In this paper was reached to examine the higher forms pupils‘ study motivation, self-assessment and study success; to set down pupils‘ study and march motivation, self-assessment and progress interconnections in this work. It was set down that the connection between motivation and study progress is statistically important. It means, that pupils who have higher study motivation get better assessment of their study results. Study progress correlate with study motivation statistically importantly and positively. It is why, when it is strong study motivation, there are high marks of the study progress. It was also set down the older students are in the higher forms, the better academic results they reach. Researching the connection of cognitive self-assessment with emotionalself-assessment it was noticed the statistically important and positive correlation. Consequently, if one assesses himself logically, rationally well, his positive, warm, kindly emotional assessment is getting higher.

The purpose of this research is to learn and understand how successful learning in mathematics affects students in their studies overall. The research also aims to define how mathematics can be useful as a motivator in other school related subjects. According to Stenhag (2010), it is possible to use the grade in mathematics as an indicator of students’ grades in general. The higher the grades are in mathematics, the higher they tend to be in other school subjects. The report also tries to explain what it is about mathematics that help students achieve higher results. Is it the character of mathematics in itself, or is it the fact that good results in mathematics give the students a higher motivation? The report consists of a thorough literature study on learning, what happens in our brain as we learn new things, what motivational factors there are and which part mathematics play in all of these. Furthermore, the study presents a text analysis of the core content in mathematics, to define whether there is something particular in common with other subjects. There is also a survey presented in the report, executed by students in year nine, that presents the students’ own thoughts and opinions on mathematics in general. Additionally, there are a couple of interviews with students’ in which they tell about their own experiences of how mathematics have helped them achieve better in other school subjects. The conclusion of the study is that students that do well in mathematics enhances their motivation to study other school related subjects.

Onlineundervisningen på universitet runt om i världen har ökat drastiskt i och med Corona pandemin och det bidrar till att kraven på studenters förmåga att strukturera sitt lärande ökar. Den fysiska interaktionen mellan lärare och studenter saknas och digitala hjälpmedel är därför av intresse. De flesta universitet använder sig idag av lärplattformar för att förmedla kursmaterial till studenter. Tidigare studier visar att ‘learning dashboards’ kan motivera och ge studenter bättre insikt i hur de ligger till i kurser samt möjliggöra självreflektion för att på så sätt hjälpa studenten att agera vid behov. Däremot visar tidigare studier att även om det existerar flertalet ‘learning dashboards’ så är de flesta inte anpassade för studenters behov utan med lärare som huvudanvändare. Syftet med denna studie är att undersöka hur en ‘learning dashboard’ för studenter integrerad i en lärplattform ska vara utformad för att främja studenters lärande och upplysa om deras lärandeprogression. Vi ämnar även undersöka vilka indikationer på deras lärandeprogression som studenter anser är av störst relevans i en dashboard.  Baserat på tidigare forskning utformades en low-fidelity prototyp av en ‘learning dashboard’ integrerad i lärplattformen Canvas, som sedan utvärderades med think aloud tester och semistrukturerade intervjuer. Resultatet av studien visar att det finns ett stort intresse av en ‘learning dashboard’ som ger en överblick av ens progression i kursen men att det är av vikt att den är synkroniserad med kursinnehållet och integrerad i en befintlig lärplattform. Studien visar också att det finns mer att undersöka kring vilka visualiseringar som är bäst lämpade beroende på vilken information som ska förmedlas. / Online education has grown rapidly in universities all over the world due to the corona pandemic and with it, the demand on students' capability to structure their learning grows. There is an absence of physical interaction between students and teachers and therefore digital aid is of interest. Today, most universities are using learning management systems to provide course materials to students. Previous studies show that learning dashboards can help motivate and give students a better insight on how they are performing in courses and enable self-reflection, which can help the students to take action when needed. Recent studies also show that several learning dashboards exist, however, most of them are adapted for teachers and not for the students' needs. The purpose of this study is to examine how a learning dashboard integrated in a learning management system should be designed to promote students’ success in learning and enlighten them about their learning progress. We also aim to examine which indicators of their learning process the students think is of highest relevance in a dashboard. Based on previous studies a low fidelity prototype of a learning dashboard integrated in the learning management system Canvas was designed and then evaluated with think aloud tests and semi structured interviews. The result of the study shows that there is an interest in a learning dashboard that gives an overview of the progression in the course, but it is of importance that the dashboard is synchronized with the course material and integrated in an existing learning management system. The study also shows that there is more to examine about which visualizations

