The problem of academic failure has been of real concern to the administration and faculty at Syracuse University. The study at hand is concerned specifically with the problem in the College of Home Economics. Through a study of the data known about students at the time of entrance into the College, it was thought that a better basis for selection night be recommended for the admission of students to the College. Such questions as the following arise in the mind of the research worker: 1. Do the group psychological tests given at the University at the time of entrance give us one basis by which we may predict probable academic success or failure? 2. Are the known high school quartiles dependable bases for selection of successful students? 3. Are there factors in the family backgrounds of these students that.may be significant in their selection? 4. Does an objective personality test have validity as a predictive factor in the success of a student? 5. Do we have any anecdotal records that reveal significant differences in personal adjustment between successful and failed students? 6. Are we able to predict the probable success of failed students upon readmission? 7. Do we have any combination of factors that may be significant in predicting the probable success of a student?

Prokrastinering innebär att frivilligt skjuta upp en viktig aktivitet, trots vetskapen om att det leder till stress, ångest och ytterligare negativa konsekvenser. Enligt forskning anses 80-95 % av alla högskolestudenter prokrastinera,  50 % av studenterna uppger att detta leder till problem. Self-efficacy är individens tilltro till den egna förmågan att klara av saker. Syftet med studien var att undersöka prokrastinering i relation till self-efficacy och studieresultat. Metoden som användes var en webbenkät där två mätinstrument kombinerades, varav dessa är välkända inom forskning på området, Procrastination Assessment Scale for Students samt College Academic Self-efficacy Scale. Därtill adderades ett flertal frågor som mätte studieresultat. I undersökningen deltog 426 högskolestudenter varav 141 män. Resultatet visade på signifikanta samband mellan prokrastinering och sämre studieresultat, samt mellan prokrastinering och låg self-efficacy. Uppskjutande är ett destruktivt beteende som kan ge allvarliga konsekvenser på flera områden. Av den orsaken bör det vara viktigt att bedriva forskningen vidare.

This dissertation explored ways that college students reflectively described the social influences related to their learning failures. This exploration was conducted using semi-structured interviews and Stake's multiple case analysis method. The findings from the interviews were used to develop a framework that describes the key social influence attributes of the learning failure experiences. The key attributes of the framework include: (a) roles, (b) context, and (c) phases. Each key attribute is discussed in detail. The framework serves as the means for exploring several related strands of research related to learning failure in a cohesive way, potentially enriching our understanding of these experiences. This improved understanding may lead to improved intervention designs and advisement strategies that could improve learning outcomes for students.

