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Be Cool, Stay in School: The Habits, Resources, and Confidence College Students Need to SucceedStaheli, Matthew 01 May 2018 (has links)
Earning a college degree yields many benefits. In addition to an increased income, college degree earners generally have greater job satisfaction, make healthier life choices, are better communicators, and have greater social mobility. Even with all of these benefits, however, some colleges are seeing graduation rates as low as 32%. One of the greatest contributing factors affecting the dropout rate of undergraduate college students is poor academic performance in their courses. In this study, we sought to identify several academic resources, study behaviors, academic self-confidence scores, and demographic information to assess what types of behaviors and resources may lead to higher academic performance. There were 148 undergraduate student participants, out of 696 possible students (21.3%), from three sections of Introductory Psychology courses at Utah State University. They participated in a multi-phase survey to assess study habits, and resources that they used when preparing for their psychology course exams. Statistical analyses identified several significant differences between men and women, and between first generation and non-first-generation students. Women studied almost twice as much, compared to men, in terms of hours spent, and course content covered. Academically, first-generation students struggled in almost every way, compared to non-first-generation students. After identifying how the study behavior and resource variables influenced each other, we also identified which variables were the most influential on the students’ final course grades. We found that a student’s GPA (grade point average) was the most important factor, followed by their self-confidence in their academic abilities, followed by their class attendance, followed by how many hours they work outside of school. All of those variables likely affect a student’s final grade, and it is important that college students are informed about which study resources and behaviors they should utilize, to be as successful as possible.
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Japanese Learners' Awareness of Pitch Accent And its Relationship to Their Oral Skills and Study HabitsIimori, Yui 29 October 2014 (has links)
No description available.
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The Role of Academic Optimism and Study Habits in College Student Test AnxietyMull, Lindsay M. 05 May 2016 (has links)
No description available.
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Variables influencing the mathematics performance of first-year tertiary students: A case study.Pongboriboon, Yachai, mikewood@deakin.edu.au January 1993 (has links)
The need to understand which factors most strongly affect performance in first-year mathematics programs at Khon Kaen University (KKU), in North Eastern Thailand, provided the main focus of the study which is described. First-year mathematics students in the 1990-1991 academic year, from four KKU faculty groups (Medicine and Nursing, Agriculture, Science and Education, and Engineering) were involved in this study.
Research literatures addressing variables which were likely to influence performance in early tertiary mathematical study, and variables associated with difficulties in learning mathematics at the transition from upper secondary school to tertiary studies, were reviewed.
The first major aim of the study was to identify the variables which were good predictors of first-year mathematics performance at KKU. Results from stepwise multiple regression analyses indicated that the following predictor variables were statistically significant and entered the regression equations for most Faculty groups: School Mathematics Achievement, Self-Esteem, Study Habits in Mathematics, and Faculty of Study. Other predictor variables that sometimes entered regression equations (depending on the Faculty group) were Socio-Economic-Status, Mathematics Language Competence, Mathematics Confidence, Attitude Towards Mathematics, and Gender. Depending on Faculty group, the statistically significant variables accounted for between 11% and 74% of scores on fist-year KKU mathematics examinations. The predictor variables contributed much more to the variance of scores on first-semester mathematics examinations than to the variance of scores on second-semester mathematics examinations.
It was also found that scores on the Direct Entry Examination Mathematics test (administered by KKU) and the School Mathematics Achievement test (developed and administered by the author) had stronger correlations with first-year KKU mathematics performance than did scores on the National Entry Examination Mathematics tests (administered by the Thai Ministry of University Affairs). Scores on the three pre-university mathematics achievement test instruments were better predictors of first-semester mathematics performance than of second-semester mathematics performance.
It was found that the mean Mathematics Confidence of male students was statistically significantly higher than that of female students, but there were no statistically significant gender differences in Mathematics Misplaced Confidence. Only about 30% of the main sample ( 30% of the male and 30% of the female sample groups) had appropriate confidence in mathematics, that is, they thought their answers were correct when they were, in fact, correct, and they thought they were wrong when they were, in fact, incorrect.
So far as Faculty performance differences were concerned, Engineering students had the highest Mathematics Confidence scores, followed by the Medicine and Nursing group of students and the Science and Education group students. Agriculture students had the lowest mean Mathematics Confidence score. No statistically significant differences occurred in Mathematics Misplaced Confidence between different Faculty groups.
The second main aim of the study was to investigate why many first-year students experienced difficulties in coping with their mathematics units. A small group of senior secondary mathematics teachers, university mathematics lecturers, and first-year mathematics students were interviewed during the first semester of the 1990-1991 academic year. Interviews were conducted by the author according to a questionnaire format, and were aimed at identifying factors causing difficulty in the transition from senior secondary to university mathematical study. The analysis of the quantitative data together with the interview data indicated that the major sources of difficulty were associated with: (a) students' mathematical abilities; (b) curriculum content; (c) course organisation; (d) students' study habits; (e) instructional styles; and (f) assessment procedures.