This thesis addresses the significance of the concept of study success in higher education from the perspective of students at five university programs; Business Administration and Economics, Engineering Physics, Medical Education, Social Work and Teacher Education for Upper Secondary Level. The thesis is based on data from three studies conducted between, spring 1993 and autumn 1996. A questionnaire was distributed to all the students enrolled in autumn 1992 to the five programs, regarding students' paths to the university, how they perceived their university studies, and their plans for the future. Fifty-nine of the students were then selected from the five university programs and interviewed on two different occasions. The first interview, conducted mainly during the autumn term of 1993, focused on the respondent's path to the university studies and on different aspects of their lives as students. For a majority of the students, the second interview was conducted about one year later. This interview focused on how the students perceived study success: what was considered to be a good study result, and the characteristics of successful and unsuccessful students. The students were also asked to describe an occasion when they felt successful and unsuccessful, respectively. The results indicate that there is little congruence between the students' perception of study success and that expressed in many public reforms and policies in Sweden. Furthermore, there are both similarities and differences in students' views across the programs. The students at the five programs seemed to relate study success mainly to aspects of Achievement, Process/Strategy, and Comprehension, while aspects related to Personal Growth or Future/Occupation were rarely mentioned. When comparing students' views in the five university programs, the results indicate that an Achievement oriented view dominated among the students in Business Administration and Economics, and Engineering Physics. The students in Engineering Physics and Social Work were more oriented towards Process or Strategy aspects of study success than the students in the other programs. Personal Growth was emphasised as an important aspect only by the Social Work students. Furthermore, students in Social Work and Medical Education were more oriented towards Comprehension than the others. The students in Medical Education and Teacher Education related study success to Future/Occupation to a higher degree that the others. The views on study success seem mainly to be related to aspects in the learning environment, in particular the way the university studies are organised, the examination and grading system, and the contact with the profession. Different recruitment patterns, and the impact of upper secondary education may also be of importance. Influences from the students' prior experiences and their life outside their studies cannot be excluded. Furthermore, the results indicate gender differences. The women seem to view study success in terms of Comprehension, while the men are more oriented towards Achievement. An additional analysis within the categories indicated that the male students seemed to be more self-confident and self-reliant while the female students expressed a more pessimistic view. Furthermore, while the male students view an unsuccessful student only in relation to the individual in question, the female students' view involved the negative consequences of the student's behaviour for other people. / digitalisering@umu

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Der Aufbau eines virtuellen thermodynamischen Labors als interaktive Lernplattform im Rahmen des etablierten thermoE-Konzeptes soll anhand eines exemplarischen Beispiels vorgestellt werden. Mittels intuitiver Bedienung wird den Studierenden das Verständnis thermodynamischer Zusammenhänge vermittelt. Die Umsetzung der interaktiven Arbeitsblätter erfolgt mittels verschiedener Programmierinstrumente, die die Nutzung von Diagrammen, Eingabefeldern, Schaltflächen und Schiebereglern praxisnah ermöglichen.

<p>Open and flexible learning can offer the prospective student a smorgasbord of possible learning activities. This study will investigate if this form of education really suits all students through an examination of relevant factors such as learning process expectations, attendance motives, study approaches (Biggs SPQ), communication initiative, expectation-based study and, finally, background variables such as socioeconomic status. Are there any variables that correlate positive to academic performance? If so, what are these variables and which are most important? This case study is an analysis of academic success involving 174 students in a business administration course in higher education.</p><p>Open and flexible learning is an approach in which distance education and campus mode converge. The emphasis shift is to the individual student’s needs and preferences, which enables students to choose there own learning paths and thus stimulates active and independent learning. The goal is to enable more effective management of learning by the learner. Open and flexible learning is often mentioned as a way to access higher education for non-traditional students. There is a large body of research, with a wide variety of theoretical frameworks and models, that try to explain, describe or predict students’ success. The research points to the fact that there is no one simple explanation or solution to help students towards degree completion or fulfilment of their goals.</p><p>A statistical correlation analysis is conducted in this study and a binary logistic regression is used to construct three models of the most important variables. The first model is based on data about the students that is known before a course starts. The second model includes variables that could be collected at the course start. The third model includes variables that could be collected when the students have attended the course. The result shows that the most important variable for academic success in the course is an achievement-oriented approach to learning. The second most important variable is expectation of the learning process as an individual activity. Other variables such as socioeconomic status and other background variables have less impact. The possibility to predict the academic success is 81 % and the third model explains 46-64 % of the variance of the academic outcome. The conclusion in this study is that the non-traditional students in the Business Administration course receives equal to, if not better results as the other students.</p>