Made available in DSpace on 2014-12-17T14:36:46Z (GMT). No. of bitstreams: 1 VeruskaAVG_DISSERT.pdf: 674818 bytes, checksum: f8444f7fc6d8282f4b7541fba52319a4 (MD5) Previous issue date: 2012-04-27 / Enter the University and remain in it is a challenge for all students who leave high school and enter this level. The aspiration for a graduation occur by several factors, which have decisive impact on the personal lives of individuals who acquire training in higher education, both as regards the professional capacities as economic opportunity. There are several possible trajectories to get into a college. Students can be classified by their success or failure in performance due to multiple intervening factors that interact among themselves. The purpose of this work is to identify and characterize the factors that reveal trends of success and failure in academic performance of UFRN students. From this general goal, broke out the following specific objectives: to analyze the problems of expanding access to and restructuring of higher education in Brazil and UFRN; explicit definitions of success and failure in higher education; identify national trends and international help to determine the success and failure of students in UFRN. Therefore, we conducted an extensive literature review on the subject and analyzed secondary data from official national, regional and local statistical sources on the subject. In the delimitation of the data, the research population refers to students who entered the UFRN through the vestibular, in the years 2000 to 2010, and who attended at least one (1) semester. In the light of the analysis, the theoretical framework interpretation and the investigative data, it was possible to identify the major factors that affect the categories of success and failure in this university, which highlight the following: the policies adopted by UFRN have provided access mechanisms and student assistance policies, trying to supply the needs of students for them to have a good academic performance, or success in their courses; in addition, the chosen focus of analysis showed that, within the same area, there is not significant difference in the performance of students coming from less favored social and educational contexts, which does not occur when analyzing the success rates between students from different areas of knowledge. The trajectory of interpretative analysis of the results presented in this paper enables to raise points of discussion in various forums and higher councils in order to increase the academic indices of its students. It also enables to promote strategies of guidance and student support for that he persists in his choice / Ingressar na Universidade e permanecer nela ? um desafio para todos os estudantes que deixam o ensino m?dio e entram nesse n?vel de ensino. Os anseios por uma gradua??o se d?o por v?rios fatores, que apresentam repercuss?es decisivas na vida pessoal dos indiv?duos que adquirem a forma??o em n?vel superior, tanto no que concerne ?s capacidades profissionais quanto ?s oportunidades econ?micas. V?rias s?o as trajet?rias poss?veis ao entrar em um curso superior. Os estudantes podem ser classificados pelo seu desempenho de sucesso ou insucesso devido a v?rios fatores intervenientes que interagem entre si. O prop?sito deste trabalho ? identificar e caracterizar os fatores que revelam tend?ncias de sucesso no desempenho acad?mico dos estudantes da UFRN. A partir desse objetivo geral, desencadearam-se os seguintes objetivos espec?ficos: analisar as problem?ticas da expans?o, do acesso e da reestrutura??o da educa??o superior no Brasil e na UFRN; explicitar as defini??es de sucesso e insucesso no ?mbito do ensino superior; identificar tend?ncias nacionais e internacionais que contribuem para determinar o sucesso dos alunos na UFRN. Para tanto, foi realizada uma vasta revis?o bibliogr?fica sobre o tema e foram analisados dados secund?rios de fontes estat?sticas oficiais nacionais, regionais e locais sobre o assunto. Na delimita??o dos dados, a popula??o pesquisada ? referente aos alunos que ingressaram na UFRN por meio do vestibular, nos anos de 2000 a 2010, e que cursaram no m?nimo 1 (um) semestre letivo. ? luz das an?lises, da interpreta??o do referencial te?rico e dos dados resultantes da investiga??o, foi poss?vel identificar as principais tend?ncias de sucesso que influenciam a universidade estudada, as quais se destacam a seguir: as pol?ticas adotadas pela UFRN t?m proporcionado mecanismos de acesso e pol?ticas de assist?ncia estudantil, tentando suprir as necessidades dos alunos para que eles tenham um bom desempenho acad?mico, ou seja, de sucesso em seus cursos; al?m disso, o foco de an?lise escolhido evidenciou que, dentro de uma mesma ?rea, n?o h? significativa diferen?a quanto ao desempenho dos alunos advindos de contextos sociais e escolares menos favorecidos, o que n?o ocorre quando se analisam os ?ndices de sucesso entre alunos de diferentes ?reas do conhecimento. A trajet?ria de an?lise interpretativa dos resultados apresentada neste documento possibilita levantar pontos de discuss?o em diversas inst?ncias e conselhos superiores com fins de melhorar os ?ndices acad?micos de seu alunado. Possibilita tamb?m promover estrat?gias de orienta??o e de apoio ao aluno para que ele persista na sua escolha

The purpose of this study was to explore how college students reflectively describe their learning failure experiences, along with the major themes of those experiences. Through a series of in-depth interviews, four narrative cases written from the perspective of two college students were developed. These four cases were then carefully analyzed and cross-examined to generate a deeper understanding of college student learning failures. This study explored approximately 78 themes related to these four cases, which led to the development of six key components of college student learning failure experiences: Recognizing Learning Failures, Evaluating Learning Failures, Attributions for Learning Failures, Self-Discovery Through Learning Failure, Past Experience and Future Expectations, and Social Influence. These components helped to define an initial framework for guiding future research into college student learning failure experiences.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.