The results of the investigation are discussed in the light of the relevant literature and related research.
The study concludes with recommendations which are addressed to mathematics teachers and education administrators in senior secondary schools in Thailand, to the Thai Ministry of Education, and to the KKU Department of Mathematics.
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Studiebegeleiding aan leerlinge in die seniorprimêreskoolfase met 'n negatiewe studiehouding / Frances W. PhookoPhooko, Frances Willemina January 1997 (has links)
Under favourable conditions, the child in the senior primary phase (from Grade 5 to
Grade 7) should lead a happy and carefree life with few real problems for himlherself
or his parents. At this time the child is at his/her most receptive stage, therefore it is
very important that the child should acquire good study habits, study attitudes and
study methods.
Attitude plays a very important role in learning. If the child has a negative attitude
towards study, his academic achievement will not be as desired. The child who has a
negative attitude also has a negative or poor self esteem. It is important to lead the
child in the senior primary phase to develop and adopt a positive attitude and self
esteem.
The aim for this study is to determine whether the pupils (learners) in the senior
primary phase will develop a positive disposition towards learning if they are given
guidance.
The characteristics of the senior primary child in relation with his physical, social,
emotional, moral and personal development is closely scrutenised. The focus is on
study attitude and the factors that would influence it such as language, stress, self
esteem, hereditary, abilities and environment.
Thus the study guidance program for the child in the senior primary phase with a
negative study attitude has been set out comprehensively. The focus fell upon study
guidelines for study guidance in the form of group guidance and the ten sessions into
which the study guidance program was set out. The study guidance program
consisted of orientation of the group, aims or objectives, study attitude, self esteem,
study habits, study methods, facors which influence learning, facets of the memory,
attention and concentration, compiling a works program and study roster, motivation,
listening, effective reading, memory aids, memorising, summarising, underlining and
preparation and writing of the examination.
During the empirical investigation the following steps were followed: • The school guidance teacher selected fifteen pupils (learners) from the senior
primary phase (grade 6) who showed a negative study attitude.
• Questionnaires about study habits, study attitudes and study methods were
completed by the group before and after the study guidance program. The pupils
also had to write a General Science test before and after the study guidance. The
results of the General Science Tests before and after the study guidance, were
compared with each other.
The presentation and interpretation of the response of the questionnaire about study
methods, study attitudes and study habits regarding the General Science test marks
were recorded. The test marks before and after were compared.
Furthermore, from the examination it came to light that the questions in the
questionnaire showed a marked changed namely a great effect (0,8) except in
questions 41, 46 and 49 which showed a medium effect. This improvement or change
in the Science Test marks are thus educationally viable.
As a result of the positive change in the questionnaire's response and the General
Science test marks, it appears that the program was successful. It also shows that a
study guidance program can play an important role in cases where the Senior
Primary pupil (learner) has a negative study attitude. There is a definite yearning by
the child in the senor primary phase to be guided during learning and thus being
influenced positively. Guidance implies assistance, Le. during learning/study the child
must be assisted so that learning can be effective and the potential of the child be
optimally unfolded or developed. If the child's potential is optimally developed, the
child will become a happy adult who will be an asset to him/herself and to the
community. / Thesis (MEd)--PU for CHE, 1998
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Studiebegeleiding aan leerlinge in die seniorprimêreskoolfase met 'n negatiewe studiehouding / Frances W. PhookoPhooko, Frances Willemina January 1997 (has links)
Under favourable conditions, the child in the senior primary phase (from Grade 5 to
Grade 7) should lead a happy and carefree life with few real problems for himlherself
or his parents. At this time the child is at his/her most receptive stage, therefore it is
very important that the child should acquire good study habits, study attitudes and
study methods.
Attitude plays a very important role in learning. If the child has a negative attitude
towards study, his academic achievement will not be as desired. The child who has a
negative attitude also has a negative or poor self esteem. It is important to lead the
child in the senior primary phase to develop and adopt a positive attitude and self
esteem.
The aim for this study is to determine whether the pupils (learners) in the senior
primary phase will develop a positive disposition towards learning if they are given
guidance.
The characteristics of the senior primary child in relation with his physical, social,
emotional, moral and personal development is closely scrutenised. The focus is on
study attitude and the factors that would influence it such as language, stress, self
esteem, hereditary, abilities and environment.
Thus the study guidance program for the child in the senior primary phase with a
negative study attitude has been set out comprehensively. The focus fell upon study
guidelines for study guidance in the form of group guidance and the ten sessions into
which the study guidance program was set out. The study guidance program
consisted of orientation of the group, aims or objectives, study attitude, self esteem,
study habits, study methods, facors which influence learning, facets of the memory,
attention and concentration, compiling a works program and study roster, motivation,
listening, effective reading, memory aids, memorising, summarising, underlining and
preparation and writing of the examination.