Open and flexible learning can offer the prospective student a smorgasbord of possible learning activities. This study will investigate if this form of education really suits all students through an examination of relevant factors such as learning process expectations, attendance motives, study approaches (Biggs SPQ), communication initiative, expectation-based study and, finally, background variables such as socioeconomic status. Are there any variables that correlate positive to academic performance? If so, what are these variables and which are most important? This case study is an analysis of academic success involving 174 students in a business administration course in higher education. Open and flexible learning is an approach in which distance education and campus mode converge. The emphasis shift is to the individual student’s needs and preferences, which enables students to choose there own learning paths and thus stimulates active and independent learning. The goal is to enable more effective management of learning by the learner. Open and flexible learning is often mentioned as a way to access higher education for non-traditional students. There is a large body of research, with a wide variety of theoretical frameworks and models, that try to explain, describe or predict students’ success. The research points to the fact that there is no one simple explanation or solution to help students towards degree completion or fulfilment of their goals. A statistical correlation analysis is conducted in this study and a binary logistic regression is used to construct three models of the most important variables. The first model is based on data about the students that is known before a course starts. The second model includes variables that could be collected at the course start. The third model includes variables that could be collected when the students have attended the course. The result shows that the most important variable for academic success in the course is an achievement-oriented approach to learning. The second most important variable is expectation of the learning process as an individual activity. Other variables such as socioeconomic status and other background variables have less impact. The possibility to predict the academic success is 81 % and the third model explains 46-64 % of the variance of the academic outcome. The conclusion in this study is that the non-traditional students in the Business Administration course receives equal to, if not better results as the other students.

