These subjects, after undergoing ethical procedures, answered in the classroom a set of questionnaires shown them in a notebook containing specific instructions for each one of them, which were: Questionnaire on Assessing University Students Behavior and Lifestyles (QAUSBL), reduced version of the Social Phobia Inventory (Mini SPIN), Beck Depression Inventory (BDI) and Social Skills Inventory (SKI - Del Prette). Later they individually answered a structured clinical telephone interview for DSN-IV (SCID). Data concerning students academic performance were collected at the university deans office, including grades at the beginning of the course as well as whether students graduated within the period specified by the school\'s timetable. For the model of binary logistic regression to analyze academic performance at the beginning and end of undergraduate studies, the variables with a significance level of p<0 in univariate analyses were selected. The variables IHC-self-control of aggressiveness in adverse situations (F5) and mental health were the variables included in the analysis at the beginning of undergraduate studies and were kept as predictive. At the end of the course, communication and affection QAUSBL, speaking in public and presenting seminars QAUSBL and potentialities for groups differentiated by anxiety scores QAUSBL, total score SKI, self-affirmation of expressing negative feelings SKI, self-exposal to strangers and new situations, sex, course year, field and initial academic performance SKI. The predictive factors were: feminine sex, being enrolled in higher years during the evaluation that took place at the beginning of the course, attending human science courses and to showing an initial academic performance on average or above average. Such data suggest unfolding into the fields of psychology, education and public policies.

This study has a fourfold focus. Firstly, the study aims to fill a gap in research regarding teachers and principals’ perceptions on transition work and collaboration in school years K-3 and 4-6 in the subject of English. Secondly, the study explores how these views affect students' academic achievement in the subject. Thirdly, the gathered data is compared to previous research and Swedish national governing documents and guidelines on the matter. Lastly, the study collected suggestions for improvements with regards to transition work and collaboration based on previous research and our respondents’ views.    The basis for the study is data collected from 42 teacher and 10 school principal respondents who answered qualitative and quantitative questions regarding the issue. The findings indicate that teachers and principals' views do not always align regarding transition work. The study shows a great discrepancy in how Swedish schools collaborate around transition, where some Swedish teachers report well-functioning transition work and collaboration and some report the complete opposite. Furthermore, the findings indicate that students' academic performance is affected by the quality of teachers transition and collaboration work. Lastly, the study identifies some key factors that are necessary for well-functioning transition and collaboration work to transpire. / Denna studie har ett fyrfaldigt fokus. Först ämnar den att fylla ett hål i forskning som behandlar lärares och rektorers uppfattningar om övergångsarbete och samarbete mellan skolåren F-3 och 4-6 i Engelskämnet. Sedan utforskar studien hur dessa uppfattningar påverkar elevers akademiska prestationer i ämnet. I tredje hand jämförs den samlade datan med vad tidigare forskning, Svenska styrdokument och riktlinjer säger i frågan. Till sist sammanställer studien förslag på förbättringar på övergångsarbetet och samarbetet baserat på respondenternas bidrag och tidigare forskning. Forskningsunderlaget utgörs av data som samlats från 42 lärare och 10 rektorer som svarat på kvalitativa så väl som kvantitativa frågor om ämnet. Fynden indikerar att lärares och rektorers syn på övergångsarbete inte alltid överensstämmer. Studien visar vidare en grav diskrepans mellan svenska skolor i hur de samarbetar kring elevers övergång mellan låg- och mellanstadiet, där några av lärarna rapporterar ett väl fungerande samarbete och andra det helt motsatta. Fynden indikerar även att elevers akademiska prestationer kan påverkas av kvalitén på lärarnas samarbete och övergångsarbete. Slutligen identifierar studien några nyckelfaktorer som är nödvändiga för att skapa ett väl fungerande övergångsarbete och sammarbete.

Thesis (MPhil)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: The purpose of the current study was to determine how the recognition of prior learning (RPL) process at the University of the Western Cape prepares mature adult students to be successful. These mature adult students gain knowledge, skills and attitudes through an alternative manner, which is acknowledged by the University of the Western Cape (UWC). During the portfolio development course, these mature adults students are expected to reflect on their prior knowledge in order to identify, formulate and document their prior learning according to the specification of the institute. This process stimulates cognitive competencies, introduces them to the formal education discourse, and improves their academic language skills. An interpretive research method was used to collect data. The qualitative data which was collected stems from a self-administered questionnaire, semi-structured individual interviews and also the textual data in the portfolios of the mature adult students who participated in this study. All interviews were recorded on a tape recorder with the consent of the respondents and were transcribed verbatim. Content analysis was used to analyse the data. The results and findings of the study indicate that a holistic approach is followed at UWC to develop the mature RPL students academically. All role players at UWC are involved including their top management. The implementation of RPL at the institute is a top priority where the mature adult students are given the opportunity to develop to their full potential. Support systems are also available to improve the academic performances of these adult students. The results indicated that these students are committed to their studies, are motivated to be successful at the higher education institute, and with the support of the mentors they progress academically. / AFRIKAANSE OPSOMMING: Die doel van die studie was om te bepaal hoe die erkenning van voorafleer (EVL)-proses by die Universiteit van Wes-Kaapland (UWK) die ouer volwasse student voorberei om suksesvol te wees. Hierdie volwassenes se kennis, vaardighede en houdings wat op 'n alternatiewe manier opgedoen is (hulle voorafleer) word deur die UWK erken. Die ouer volwassenes word deur middel van reflektering in die portefeulje-ontwikkelingskursus die geleentheid gebied om hulle voorafleer te identifiseer, te formuleer en te dokumenteer volgens die spesifikasies van die instelling. Algaande word hulle kognitiewe vaardighede gestimuleer, hulle maak kennis met die formele opvoedingsdiskoers, en verbeter hulle akademiese taalvaardighede. 'n Interpretatiewe navorsingsbenadering is gebruik om data in te samel. Die kwalitatiewe data wat ingesamel is, spruit voort uit 'n self-geadministreerde vraelys, semigestruktureerde individuele onderhoude, asook die tekstuele data in die portefeuljes van die volwasse studente wat aan die studie deelgeneem het. Alle onderhoude is met die toestemming van die respondente met 'n digitale opnemer opgeneem en woordeliks getranskribeer. Data-analisering het deur middel van inhoudsanalise plaasgevind. Die bevindinge van die studie dui daarop dat 'n holistiese benadering by die UWK gevolg word om die ouer EVL-studente akademies voor te berei. Alle rolspelers by die UWK word betrek, met inbegrip van hulle topbestuur. Die toepassing en implementering van EVL is 'n topprioriteit by die instelling waar ouer volwasse studente die geleentheid gebied word om tot hulle volle potensiaal te ontwikkel. Ondersteuningstelsels wat akademiese vooruitgang van volwasse ouer studente bevorder, is ook beskikbaar. Die studie het aangedui dat ouer volwasse studente is ook verbind tot hulle studies, is gemotiveer om sukses aan die hoëronderwysinstelling te behaal, en met behulp van die mentors toon hulle akademiese vordering.