During the empirical investigation the following steps were followed: • The school guidance teacher selected fifteen pupils (learners) from the senior
primary phase (grade 6) who showed a negative study attitude.
• Questionnaires about study habits, study attitudes and study methods were
completed by the group before and after the study guidance program. The pupils
also had to write a General Science test before and after the study guidance. The
results of the General Science Tests before and after the study guidance, were
compared with each other.
The presentation and interpretation of the response of the questionnaire about study
methods, study attitudes and study habits regarding the General Science test marks
were recorded. The test marks before and after were compared.
Furthermore, from the examination it came to light that the questions in the
questionnaire showed a marked changed namely a great effect (0,8) except in
questions 41, 46 and 49 which showed a medium effect. This improvement or change
in the Science Test marks are thus educationally viable.
As a result of the positive change in the questionnaire's response and the General
Science test marks, it appears that the program was successful. It also shows that a
study guidance program can play an important role in cases where the Senior
Primary pupil (learner) has a negative study attitude. There is a definite yearning by
the child in the senor primary phase to be guided during learning and thus being
influenced positively. Guidance implies assistance, Le. during learning/study the child
must be assisted so that learning can be effective and the potential of the child be
optimally unfolded or developed. If the child's potential is optimally developed, the
child will become a happy adult who will be an asset to him/herself and to the
community. / Thesis (MEd)--PU for CHE, 1998
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The Effects Of StudentsAtbas, Emil E. 01 September 2004 (has links) (PDF)
This study investigated the impact of several affective, cognitive, and demographic entering characteristics of students and their experiences of the psychosocial, instructional and managerial, physical, and course-related materials aspects of the classroom environment in accounting for three language learning outcomes / class participation, study habits, and English achievement. The subjects of the study (N = 519) were the preparatory class students of various departments of Erciyes University in Kayseri who received a one-year English instruction at Erciyes University School of Foreign Languages (EUSFL) during the academic year 2001-2002.
In line with the &ldquo / Input-Context-Outcome&rdquo / research framework of the study, the data were gathered from the students through self-report questionnaires and school records prior to (Input-entering student characteristics variables), during (Context- classroom environment variables), and at the end (Outcome) of the specified instructional period (one-semester), which were subjected to various applications of Multivariate Linear Regression procedures.
The findings indicated different patterns of relationships depending on the type of outcome assessed with significant predictors from both input and context classes. In descending order of effect size, the significant predictors of class participation were teacher supportiveness, involvement, satisfaction with course materials, speaking anxiety, self-concept, task orientation and organization, effort, student cohesiveness, physical conditions, overall academic achievement, and previous exposure, which altogether accounted for 74 % of the variance in students&rsquo / levels of class participation. The amount of variance accounted for study habits was 40 %, with involvement, overall academic achievement, self-concept, student residence, and gender emerging as significant predictors. As for the English achievement criterion, overall academic achievement, teacher supportiveness, self-concept, involvement, satisfaction with course materials, previous exposure, and student residence were significant predictors which accounted for 56 % of the overall variance. The findings are discussed in light of relevant theory and empirical research and suggestions are made for pedagogical practices and further research directions.
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A Paradoxical Treatment Technique Versus a Behavioral Approach in Treatment of Procrastination of StudyingYoung, James Robert 12 1900 (has links)
The present study investigated the relative efficacy of paradoxical, behavioral, and reflection-support treatments among college students who complained about procrastination of studying. Although there is much literature describing successful use of paradoxical treatment, there has been little substantive research. Paradoxical techniques offer more complex theoretical explanations than behavioral therapy even though in practice the procedure of each are often quite similar. Subjects were selected by their response to an ad in the school newspaper that offered free treatment for students who had problems with procrastination. Further screening of participants was done through clinical interviews. Thirty-three subjects were selected for treatment of procrastination with three clients randomly assigned to each of 11 advanced psychology graduate students who served as therapists. Each therapist provided all three types of treatment, one type of treatment to each of their three assigned clients.
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Success Off The Field: Academic Strategies of High-GPA College AthletesErbe, Ashlynn 22 June 2020 (has links)
This study investigated the strategies academically successful college student athletes use to do well in their class work, where academic success was defined as a 3.5 GPA for 12 or more credits for the two semesters preceding the study. Data were transcriptions of individual interviews with five male and five female athletes in seven sports at an NCAA Division I university in the western United States. Independent coders analyzed the data and agreed upon themes related to challenges to academic success and strategies to meet those challenges. Findings add to the literature by detailing self-regulatory habits that academically underprepared athletes can adopt from their successful peers. Academic advisors can use these findings as they help athletes increase academic success and learn valuable life skills.
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Study Behavior of Nursing StudentsDoll-Speck, Lori Jo 02 July 2007 (has links)
No description available.
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