Need for Cognition (NFC) beschreibt interindividuelle Unterschiede in der Freude an kognitiver Aktivität und der Tendenz, Aufwand in die Verarbeitung von Informationen zu investieren. Trotz vorhandener Belege für die Bedeutsamkeit von NFC im akademischen Kontext, wurde seine Relevanz bezogen auf eher affektive Merkmale und subjektive Erfolgsindikatoren wie Studienzufriedenheit vor Beginn dieser Arbeit kaum erforscht. Weiterhin existieren noch viele Wissenslücken rund um die Grundlagen von NFC und Prozesse oder Merkmale, die Befunde aus dem Anwendungskontext erklären können. Diese Arbeit widmete sich darum sowohl der Untersuchung der praktischen Relevanz von NFC im Studienkontext mit dem Fokus auf affektiven Merkmalen und subjektiven Erfolgsindikatoren als auch der Klärung offener Fragen aus der Grundlagenforschung zu NFC. Vor dem Hintergrund einer Anwendungsperspektive untersuchte die erste Studie Implikationen von NFC für verschiedene Aspekte von Studienerfolg. Die Ergebnisse belegen eine positive Assoziation von NFC mit Studienleistung und erweitern frühere Studien um den Befund eines moderaten Zusammenhangs von NFC mit Studienzufriedenheit. Der Ansatz, NFC mit affektiven Variablen in Verbindung zu bringen, wurde in Studie 2 an Lehramtsstudierenden weiterverfolgt. Sie ergab Zusammenhänge von NFC mit subjektiver Leistungsfähigkeit, aktiver Problembewältigung, Neubewertung als Strategie der Emotionsregulation und Trait-Selbstkontrolle. Der Zusammenhang mit Studienleistungen wurde in dieser Studie ebenfalls bestätigt, während NFC nicht mit Studienzufriedenheit zusammenhing. Vier weitere Studien untersuchten die Grundlagen von NFC und seine Bezüge zu kognitiven Fähigkeiten und Selbstkontrolle. Studie 3 bestätigte kleine bis moderate Zusammenhänge mit Intelligenz. Es bestanden keine Assoziationen von NFC mit Verarbeitungsgeschwindigkeit und exekutiven Funktionen. Basierend auf Hinweisen zu Zusammenhängen zwischen NFC und affektiven Merkmalen untersuchten die Studien 4 bis 6, in welcher Beziehung NFC und Selbstkontrolle stehen. Es ergaben sich teilweise bedeutsame Zusammenhänge, deren Stärke von der Operationalisierung von Selbstkontrolle abhing. Die untersuchten Erklärungsansätze für den Zusammenhang von NFC mit Selbstkontrolle wiesen auf implizite Theorien zur Willenskraft, Handlungsorientierung sowie motivationale Prozesse als dahinter liegende Mechanismen hin. Insgesamt unterstreichen die Studienergebnisse, dass NFC eine Bedeutung im Umgang mit komplexen Herausforderungen zukommt, die nicht nur die reine kognitive Verarbeitung, sondern auch die Bewältigung affektiver Anforderungen betrifft. Die Befunde sprechen dafür, dass NFC mit verschiedenen Merkmalen assoziiert ist, die Individuen eine flexible Anpassung an wechselnde, (emotional) herausfordernde Lebensumstände erleichtern. Zudem finden sich in den Ergebnissen vielversprechende Erklärungsansätze für den Zusammenhang zwischen NFC und Selbstkontrolle. Weiterführende Studien sollten insbesondere die Befunde zu affektiven Merkmalen und grundlegenden Prozessen im Zusammenhang mit NFC vertiefen. Dabei sollte in Anlehnung an diese Arbeit die Verknüpfung von grundlagen- und anwendungsbezogener Forschung fortgesetzt werden. / Need for Cognition (NFC) describes inter-individual differences in the tendency to enjoy cognitive activity and to engage in effortful information processing. Despite evidence for the relevance in academic contexts, NFC has been investigated only sparsely with respect to affective variables and subjective indicators of study success like satisfaction with one’s studies. Additionally, there is a lack of basic research on NFC and processes that may explain practically relevant results. Consequently, this thesis dealt with examining the relevance of NFC for study success focusing on affective implications and questions of basic research on NFC. From an application-oriented perspective, Study 1 examined relations of NFC to different aspects of study success. Its results confirm a positive association of NFC with study performance. Moreover, they extend previous research with showing a medium correlation between NFC and satisfaction with one’s studies. Study 2 examined teacher students and continued focusing on affective implications of NFC. The results hint at positive associations of NFC with personal accomplishment, adaptive coping behavior, reappraisal and trait self-control. Whereas NFC correlated positively with study performance again, it was not related to study satisfaction in that sample. Four further studies examined foundations of NFC and its relations to cognitive functions and self-control. The results of Study 3 indicated low to medium associations of NFC with intelligence but no relations to perceptual speed and executive functions. Basing on research that linked NFC to affective adjustment, Studies 4 to 6 examined the relations of NFC to self-control. Within these studies, self-control was variously measured. Depending on operationalization, NFC correlated significantly positively with some measures of self-control. The results indicated that implicit theories of willpower, action orientation, and motivational processes may be underlying an association of NFC to self-control. Altogether, the results of all studies emphasize that NFC is important for how individuals deal with demanding situations that refer not only to cognitive processes but also to coping with affective challenges. They indicate that NFC has relations to different variables that enable individuals to adapt flexibly to changing and emotionally demanding circumstances. Additionally, the current results hint at promising approaches to explain associations of NFC to aspects of self-control. Prospective studies should especially continue to examine NFC in the context of affective variables and basal processes by combining basic and application-oriented research on NFC.

The investigation of the relationship between the learning culture and academic achievement is the focal point of this research. Owing to the poor scholastic performance of particularly black matric pupils in the erstwhile Department of Education and Training, an investigation was launched into the Department with a view to identify the possible causes of poor matric performance. As a point of departure an in-depth study was made into aspects of the Department of Education and Training, including those which did not fall within the ambit of the Department, which would shed light on the possible causes of poor matric results. The study revealed many signs and incidents which are symptomatic of an eroded culture of learning in a considerable number of schools. Subsequently, a comprehensive study of the establishment of a learning culture was made. According to this study the establishment of a learning culture should transcend the boundaries of the school because pupils do not only learn and study at school, but at home and in the community as well. After concluding this study it immediately became evident that a considerable number of black schools fall far short of the requirements of a learning culture. The responsibilities of the principal as the manager and instructional leader of his school, together with the selection of the principal and teachers for employment, were the next to be studied. Proper performance of the aforementioned functions as well as proper selection of either the principal or teachers for employment can contribute enormously towards establishing a positive school climate. In the empirical research data was gleaned by means of questionnaires. Thereafter the Pearson's product moment correlation coefficient was used to determine the correlation between variables and the t-test and chi-square test were used to test the null hypothesis. From the empirical investigation it emerged that there is a relationship between a learning culture and academic achievement. The ultimate conclusion reached is that the establishment of a learning culture is a prerequisite for academic achievement. Arising from this research certain conclusions were drawn, recommendations were made and areas for possible future research were suggested. / Psychology of Education / D. Ed. (Psychology of Education)