A presente pesquisa parte da constatação de que a atual política educacional, em consonância com interesses advindos do modelo político e econômico vigente no país, promove, cada vez mais, a passagem dos alunos pelos sucessivos graus escolares sem garantir uma formação sólida. Isso resulta em uma nova forma de fracasso escolar, um fracasso relativo, mais sutil, em que uma parcela dos estudantes oriundos de categorias sociais até então prematuramente excluídas da educação formal atinge graus mais elevados de escolarização. Com a participação do Estado e a partir de um discurso que recomenda a qualificação para o mercado de trabalho, também no ensino superior há um grande incentivo para a absorção de um maior contingente de estudantes pobres, que passam a frequentar, sobretudo, instituições de ensino da rede superior privada, muitas imbuídas de uma concepção mercantil de educação. A pesquisa procurou investigar, a partir da narrativa de três estudantes das classes subalternas de uma instituição de ensino superior privada da região metropolitana de São Paulo, os sentidos que eles atribuem à sua experiência nessa modalidade de ensino, os sonhos que são construídos ou impedidos, as formas de consciência, submissão, resignação e resistência que são encontradas. Os estudantes têm consciência de sua condição de integração apenas parcial no universo universitário. Enfrentam a descoberta de que o ensino básico não lhes proporcionou as condições necessárias para frequentar os cursos de sua faculdade e questionam o valor simbólico do diploma a que terão acesso. A ameaça de interrupção dos estudos é constante. Em geral eles são os primeiros de seu grupo social a ingressar numa universidade e não usufruem da educação a que tem acesso como bem privado: trazem consigo as histórias de seus companheiros de classe social e o desejo de compartilhar com eles o conhecimento. Embora não descartem o valor econômico da educação, esperam mais do ensino superior do que a ideologia do mérito e da empregabilidade oferece: buscam a compreensão do enigma da desigualdade de classes e as estratégias para o enfrentamento da humilhação, experiência marcante da condição de subalternidade / This research is based on the finding that the present education policy, which is in keeping with the political and economic agenda prevailing in Brazil, has more and more students going through the successive educational stages without assuring them a solid training. As a result there is a new form of school failure, a more subtle, relative failure, in which part of the students from social classes which have so far been prematurely excluded from formal education begin to reach higher levels of schooling. With the involvement of the State and on the basis of a discourse that recommends qualifying people for the labour market, in higher education there is also a great incentive for the absorption of a larger number of low-income students who start university studies, going mainly to private institutions of higher education, many of them being mostly profit-oriented. Beginning with the account given by three lower-class students in a private institution of higher education in the Greater São Paulo area, this research tried to analyse the meaning they give to their undergoing this kind of education, the dreams that are developed or hindered, the forms of submission, resignation and resistance that are found. The students are aware that they are integrated only partially into the university world; they deal with the discovery that their previous schooling has not provided them with the necessary knowledge and skills to attend university, and they question the symbolic value of the degree they achieve. There is a constant threat of their having to interrupt their studies. Generally they are the first ones in their social group to get into university, and for them the education which they have access to and benefit from is not a private asset but rather a collective one: they bring along the stories of their friends from their social class and the desire to share the knowledge with them. Although they do not reject the economic value of education, they expect more from higher education than the ideology of merit and employability offer: they seek both to understand the riddle of class inequality and to get the tools to fight humiliation, the marking experience of people from a lower-class status

L'entrée à l'école correspond parfois à l'entrée dans l'échec scolaire. Les études sur le développement de l'enfant nous apportent différents éclairages sur un processus complexe. Développements moteur, cognitif et affectif concourent ensemble à la croissance de l'enfant. Les modes d'apprentissage sont multiples. Parfois les difficultés rencontrées se pérennisent et se transforment en échec. Les aides proposées sont généralement conçues par rapport aux problèmes rencontrés. Nous proposons une approche différente prenant en compte l'enfant dans sa globalité. Nous postulons qu'il est doté de ressources. Il peut les mettre en œuvre à partir de son expérience vécue. Le dispositif avec l’Épreuve des Trois Arbres (ETA) et le Cahier de l'Arbre (CA) opérationnalise cette approche. Nous faisons l'hypothèse que l'enfant soumis à ce dispositif construit un nouveau rapport aux apprentissages et progresse. L'étude porte d'une part sur l'analyse quantitative des scores obtenus par vingt quatre enfants de CE2 à une épreuve scolaire et au WISC IV avant et après l'utilisation du dispositif. Les résultats sont comparés à ceux de groupes contrôle. D'autre part l'analyse qualitative porte sur les protocoles de l'ETA et les CA des trente enfants suivis. Elle permet d'observer le cheminement de leur pensée. Cette recherche montre qu'une approche globale centrée sur l'enfant afin de favoriser son expression à l'aide du support analogique de l'arbre lui permet de progresser et de modifier son rapport aux apprentissages. Il est amené à transformer ses représentations de lui-même et du monde, à n'être plus en échec mais en marche vers un avenir choisi. / Starting school sometimes means the beginning of academic failure. Studies on child development highlight different factors in a complicated process. Motor, cognitive and emotional developments compete during the development of a child. There are many learning methods. Sometimes difficulties encountered perpetuate andbecome failure. The help offered is generally devised in relation with the problem. We suggest an alternative approach which takes into account the child as a whole. We assume that he has many resources. He can apply them based on his life experience. The Epreuve des Trois Arbres (ETA) and the Cahier de l’Arbre (CA) method operationalize this approach. We make the hypothesis that the child subject to this method will create a newrelationship with learning and progress. The study is based in part on the quantitative analysis of results achieved by twenty four children in CE2 (8-9 years) in a school test and at WISC IV before and after the use ofthe method. The results are compared with those of the control groups. Furthermore, the qualitative analysis is based on the protocols of the ETA and the CA of the thirty children monitored. It allows us to observe their thought process. This research shows that a global approach centred on the child in order to stimulate hisexpression with the tree analogical support allows him to progress and to modify his relationship to learning. The child is invited to transform his self representations and those of the world, to no longer be a failure but to be awalker towards a chosen future.

A presente pesquisa parte da constatação de que a atual política educacional, em consonância com interesses advindos do modelo político e econômico vigente no país, promove, cada vez mais, a passagem dos alunos pelos sucessivos graus escolares sem garantir uma formação sólida. Isso resulta em uma nova forma de fracasso escolar, um fracasso relativo, mais sutil, em que uma parcela dos estudantes oriundos de categorias sociais até então prematuramente excluídas da educação formal atinge graus mais elevados de escolarização. Com a participação do Estado e a partir de um discurso que recomenda a qualificação para o mercado de trabalho, também no ensino superior há um grande incentivo para a absorção de um maior contingente de estudantes pobres, que passam a frequentar, sobretudo, instituições de ensino da rede superior privada, muitas imbuídas de uma concepção mercantil de educação. A pesquisa procurou investigar, a partir da narrativa de três estudantes das classes subalternas de uma instituição de ensino superior privada da região metropolitana de São Paulo, os sentidos que eles atribuem à sua experiência nessa modalidade de ensino, os sonhos que são construídos ou impedidos, as formas de consciência, submissão, resignação e resistência que são encontradas. Os estudantes têm consciência de sua condição de integração apenas parcial no universo universitário. Enfrentam a descoberta de que o ensino básico não lhes proporcionou as condições necessárias para frequentar os cursos de sua faculdade e questionam o valor simbólico do diploma a que terão acesso. A ameaça de interrupção dos estudos é constante. Em geral eles são os primeiros de seu grupo social a ingressar numa universidade e não usufruem da educação a que tem acesso como bem privado: trazem consigo as histórias de seus companheiros de classe social e o desejo de compartilhar com eles o conhecimento. Embora não descartem o valor econômico da educação, esperam mais do ensino superior do que a ideologia do mérito e da empregabilidade oferece: buscam a compreensão do enigma da desigualdade de classes e as estratégias para o enfrentamento da humilhação, experiência marcante da condição de subalternidade / This research is based on the finding that the present education policy, which is in keeping with the political and economic agenda prevailing in Brazil, has more and more students going through the successive educational stages without assuring them a solid training. As a result there is a new form of school failure, a more subtle, relative failure, in which part of the students from social classes which have so far been prematurely excluded from formal education begin to reach higher levels of schooling. With the involvement of the State and on the basis of a discourse that recommends qualifying people for the labour market, in higher education there is also a great incentive for the absorption of a larger number of low-income students who start university studies, going mainly to private institutions of higher education, many of them being mostly profit-oriented. Beginning with the account given by three lower-class students in a private institution of higher education in the Greater São Paulo area, this research tried to analyse the meaning they give to their undergoing this kind of education, the dreams that are developed or hindered, the forms of submission, resignation and resistance that are found. The students are aware that they are integrated only partially into the university world; they deal with the discovery that their previous schooling has not provided them with the necessary knowledge and skills to attend university, and they question the symbolic value of the degree they achieve. There is a constant threat of their having to interrupt their studies. Generally they are the first ones in their social group to get into university, and for them the education which they have access to and benefit from is not a private asset but rather a collective one: they bring along the stories of their friends from their social class and the desire to share the knowledge with them. Although they do not reject the economic value of education, they expect more from higher education than the ideology of merit and employability offer: they seek both to understand the riddle of class inequality and to get the tools to fight humiliation, the marking experience of people from a lower-class status

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal